Search results for ‘Subject term:"learning disabilities"’ Sort:
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A feasibility study into the measurement of physical activity levels of adults with intellectual disabilities using accelerometers and the International Physical Activity Questionnaire
- Authors:
- DAIRO Yetunde M., COLLETT Johnny, DAWES Helen
- Journal article citation:
- British Journal of Learning Disabilities, 45(2), 2017, pp.129-137.
- Publisher:
- Wiley
Background: Few studies have measured physical activity (PA) levels of adults with intellectual disabilities using both objective and subjective methods, but none included individuals with profound intellectual disabilities. To inform effective measurement of PA across the disability spectrum, this study explored: the feasibility of measuring PA levels using the International Physical Activity Questionnaire-short version (IPAQ-s) and a wrist-worn 7-day accelerometer; examined the level of agreement between instruments/raters; and established the recruitment rate. From the literature reviewed, no study has investigated these issues. Materials and Methods: Two-hundred adults with intellectual disabilities from a local authority lists in UK were invited to participate. Participants were administered an accelerometer for seven days and the IPAQ-s (self and carer-reported). Results: Twenty participants with mild to profound intellectual disabilities (20–70 years) were recruited. The response rate was significantly different between home (16%) and residential homes (4%): χ2(1) = 7.7, p < .05. All participants completed the IPAQ-s but only 15 completed 7-day accelerometer. Self and carer-reported PA had perfect agreement on IPAQ-s, and agreements between instruments using PA guidelines was substantial (k = 0.6, p < .05). However, mean moderate-vigorous PA min/week differed between measures at 145 and 207 from IPAQ-s and accelerometer respectively. Conclusions: Recruitment demonstrated a need for better engagement with residential homes. While both the IPAQ-s and accelerometers can be used to evaluate PA levels, the IPAQ-s was more acceptable and carer report was accurate, but it underestimated absolute moderate-vigorous PA levels. These findings indicate that IPAQ-s can be used to measure PA levels, including in those with profound intellectual disabilities. (Publisher abstract)
The importance of romantic love to people with learning disabilities
- Authors:
- BATES Claire, TERRY Louise, POPPLE Keith
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.64-72.
- Publisher:
- Wiley
Background: Love is important aspect of life, including to people with learning disabilities both historically and more recently. Participants value the companionship, support and social status associated with a partner. Relationships are considered mechanisms to meet certain needs including feeling loved, company, intimacy and enabling individuals to marry and have children. This article examines the importance of romantic love to people with learning disabilities. Methods: A hermeneutic phenomenological study, guided by the theory of Van Manen was conducted using interviews with eleven people with learning disabilities examining the importance of romantic love. Results: The analysis revealed that love was important to them, specifically the companionship and support a loving partner provided. The physical expression of love by a partner was valued highly, especially kissing and cuddling. Most participants had experienced some form of abuse, but it appeared that the love of a partner was reparative and they were able to form satisfying relationships. Conclusion: Participants’ narratives highlighted the role staff play in supporting them to fulfill their romantic needs. The romantic relationship needs of people with learning disabilities were examined in relation to Maslow's hierarchy of needs. The hierarchy was revised to reflect the value of having a loving relationship to people with learning disabilities and to identify the support they required to facilitate and maintain this. (Publisher abstract)
Doing social care differently
- Author:
- DIMENSIONS
- Publisher:
- Dimensions
- Publication year:
- 2017
- Pagination:
- 7
- Place of publication:
- Reading
Experts by experience and key policy figures talk to care providers Dimensions about what needs to change to tackle some of the most pressing issues facing UK social care, with a particular focus on learning disability. Issues discussed include the future of Transforming Care, funding for social care, tackling learning disability and autism hate crime, the politics of funding and the implications for people receiving support; life expectancy and the health of people with learning disabilities and autism, and collaborative commissioning as a way forward. (Edited publisher abstract)
'Angry, when things don’t go my own way': what it means to be gay with learning disabilities
- Author:
- RICHARDS Michael
- Journal article citation:
- Disability and Society, 32(8), 2017, pp.1165-1179.
- Publisher:
- Taylor and Francis
This article presents six poems constructed by George, a gay man with learning disabilities, who took part in an arts-based project for men with learning disabilities. The poetry reflects upon George’s feelings relating to his sexual desires, his longing for a loving relationship and his frustration and anger at not having control over his life. Like other people who are gay with learning disabilities, George regularly encountered stigma because of his disability and Lesbian, Gay, Bisexual, Transgender and Queer status, limiting the development of meaningful relationships, and increasing the resentment and anger George felt about life. Thus, barriers remain for people with learning disabilities who are gay. With this in mind, the aim of presenting the poems in this article is to develop further understandings of what it means to be a gay person with learning disabilities using poetry in an arts-based project. (Publisher abstract)
Experiences of two multidisciplinary team members of systemic consultations in a community learning disability service
- Authors:
- JOHNSON Clair, VILJOEN Nina
- Journal article citation:
- British Journal of Learning Disabilities, 45(3), 2017, pp.172-179.
