Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Extended abstract:
Author:MALLETT Robina; POWER Margaret; HESLOP Pauline Title: All change: transition into adult life: a resource for young people with learning difficulties, family carers and professionals Publisher: Pavilion, 2003
Summary
This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available.
Context
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families.
Contents
An introduction describes new Government initiatives (Valuing people, The SEN Code of Practice, and the new Connexions service), explains how to use the guide, and lists useful resources. Part 1 consists of information for adults who are supporting a young person with learning difficulties during transition and has chapters on planning for transition, changing roles (from parent to carer, and being a young adult with learning difficulties); choices for the future (about further education, work, daytime activity and where to live); using adult services (social services; health services; technology, aids and equipment; getting around; and knowing where you stand: rights and entitlements); and living life to the full (making friends, sex matters: developing personal and intimate relationships, and having fun: leisure, sport and holidays). Useful resources are listed throughout. This part ends with a glossary and its own index. Part 2 is the young people's pages and is written in accessible language. It begins with notes on how to use the part and an introduction, and has chapters on transition, planning for the future, new choices to think about, and becoming an adult – what changes?
Subject terms:
learning disabilities, service transitions, young people, families;
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Extended abstract:
Author
FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES.
Title
Learning with families: a training resource.
Publisher
Mental Health Foundation, 2003
Summary
This pack is described as a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Context
The White Paper Valuing people (2001) called for a new relationship between families and staff in learning disability services, proposing the involvement of family carers in staff training and development which, it is said, can help staff understand the experiences of families.
Contents
An introduction gives the aim as to enable staff to have a greater understanding of what it means for families to have a relative with a learning disability and how this can affect their relationships with professionals. It discusses the background, and explains that the resource consists of eight sections with handouts and overheads, a video presenting the experiences and views of four families to be used in conjunction with the written materials, and an evaluation form. How it was developed, how to use it, the number of participants (ideally 10-16), preparation for training, and delivering the training are outlined. A table maps the content of this publication to the learning outcomes of LDAF Unit 016: Contribute to supporting relationships - families, carers and friends. The resource has two core components.
Section A: 'Introduction to learning with families', introduces participants to the programme and enables them to discuss positive and negative aspects of family networks and consider the particular characteristics of families with a relative with a learning disability.
Section B, 'Life in the family home', should enable participants to gain an understanding of life in the family home by looking at the impact of having a family member with a learning disability, the difficulties which family carers can have in acknowledging their need for services and the needs of older family carers.
Further sections are: Section C aims to help participants understand some of the feelings family carers experience when it is time to plan ahead and how to promote better planning, support and decision-making; D should help participants understand how family carers and professionals can develop effective partnerships; E intends that participants should gain greater understanding of the feelings and emotions family carers experience when their relative with a learning disability leaves home, the preparations needed and adjustments which must be made following a move; F's aim is to bring understanding of the changes that affect family members when their relative with a learning disability moves from full-time education to different daytime activities and the importance of a satisfying way of life; G should help participants understand the difficulties family carers may have in acknowledging their need for breaks from caring, the benefits of short-term breaks for the person with a learning disability and their family carers, and that short-term breaks may serve as a preparation for the future; and H aims to help participants understand how family carers and professionals can communicate more effectively with one another to maximise available resources and experience.
Appendix 1 gives guidelines for those new to training, and Appendix 2 is the evaluation form.
The booklet explains community care as the help and support given to older people or people with a learning or physical disability, to help them live more independently in their own home, in a residential home or with their family. People can get help to do things like cook meals, shop, pay bills, bath or do housework.
The booklet explains community care as the help and support given to older people or people with a learning or physical disability, to help them live more independently in their own home, in a residential home or with their family. People can get help to do things like cook meals, shop, pay bills, bath or do housework.
Subject terms:
learning disabilities, social services, assessment, community care;
University of Lancaster. Institute for Health Research
Publication year:
2003
Pagination:
24p.
Place of publication:
Lancaster
The White Paper Valuing People presents a wide-ranging agenda for change right across the spectrum of supports for people with learning disabilities. Much of this change is directed at the strategic planning level, including actions specified in the White Paper and forthcoming implementation guidance concerning housing services. Commissioners are clearly under considerable pressure to attend to the details of these actions and guidelines.
The White Paper Valuing People presents a wide-ranging agenda for change right across the spectrum of supports for people with learning disabilities. Much of this change is directed at the strategic planning level, including actions specified in the White Paper and forthcoming implementation guidance concerning housing services. Commissioners are clearly under considerable pressure to attend to the details of these actions and guidelines.
