Search results for ‘Subject term:"learning disabilities"’ Sort:
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The use of social media and people with intellectual disability: a systematic review and thematic analysis
- Authors:
- CATON Sue, CHAPMAN Melanie
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 41(2), 2016, pp.125-139.
- Publisher:
- Taylor and Francis
Background: This paper presents a systematic review of the evidence on the use of social media by people with intellectual disability. Method: Ten primary studies published in the English language between January 2000 and June 2014 were identified from electronic database searches (CINAHL, PsychInfo, PubMed, Web of Knowledge, and Scopus), correspondence with experts, and citation tracking. Results Nine themes were identified through thematic analysis of the texts: “safety and safeguarding,” “social identity,” “level of usage,” “support,” “relationships,” “happiness and enjoyment,” “communication and literacy skills,” “cyber-language and cyber-etiquette,” and “accessibility/design”. Conclusion: Examination of these themes revealed that some people with intellectual disability are having positive experiences using social media in terms of friendships, development of social identity and self-esteem, and enjoyment. However, barriers that stop people with intellectual disability from successfully accessing social media were identified as being safeguarding concerns, difficulties caused by literacy and communication skills, cyber-language, cyber-etiquette, and accessibility (including lack of appropriate equipment). (Edited publisher abstract)
Effects of vocational training on a group of people with intellectual disabilities
- Authors:
- GOMES-MACHADO Maria Luiza, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(1), 2016, pp.33-40.
- Publisher:
- Wiley
Intellectual disability (ID) is the most restraining disability for professional inclusion, mainly due to the lack of adaptive skills focused on the work environment observed in people with ID. The aims of this study were (i) to describe and analyse the effects of a vocational training program on the adaptive behaviour of people with ID and (ii) to evaluate the social impact of employability on the life of the employees with ID. Participants were 43 people with mild or moderate ID, age between 18 and 28 years. The Supports Intensity Scale was applied at two stages: T1-Pretraining and T2-Posttraining, while the Social Impact Questionnaire was used at the third stage, after employment (T3 Postinclusion). The authors found that there were differences in total scores between stages T1 and T2 in relation to all the adaptive skills assessed, with a reduction of around 50% in the need for support. One year after inclusion in the labour market (T3), participants were still employed, with significant improvements in such aspects as learning, autonomy, affective and social development, as well as in family and community relations. The vocational training contributed to the global development of persons, favouring their professional inclusion, and as a result, sustenance, autonomy, and a decrease in the need for assistance and support. (Edited publisher abstract)
Learning disability health toolkit
- Author:
- TURNING POINT
- Publisher:
- Turning Point
- Publication year:
- 2016
- Pagination:
- 111
- Place of publication:
- Leamington Spa
This toolkit is designed to help making sure that people with learning disabilities are healthy and well, improving the knowledge, skills and confidence of staff in advocating and monitoring the healthcare needs of people with learning difficulties. The toolkit provides essential information around consent and capacity, primary and secondary care and mental health. It describes a number of common medical conditions, including conditions relating to men’s health and women’s health, and explains in detail what to look for, what actions to take and how to monitor effectively. (Edited publisher abstract)
Research with and by people with learning disabilities
- Author:
- DURELL Shirley
- Journal article citation:
- Nursing Times, 112(6/7), 2016, pp.15-18.
- Publisher:
- Nursing Times
People with learning disabilities are not actively involved in research, but inclusive studies can generate findings that are representative of this group of people. This article explores the development of inclusive learning disability research by tracing its background and influences, identifying key characteristics and highlighting some of the challenges in its application. It demonstrates how inclusive research can give people with learning disabilities a voice that will help to inform practice. (Edited publisher abstract)
The close relationships of people with intellectual disabilities: a qualitative study
- Authors:
- SULLIVAN Faye, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(2), 2016, p.172–184.
- Publisher:
- Wiley
Background: Positive interpersonal relationships have been found to enhance an individual's quality of life. However, people with intellectual disabilities (PWID) often have restricted social networks, and little is known about their views on close social relationships. The study aimed to explore how this group perceives and experiences close relationships. Materials and Methods: Ten (6 = men 4 = women) PWID participated. Data were collected using semi-structured interviews, and analysed using interpretive phenomenological analysis. Results: The results report on three of five themes drawn from a larger qualitative study: ‘Relationships feeling safe and being useful’; ‘Who's in charge?’ and ‘Struggling for an ordinary life’. Conclusions: Close relationships are valued and desired by PWID, but a variety of barriers inhibit their development and maintenance. This includes the failure of others to value, accept and appropriately support the independence and relationships of PWID. Potential ways of addressing these issues are discussed. (Publisher abstract)
Geographical barriers to mental health service care among individuals with an intellectual disability in the Republic of Ireland
- Authors:
- RAMSAY Hugh, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(4), 2016, pp.261-268.