- Publisher:
- Wiley
Background: Systemic approaches can be useful in working with people with learning disabilities and their network. The evidence base for these approaches within the field of learning disabilities, however, is currently limited. Materials and Methods: This article presents part of a service evaluation of systemic consultations in a Community Learning Disability Service (CLDS). Two multidisciplinary team professionals were interviewed about what they found helpful and unhelpful in their experiences of attending systemic consultations. Interview data were analysed via applying thematic analysis principles. Results: Five main themes were elicited: differing expectations, enabling for the client, positive techniques, uncertainty regarding “forum” (“forum” meaning the collective of all of the individuals meet, which could include the professionals, lead therapist, reflecting team, etc.) composition and strengthening the network. Conclusions: Systemic consultations provided some positive and valuable experiences along with important caveats. Considerations for clinical practice are therefore discussed. Continued evaluation of systemic consultations within CLDSs is recommended. (Publisher abstract)
Developing the personal narratives of children with complex communication needs associated with intellectual disabilities: what is the potential of Storysharing®?
- Authors:
- BUNNING Karen, GOOCH Lynsey, JOHNSON Miranda
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(4), 2017, pp.743-756.
- Publisher:
- Wiley
Background: Sharing personal experience in narrative is challenging for individuals with intellectual disabilities. The aim was to investigate the potential of Storysharing® (Storysharing is an innovative communication method based on personal narrative, which has been developed to support conversations with people who have severe difficulties in communication) intervention. Materials and Methods: The study involved eleven pupil-educational supporter dyads at a special school. Storysharing® was implemented over a 15-week period. Personal narratives were captured on video pre- and post-intervention. The data were analysed for discourse and narrative. Results: Significant differences revealed a decline in ‘query-answer’ sequences and an increase in supporter use of ‘prompts’. After intervention, there were fewer story episodes. Narrative structure showed gains in action sequences leading to climax, and in closing elements, indicating a more complete narrative. Conclusions: The Storysharing® intervention appears to be associated with changes to the dyadic, personal narratives illustrating its potential. (Publisher abstract)
Forced marriage of people with learning disabilities: a human rights issue
- Authors:
- CLAWSON Rachael, FYSON Rachel
- Journal article citation:
- Disability and Society, 32(6), 2017, pp.810-830.
- Publisher:
- Taylor and Francis
This paper reports some of the findings of an exploratory study which sought to better understand the demographics of forced marriage of people with learning disabilities and the contexts in which such marriages may occur. It was found that forced marriages of people with and without learning disabilities showed broad similarities in relation to ethnicity, some differences in terms of age and substantial differences in terms of gender. Men and women with learning disabilities are equally likely to be victims of forced marriage. The reasons for people with learning disabilities being forced to marry are most often associated with a desire on the part of families to secure permanent care, but can also be associated with cultural (mis)understandings of the nature of disability. These findings are contextualised by considering the relationship between forced marriage, human rights and learning disability. (Publisher abstract)
Dementia and learning disabilities: bridging the gap
- Author:
- KILLICK Emma
- Journal article citation:
- Journal of Dementia Care, 25(3), 2017, pp.20-21.
- Publisher:
- Hawker
People with learning disabilities can be at particular risk of developing dementia, but special challenges can arise in trying to support them. This article describes 'The Dementia Project' from learning disability charity MacIntyre and updates on its progress to date. The project is creating a range of learning and multi-media resources to help improve practice and care for people with learning disabilities living with dementia. The resources will be available when the project finishes in 2019. (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)
Review of interventions to enhance the health communication of people with intellectual disabilities: a communicative health literacy perspective
- Author:
- CHINN Deborah
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(2), 2017, pp.345-359.
- Publisher:
- Wiley
Background: Communicative health literacy is a term relating to the range of competencies and capabilities patients bring to the task of seeking information about their health and sharing it with others. This exchange can be problematic for people with intellectual disabilities. The aim of this review was to synthesize findings from interventions designed to improve health communication for people with intellectual disabilities. Materials and method: Available evidence was systematically reviewed, and findings from 14 articles were synthesized in a narrative review. Results and conclusions: Interventions addressed communicative aspects of health consultations, taking into account emotional factors and social context. Questions remain about how such interventions might impact on real-life health consultations and how issues of power might be resolved. (Publisher abstract)