Subject terms:
housing, learning disabilities, social care provision;
Literature review and evaluation of the barriers to leisure opportunities for young people with learning disabilities. Also summary of legal and practice issues.
Literature review and evaluation of the barriers to leisure opportunities for young people with learning disabilities. Also summary of legal and practice issues.
Subject terms:
learning disabilities, leisure activities, young people, equal opportunities, evaluation;
Literature review and evaluation of impact of direct payments on independent living for disabled people. Direct payments can be used in a number of ways, but only for meeting the needs assessed for. The report looks at the benefits and limitations of this policy. Also summary of legal and practice issues.
Literature review and evaluation of impact of direct payments on independent living for disabled people. Direct payments can be used in a number of ways, but only for meeting the needs assessed for. The report looks at the benefits and limitations of this policy. Also summary of legal and practice issues.
Subject terms:
independent living, learning disabilities, physical disabilities, social work methods, direct payments;
There is unprecedented policy commitment to raise the employment level of disabled people, as part of a wider strategy to tackle poverty, social exclusion, discrimination and welfare dependency. Government is committed to evidence-based policy making, and this paper brings together detailed evidence from robust and high quality research on ‘what works’.
There is unprecedented policy commitment to raise the employment level of disabled people, as part of a wider strategy to tackle poverty, social exclusion, discrimination and welfare dependency. Government is committed to evidence-based policy making, and this paper brings together detailed evidence from robust and high quality research on ‘what works’.
Subject terms:
learning disabilities, physical disabilities, poverty, social exclusion, discrimination;
This project was part of a wide programme of evaluation of new tax credits, commissioned by the Inland Revenue. Disabled person's tax credit (DPTC) was launched in October 1999 (along with Working Families’ Tax Credit) and replaced Disability Working Allowance, which was administered by the Benefits Agency. The aims of the project conducted by SPRU were to explore the views and experiences of a range of DPTC recipients, and to consider the impact of DPTC on work incentives and as a means of supporting disabled people and people with health problems to remain in work.
This project was part of a wide programme of evaluation of new tax credits, commissioned by the Inland Revenue. Disabled person's tax credit (DPTC) was launched in October 1999 (along with Working Families’ Tax Credit) and replaced Disability Working Allowance, which was administered by the Benefits Agency. The aims of the project conducted by SPRU were to explore the views and experiences of a range of DPTC recipients, and to consider the impact of DPTC on work incentives and as a means of supporting disabled people and people with health problems to remain in work.
Subject terms:
learning disabilities, physical disabilities, tax credits, user views, evaluation;
This manual includes 60 proven icebreakers, exercises. Session plans, notes, diagrams and evaluation questions ensure the exercises are ready to use immediately. Although the exercises focus on dementia care, they will also be of interest and use to trainers working in other fields.Topic areas include: the feelings and experiences of people with dementia; focusing on the person, not just their dementia; understanding the basic functions of the brain; viewing dementia as a disability; and communication – the meaning behind the words.
This manual includes 60 proven icebreakers, exercises. Session plans, notes, diagrams and evaluation questions ensure the exercises are ready to use immediately. Although the exercises focus on dementia care, they will also be of interest and use to trainers working in other fields.Topic areas include: the feelings and experiences of people with dementia; focusing on the person, not just their dementia; understanding the basic functions of the brain; viewing dementia as a disability; and communication – the meaning behind the words.
Subject terms:
learning disabilities, person-centred care, carers, communication skills, communication, dementia;
This volume reports a research study that investigates how different local agencies work together - or fail to do so - in their approach to disabled children and their families. The challenge lies in keeping the whole child in view, the child who is more than a patient, pupil or social work client, and more than the sum of these parts. The study takes a broad view of local policy and practice. Key areas covered include: emerging trends in interagency working; difficulties in interagency work and some solutions; and case studies illustrating the lived experience of children and parents as they are affected by interagency work or its failure.
This volume reports a research study that investigates how different local agencies work together - or fail to do so - in their approach to disabled children and their families. The challenge lies in keeping the whole child in view, the child who is more than a patient, pupil or social work client, and more than the sum of these parts. The study takes a broad view of local policy and practice. Key areas covered include: emerging trends in interagency working; difficulties in interagency work and some solutions; and case studies illustrating the lived experience of children and parents as they are affected by interagency work or its failure.
Subject terms:
interagency cooperation, learning disabilities, physical disabilities, social exclusion, children, families;