Search results for ‘Subject term:"learning disabilities"’ Sort:
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An investigation of the delivery of health-related accessible information for adults with learning disabilities
- Author:
- MANDER Clare
- Journal article citation:
- Tizard Learning Disability Review, 21(1), 2016, pp.15-23.
- Publisher:
- Emerald
Purpose: People with learning disabilities often require support to fully understand information produced in an accessible format. What happens during the delivery of accessible information (AI) is largely unknown. The purpose of this paper is to examine the implementation stage of the AI process. Design/methodology/approach: Two community-based learning disability nurses and two people with learning disabilities took part in a non-participant observational study of the naturally occurring conversations that took place during the delivery of health-related AI. Conversation analysis was used to explore both vocal and non-vocal behaviours. Findings: Three clusters of episodes were identified: providing the AI, topic development, and consent. The use of AI appeared to provide a script for the delivery of the information; however, practical considerations of topic development and tailoring resources to the individual were evident. For sensitive conversations the use of shared experience and challenges in judging comprehension were apparent. Contradictory goals in the decision-making process were highlighted, presenting potential ethical dilemmas. Originality/value: The delivery of AI allowed for personalisation and appeared to support understanding; however, this was partly reliant on mutual empathy between the nurse and their client. (Publisher abstract)
Supporting people with learning disabilities to develop sexual and romantic relationships
- Authors:
- HARFLETT Naomi, TURNER Sue
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2016
- Pagination:
- 23
- Place of publication:
- Bath
This short literature review looks at the barriers facing people with learning disabilities wanting to develop sexual and romantic relationships and what works to support then. The review conducted searches of research evidence and of resources to support people with learning disabilities, parents/carers and staff to enable people with learning disabilities to develop relationships. This report summarises the findings of these two searches. The review highlighted that people with learning disabilities face a number of barriers to developing sexual or romantic relationships, in particular: attitudinal barriers, barriers related to support and access to information; and additional barriers for specific groups, such as LGBT people. Although a lack of information was highlighted as a barrier in the research evidence, the review of the resources found a number of resources freely available on the internet and organisations providing training around sex and relationships aimed at people with learning disabilities, staff and parents. The report includes links to resources. (Edited publisher abstract)
Accessible websites – what is out there?
- Authors:
- WAIGHT Mary, OLDREIVE Warren
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, p.122–129.
- Publisher:
- Wiley
This study aims to outline a time-related study to identify UK websites providing information for people with learning disabilities and to evaluate the websites to determine strengths and weaknesses. Following a brief review of literature, a series of criteria were drawn up to evaluate websites for people with learning disabilities. Eighty-three identified sites were organised and allocated to categories based on function. Of these, 19 websites were deemed to have been created for people with learning disabilities to access. These were reviewed using the following criteria: how site was accessed; how navigation occurred within the site; whether literacy was required; how different compensatory strategies were incorporated including images, video and audio. The assessment criteria revealed a marked inconsistency within the websites in the areas examined. Differences in website design are discussed and suggestions of possible ways forward made to facilitate access for people with learning disabilities. (Publisher abstract)
Realising the vision of communication inclusion
- Author:
- KEAN Kim Hartley
- Journal article citation:
- Tizard Learning Disability Review, 21(1), 2016, pp.24-29.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on Clare Mander’s paper entitled “An investigation of the delivery of health-related accessible information for adults with learning disabilities”. The commentary discusses issues identified by the author in the field of accessible information and, more generally, inclusive communication practice. Design/methodology/approach: This commentary reviews factors which influence the communication accessibility of services and the policy, legislative and economic case for mainstreaming inclusive communication approaches. It highlights diversity in the definition of inclusive communication and the scope of its necessary implementation before proposing an approach to establishing consensus on the way forward. The commentary suggests how the task of mainstreaming inclusive communication throughout public services could be addressed, reflects on progress to date and proposes next steps for the growing numbers of those with an interest. Findings: Many factors influence communication accessibility. The communication attitude, knowledge, skills and resources individual providers and recipients bring to each interaction are as important as the whole organisation’s approach towards and investment in inclusive communication approaches. Legislation, policy, demographics and reducing budgets increase the requirement to mainstream inclusive communication approaches. Achieving this objective is an enormous task. Originality/value: Reflecting on all the drivers and influences on the objective of achieving mainstreamed quality inclusive communication practice throughout public services, the author offers potential suggestions for starting to address this enormous but worthwhile task with a view to generating discussion and collaboration among those with an interest. (Publisher abstract)
How do women with an intellectual disability experience the support of a Doula during their pregnancy, childbirth and after the birth of their child?
