Search results for ‘Subject term:"learning disabilities"’ Sort:
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Connecting people: the steps to making it happen
- Author:
- WIGHTMAN Clare
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2009
- Pagination:
- 17p., DVD
- Place of publication:
- London
This report concerns people with higher support needs, whose treatment, it says, is scandalous. It discusses connecting with people, why building relationships matters, getting the basics right, knowing what community connecting looks like, ending with tips for connectors on asking.
Hidden pain?: people with learning disabilities who hurt themselves
- Authors:
- HESLOP Pauline, MACAULAY Fiona
- Publisher:
- Bristol Crisis Service for Women
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- Bristol
This document is an easy read summary which provides the key findings from a research project which aimed to obtain the views of people with learning disabilities about their self-injury. It is based on interviews of 25 people with learning disabilities and personal experience of self-injury. The key findings of the project are described, including why people hurt themselves and the circumstances leading up to their self-injury, and how people try to stop hurting themselves and the support they need to do this. Other resources for people with learning disabilities who hurt themselves are listed.
Hidden pain?: self-injury and people with learning disabilities
- Authors:
- HESLOP Pauline, MACAULAY Fiona
- Publisher:
- Bristol Crisis Service for Women
- Publication year:
- 2009
- Pagination:
- 116p., bibliog.
- Place of publication:
- Bristol
This report presents the findings from a 3-year research project which aimed to obtain the views of people with learning disabilities about their self-injury. It is based on the views of 25 people with learning disabilities and personal experience of self-injury who took part in up to 4 research interviews each. The people with learning disabilities were aged between 14 and 65 and lived in the United Kingdom in a variety of different living arrangements. In addition, interviews were also conducted with 15 family members and 33 professionals. The most common types of self-injury were found to be scratching, cutting their skin and hitting themselves. Half of the participants reported engaging in these behaviours. The next most frequently reported types of self-injury were self-biting, taking an overdose and hitting out at something else such as a wall or hard object. All but 5 of the participants engaged in more than one type of self-injury. This report covers: people with learning disabilities’ experiences of self-injury; circumstances leading up to their self-injury; their feelings before self-injuring; how they try to stop themselves self-injuring; the circumstances for people with learning disabilities after self-injuring; what they consider to be helpful and less helpful forms of support; family members and professionals’ views about self-injury; and the impact on family members and professionals of supporting a person with learning disabilities who self-injures.
Hidden pain?: self-injury and people with learning disabilities: summary of findings
- Authors:
- HESLOP Pauline, MACAULEY Fiona
- Publisher:
- Bristol Crisis Service for Women
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- Bristol
This summary reports the key findings from a 3-year research project which aimed to obtain the views of people with learning disabilities about their self-injury. It is based on the views of 25 people with learning disabilities and personal experience of self-injury who took part in up to 4 research interviews each. The people with learning disabilities were aged between 14 and 65 and lived in the United Kingdom in a variety of different living arrangements. In addition, interviews were also conducted with 15 family members and 33 professionals. The most common types of self-injury were found to be scratching, cutting their skin and hitting themselves. Half of the participants reported engaging in these behaviours. The next most frequently reported types of self-injury were self-biting, taking an overdose and hitting out at something else such as a wall or hard object. All but 5 of the participants engaged in more than one type of self-injury. This summary provides an overview of the key findings of the project, including the circumstances and feelings leading up to self-injury and what are considered to be helpful forms of support. Recommendations for the care of people with learning disabilities to address their self-injury are provided.
How to make information accessible: a guide to producing easy read documents
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2009
- Pagination:
- 46p.
- Place of publication:
- Leeds
This guidance produced by the National Equality Partnership and CHANGE, a national organisation led by disabled people, aims to make written information accessible to those who may find reading and writing difficult. Central to this is the belief that people who have learning difficulties have the expertise and knowledge to prepare such a document, and have done so with this guide. Here, accessible information means easy words and pictures, a style of language developed by people with learning disabilities over the past 15 years. Characterised by writing in short, simple sentences without jargon or hard words, clear and easy to understand pictures are used to support words, with an added value of helping those who do not have English as a first language. It takes time and money to create information to the easy words and pictures standard, so it is important to choose carefully which documents to use. It is suggested that some information could be made more accessible by the use of other, cheaper methods such as multimedia. The authors define jargon and hard words, detail laws such as the 1995 Disability Discrimination Act (DDA) and the 2006 Disability Equality Duty (DED) and advise on involving people with learning disabilities on how to improve accessibility and presentation of documents. Presented throughout, in the style of easy words and pictures, practical advice is given on how to prepare a document with a checklist and examples of good practice concluding the text.
