Search results for ‘Subject term:"learning disabilities"’ Sort:
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Residential provision for people with intellectual disabilities in England, Wales and Scotland
- Authors:
- EMERSON Eric, HATTON Chris
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 11(1), 1998, pp.1-14.
- Publisher:
- Wiley
Describes the nature and extent of residential provision for people with intellectual disabilities in 1991 in England, Scotland and Wales. Data from the OPCS Census suggest that: (1) substantial regional and national variation existed; (2) overall, the level of provision was significantly lower than Department of Health targets for 1991; (3) the majority of people with intellectual disabilities were living in relatively large-scale congregate care settings; (4) the majority of residents were younger and middle-aged adults; (5) young black men were significantly more likely to be placed in residential provision than their peers from other ethnic groups; (6) young Asian men, young Chinese/Other men and young Asian women were significantly less likely to be placed in residential provision than their peers from other ethnic groups; (7) rates of employment and marriage among residents were markedly lower than for the general population. The results are discussed in relation to national policy aims and existing and future demand for residential provision.
Learning disability, autism and the Criminal Procedure (Scotland) Act
- Authors:
- WILLIAMS Fionnuala, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 14(5), 2020, pp.149-167.
- Publisher:
- Emerald
This paper aims to investigate the use of Part VI of the Criminal Procedure (Scotland) Act 1995 (CPSA) for people with Learning Disability (LD) and/or Autism. This is in the context of a recent review commissioned by the Scottish Government into whether the provisions in the Mental Health (Care and Treatment) (Scotland) Act 2003 (MHA) meet the needs of these groups which would also affect associated legislation such as CPSA.Design/methodology/approach: All CPSA orders active on the 3 January 2018 were identified and analysed for a number of variables including diagnoses, detention length, level of hospital security and medication use. Findings: Of the 580 people on CPSA orders, 69 (11.9%) had LD and 27 (4.7%) had possible/definite Autism. Most people with LD (56.5%) did not have a mental illness or personality disorder. Most (81.2%) had mild LD. There were two patients whose only diagnosis was Autism. Mean duration of detention was longer for those with LD than for those without. Most patients with LD alone were prescribed medication (61.5%) and, if in hospital, were managed in low secure units (59%). Originality/value: The results indicate that people with LD or Autism are differently affected by the application of the CPSA from other people with mental disorders, and that this is potentially discriminatory, if it is not objectively justified . It supports the stance from the recent review that to reduce the potential for discrimination, substantial changes to MHA and CPSA should be considered in the wider review of the MHA in Scotland. (Edited publisher abstract)
Day services and home care for adults with learning disabilities across the UK
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 22(2), 2017, pp.109-115.
- Publisher:
- Emerald
Purpose: This paper compares data from national social care statistics on day services and home care for people with learning disabilities across England, Scotland, Wales and Northern Ireland. Design/methodology/approach: National social care statistics (England, Scotland, Wales and Northern Ireland) reporting the number of adults with learning disabilities accessing day services and home care were reviewed, with data extracted on trends over time and rate of service use. Findings: Regarding day services, despite some variations in definitions, the number of adults with learning disabilities in England, Scotland and Wales (but not Northern Ireland) using building-based day services decreased over time. Data from Scotland also indicate that adults with learning disabilities are spending less time in building-based day services, with alternative day opportunities not wholly compensating for the reduction in building-based day services. Regarding home care, there are broadly similar rates of usage across the four parts of the UK, with the number of adults with learning disabilities using home care now staying static or decreasing. Social implications: Similar policy ambitions across the four parts of the UK have resulted (with the exception of Northern Ireland) in similar trends in access to day services and home care. (Edited publisher abstract)
Learning from each other in the context of personalisation and self-build social care
- Authors:
- NIND Melanie, COVERDALE Andy, CROYDON Abigail
- Journal article citation:
- Disability and Society, 36(10), 2021, pp.1553-1573.