- Publisher:
- Wiley
People with an intellectual disability (ID) are more likely to experience mental health difficulties than others. The United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) states that health services should be provided close to people's own communities. This article examines differences in access to psychiatry services for those with an ID according to geography, in the context of a small European country (Republic of Ireland). The sample consisted of 753 individuals aged 40 and over with ID in the Republic of Ireland, with data collected from the Intellectual Disability Supplement of the Irish Longitudinal Study on Aging (IDS-TILDA). The primary outcome of interest was attendance with any psychiatrist and the primary independent variables were area of residence (health service region and degree of county urbanicity). Logistic regression was used to analyse associations, unadjusted and then controlling for age group, gender and level of ID. Secondary analysis examined factors associated with anti-psychotic prescription without psychiatrist supervision. Treatment by a psychiatrist was associated with both health region (p = 0.029) and degree of urbanicity (p = 0.015) before controlling for group differences but only the health region was significantly associated after controlling for age, gender and level of ID. Antipsychotic use without a psychiatrist was associated with degree of urbanicity (p = 0.036) but not with health service region (p = 0.989). Geographic factors are associated with access to mental health services among those with ID in the Republic of Ireland. This may be partly due to movement of people with ID away from their area of origin, highlighting the need for locally tailored specialist ID mental health teams and for further research into barriers to treatment. Additional work in other countries will further understanding of similar roles of geographic factors in mediating mental health services access. (Edited publisher abstract)
Supporting volunteering activities by adults with intellectual disabilities: an explorative qualitative study
- Authors:
- WICKI Monika T., MEIER Simon
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(4), 2016, p.320–326.
- Publisher:
- Wiley
A large number of adults with and without disabilities engage in volunteering activities, allowing them to meet new people, providing them with the opportunity to learn new skills, to build their confidence, and to contribute to society. However, in previous studies of volunteers with intellectual disabilities (ID), it has been shown that this group is rarely involved in volunteering. This study explores the challenges, opportunities, and support needs of such volunteers and develops a heuristic model to support volunteering by people with ID in Switzerland. Semistructured interviews were conducted with a convenience sample of six volunteers with ID. The analysis was based on reflexive grounded theory. Volunteering is one way in which people with ID can participate in society and receive recognition for their engagement. Basic needs, personal motivation, and social recognition are central for volunteers with ID. A heuristic model to support volunteering based on personal and social reasons of individuals with ID is developed. By receiving the appropriate support, people with ID can thus contribute by volunteering on the same terms as volunteers without disabilities. The present findings shed some light on ways to increase the rate of volunteering by people with ID. While the present model can help to identify the type of support appropriate for people with disabilities, future research should aim to verify the outcomes of this study in a larger sample. (Publisher abstract)
Safe, sustainable and productive staffing: an improvement resource for learning disability services
- Author:
- NATIONAL QUALITY BOARD
- Publisher:
- National Quality Board
- Publication year:
- 2016
- Pagination:
- 23
A guide to help standardise staffing decisions for learning disability services in community and inpatient settings. This resource is designed to help commissioners and providers of NHS commissioned services, create, review and sustain safe and effective specialist health services for people with a learning disability, who have a wide range of needs and varying levels of disability. The resource draws on evidence from a commissioned rapid review of literature and professional review of practice. It aims to provide principles and an assurance framework to help standardise approaches to making decisions about staffing in a multidisciplinary learning disability setting, within organisations and across the system supporting the patient experience and outcomes. (Edited publisher abstract)
Report of a mixed methods systematic review of literature to inform the development of ‘sustainable safe staffing’ improvement resource in learning disability (LD) services for NHS Improvement
- Authors:
- MAFUBA Kay, GATES Bob, SIVASUBRAMANIAN Madhini
- Publisher:
- University of West London
- Publication year:
- 2016
- Pagination:
- 76
- Place of publication:
- Middlesex
Summarises the best evidence available on sustainable safe staffing levels for multi-disciplinary learning disability teams in order to inform the development of setting-specific sustainable safe staffing guidance for the NHS Improvement National Safe Sustainable Staffing Guidance Programme Board for England. No empirical evidence was located that directly relate to sustainable safe staffing. Three core themes emerged from the review. The first theme, service models, is underpinned by three categories (service design and implementation strategies; clarity of professional roles and service collaboration / integration mechanisms; stakeholder and service user engagement). Four categories underpin the second theme, standards of care (understanding of the context of care; delivering effective care; ensuring effective communication; ensuring high standards of care). The third theme, resources, is made up of three categories (processes for managing resources; developing professional competence; values-based recruitment and retention practices). (Edited publisher abstract)
The impact of an in-class sensory activity schedule on task performance of children with autism and intellectual disability: a pilot study
- Authors:
- MILLS Caroline, CHAPPARO Christine, HINITT Joanne
- Journal article citation:
- British Journal of Occupational Therapy, 79(9), 2016, p.530–539.
- Publisher:
- Sage
Introduction: There is limited evidence to support use of sensory interventions by teachers in the classroom. The purpose of this pilot study is to determine the effectiveness of sensory activity schedule intervention in supporting participation and increasing classroom task performance in students with autism. Method: A non-concurrent, AB single system research design across multiple baselines was used with four students with autism who attended an autism-specific school. Students demonstrated atypical sensory processing, which negatively affected their school performance. Repeated baseline and intervention data were collected by school staff using video recording during classroom tasks. Tasks performed were designated by the child’s teacher. Stage one of the Perceive, Recall, Plan, Perform System of Task Analysis was used as a repeated measure of student performance. Ratings were carried out by independent raters who were blinded to the condition of performance. Results: Results revealed three out of four students achieved significant improvements in classroom task performance following the use of sensory activity schedule intervention developed in consultation with an occupational therapist as measured by the task analysis. Conclusion: This study provides emerging evidence for the use of sensory activity schedule intervention in the classroom for students with autism. (Publisher abstract)