A recipe for abuse
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2009
- Pagination:
- 5p.
- Place of publication:
- Edinburgh
Findings and recommendations are presented from the investigation into the care and treatment of residents of a Supported Landlord Scheme. 'Supported Landlord Schemes' are forms of housing for people who need some extra help and support. The report found that it is a matter of major concern that vulnerable people with learning disabilities were living: in an unregistered service, in the care of people who were not approved providers and without proper care management in a place where there was a known culture of restriction and punishment.
Tackling indifference: healthcare services for people with learning disabilities: national overview report - December 2009
- Author:
- NHS Quality Improvement Scotland
- Publisher:
- NHS Quality Improvement Scotland
- Publication year:
- 2009
- Pagination:
- 43p.
- Place of publication:
- Edinburgh
NHS Quality Improvement Scotland (NHS QIS) wrote quality indicators for services for children and adults with learning disabilities. The quality indicators are used to check how well health services are meeting people’s needs. During 2008–2009 NHS QIS looked at services for children and adults with learning disabilities in Scotland to find out what was working well and what could be better. The review teams found lots of examples of new and helpful projects. They also found that services for people with learning disabilities and their carers are improving. But there are areas that need to be better. Recommendations are listed.
Supporting information for tackling indifference: healthcare services for people with learning disabilities
- Author:
- NHS Quality Improvement Scotland
- Publisher:
- NHS Quality Improvement Scotland
- Publication year:
- 2009
- Pagination:
- 98p.
- Place of publication:
- Edinburgh
NHS Quality Improvement Scotland (NHS QIS) has reviewed access to general health services for people with learning disabilities and NHS QIS have travelled around Scotland to get a full understanding of the services and arrangements in place. NHS QIS have done this in partnership with people with learning disabilities and their carers, and with health and social care professionals which has added further richness to the findings. This review was wide ranging and there were many examples of innovative and effective practice. Some of these are recorded in Section 9 of this report. There is evidence that services are improving for people with learning disabilities and their carers and the report also identified areas where further improvement can be made. Recommendations are made in full in Section 6 of the report. Findings are in three key areas: awareness and implementation of the key Acts, particularly AWIA and DDA as they both support assessing individual need and improving communication across services, access to general health services, scheduled and out-of-hours (this also includes health promotion and improvement), and effective joined up working both across and within services which is critical to the delivery of safe, effective care. The ‘join’ between services should be invisible to individuals.
It all becomes clear
- Author:
- PITT Vern
- Journal article citation:
- Community Care, 29.10.09, 2009, pp.28-29.
- Publisher:
- Reed Business Information
People with learning disabilities who are visually impaired have unique needs as they move towards independent living. The charity SeeAbility has been helping West Sussex Council to re-house residents from group homes to supported housing as part of its eye2eye scheme to improve support for people with visual impairments and learning disabilities.
Working with independent advocates: good practice guidance for working with independent advocates
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2009
- Pagination:
- 16p.
- Place of publication:
- Edinburgh
In the course of the work of the Mental Welfare Commission, service users and independent advocates have voiced their concerns about involvement of advocacy. They have heard of situations where advocates were excluded from important meetings, or were not given the information they needed to fully advocate on behalf of an individual. The Mental Welfare Commission has also heard from practitioners that they are often uncertain about what involvement the advocate should have, especially if a person has a severe mental illness or learning disability that makes it difficult for him or her to involve an advocate. The authors collected some examples difficult situations and case studies to consult with a variety of practitioner, advocacy and service user groups. They also considered the legal framework, notably mental health and incapacity law in Scotland and data protection legislation. It is hoped that the guidance and case examples will help practitioners to understand the role of independent advocacy and provide assistance when dealing with difficult situations.