- Publisher:
- Taylor and Francis
UK policy for adults with intellectual disabilities no longer supports state-provided building-based day care but promotes personalised care and support under individuals’ control with choice of community-based opportunities. The research explored experiences of this new terrain and the informal learning involved. An initial scoping review was followed by interviews with key service providers in one urban and one rural area in England and one of each in Scotland. Next, ethnographic fieldwork with people with intellectual disabilities involved a flexible mix of observations, interviews, focus groups, and participant-generated visual data. Thematic analysis involved an iterative mix of deductive and inductive coding. Findings showed informal peer learning ranged from ad hoc to structurally supported. Though learning was often tacit, support was valued and agency developed. The availability of local supportive people and schemes and time spent in them to develop new skills and identities was vital to people self-building community lives. (Edited publisher abstract)
Inclusive justice: a system designed for all: findings and recommendations
- Author:
- EQUALITY AND HUMAN RIGHTS COMMISSION
- Publisher:
- Equality and Human Rights Commission
- Publication year:
- 2020
- Pagination:
- 35
- Place of publication:
- London
Findings of an inquiry to understand the experiences of disabled defendants and accused people in the criminal justice system. The inquiry focused on the pre-trial phase and looked at whether the needs of disabled people are properly identified; the types of adjustments being made to accommodate their needs; and whether they can fully participate in court processes and understand the charges they face. The report reveals that the justice system is not designed around the needs and abilities of disabled people, and reforms in England and Wales risk further reducing participation. A recurring theme was the overuse of complicated legal language and terms, which people with a cognitive impairment, mental health condition and / or neuro-diverse condition struggle to understand. Furthermore, opportunities to design digital court systems to be more accessible have been missed and the needs of disabled people have not been gathered or taken into account. Impairments that may require adjustments are not always identified and adjustments are not always made for disabled people because information about their impairments is not passed on. In addition, legal professionals do not consistently have the guidance or training they need to be able to recognise impairments, their impact, or how adjustments can be made. The report makes a detailed recommendations to UK Governments, urging them to ensure the system is designed around the needs of its users and understands and remove the barriers faced by disabled defendants or accused people. (Edited publisher abstract)
Parents with learning disabilities
- Authors:
- STEWART Ailsa, MCINTYRE Gillian
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2017
- Pagination:
- 16
- Place of publication:
- Glasgow
This Insight brings together the key research findings on supporting parents with learning disabilities to help practitioners in considering approaches for working with this group of parents. It highlights the importance of early identification and of assessing levels parenting capacity of parents with learning disabilities. It also identifies different models of support, including: early intervention, pre-birth support, supported parenting programmes, provision of accessible information for parents with learning disabilities, and access to advocacy support. It highlights examples of good practice throughout. It concludes that there is a growing body of evidence to suggest that parents with learning disabilities can become good enough parents when the right support is in place. Although there has been good progress made in providing this support, it highlights the need for more work to ensure there is good access to support, that support is available on a longer-term basis, and that there is flexibility around key transition points in the life of the child and parents. (Edited publisher abstract)
Learning disability policy in the UK
- Authors:
- WHITEHEAD Simon, et al
- Journal article citation:
- Tizard Learning Disability Review, 13(3), October 2008, pp.4-11.
- Publisher:
- Emerald
This article provides separate, but linked, overviews of learning disability policy in the four countries of the UK, commenting on current policy and its links to the wider policy agenda, delivery strategies and challenges for the future.
Advocacy in the UK
- Authors:
- SIM Allan J., MACKAY Rob
- Journal article citation:
- Practice: Social Work in Action, 9(2), 1997, pp.5-12.
- Publisher:
- Taylor and Francis
Considers advocacy in the United Kingdom and seeks to illuminate the position currently experienced by advocates and their clients through the use of data recovered from research in the North East of Scotland.
Trends and variations in per capita expenditure on adult intellectual disabilities health and social care across Scotland, and by urban/rural class
- Authors:
- OKON Marian, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(1), 2019, pp.121-130.
- Publisher:
- Wiley
Background: Following the global financial crisis in 2007/08, the UK implemented an austerity programme which may impact on services. Scotland comprises both densely populated urban conurbations and highly dispersed remote rural and island communities. Method: Expenditure data were extracted from Scottish Government statistics. Per capita expenditure was calculated using adjusted Scotland's 2011 census data. Results: There was a 3.41% decrease in real term expenditure on adult intellectual disabilities services between 2012/13 and 2014/15 (>£32 million). In 2014/15, per capita expenditure on adult intellectual disabilities health care ranged from £1,211 to £17,595; social care from £21,147 to £83,831; and combined health and social care expenditures from £37,703 to £85,929. Per capita expenditure on combined health and social care was greater in rural areas, with more on intellectual disabilities social care, though less on health care. Conclusions: Scottish expenditure on adult intellectual disabilities services has not kept abreast of rising living costs. It varies considerably across the country: a postcode lottery. (Edited publisher abstract)