- Authors:
- McGARRY Alison, KROESE Biza Stenfert, COX Rachel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(1), 2016, pp.21-33.
- Publisher:
- Wiley
Background: The aim of this study was to gain insight into the experiences of parents with an intellectual disability who received support from Doulas during pregnancy, birth and following the birth of their child. In addition, the experiences of the Doulas who provided the support were investigated. Materials and Methods: Four women with an intellectual disability who received Doula support were interviewed before and after the birth of their child. Three Doulas were interviewed after the birth about their experiences of supporting women with an intellectual disability. Results: Interview transcripts were analysed using Interpretive Phenomenological Analysis (IPA). Themes were identified from each interview, before an overall analysis of themes from each support phase was undertaken. Conclusions: Pre-natally, the Doula was considered helpful and a reliable source of information about pregnancy. Each mother perceived Doula support as a means of keeping her child in her care. Post-natally, mothers described a trusting relationship with their Doula, who enabled them to make informed choices. Doulas described how they adapted their work to meet the needs of parents with intellectual disability. Being involved in Child Protection procedures was perceived as stressful and challenging. (Edited publisher abstract)
Mental health services for children and adolescents with learning disabilities: a review of research on experiences of service users and providers
- Authors:
- JACOBS Myrthe, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.225–232.
- Publisher:
- Wiley
Background: Children and young people with learning disabilities experience high rates of mental health problems. Methods: The present study reviewed the literature on mental health services for children with learning disabilities, to identify known models of service provision and what has been experienced as effective or challenging in providing good services. Results: Children with learning disabilities and their parents experience barriers accessing mental health services that are related to a lack of information and perceptions of services as being inadequate. Service providers identified a lack of resources as a barrier to meeting needs. Although positive experiences are also observed, many parents have found services to be inappropriate or overwhelming. Conclusion: Research linking population need to available resources, and service models to services users’ outcomes would be valuable to make clear recommendations on how mental health services can address the needs of this group more effectively. (Publisher abstract)
Making communication accessible for all: a guide for health and social care (HSC) staff
- Author:
- BELFAST HEALTH AND SOCIAL CARE TRUST
- Publisher:
- Belfast Health and Social Care Trust
- Publication year:
- 2016
- Pagination:
- 48
- Place of publication:
- Belfast
- Edition:
- 2nd ed.
A practical guide providing information to enable health and social care staff communicate more effectively with people who may have a disability or a communication support need. It looks at communicating with people with a range of disabilities, including people who are deaf or have a hearing loss, people who are blind or partially sighted, people who are deafblind, people who have a learning disability, people who have an Autism Spectrum Disorder (ASD), and people living with dementia. It also looks at communicating with someone after a stroke or acquired brain injury. The guide aims to help staff to think differently about communication; highlight current legislation; understand to enable more positive outcomes and experiences for people with communication support needs; and help create communication friendly environments to support people to communicate to the best of their ability. It covers face to face communication, telephone communication, written communication, and providing information on the internet. (Edited publisher abstract)
Restrictive practices on refugees in Australia with intellectual disability and challenging behaviours: a family’s story
- Authors:
- KING Julie, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(4), 2016, pp.222-232.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore the experiences of a refugee family navigating complex disability and restrictive practice service systems. Living with disability, or caring for someone with disability can compound the disadvantage and marginalisation already experienced by refugees. The nexus between disability and refugee status, particularly intellectual disability and restrictive practices, has received little scholarly attention and almost nothing is known of people’s experiences in this situation. Design/methodology/approach: Thematic analysis of a case study is used to illustrate the experiences of a refugee family in this situation. The case study presented was part of a larger ethnographic study exploring the experiences of people of refugee background living with disability. Findings: There were numerous barriers to accessing appropriate services. The family experienced high levels of stress simultaneously navigating the resettlement process and the disability service system. They were poorly informed and disempowered regarding the care of their loved one and the use of restrictive practices. Experiences in the country of origin, employment responsibilities, and unfamiliarity with the service system were key factors in this family’s difficulty in safeguarding the rights of their family member with disability. Originality/value: This case study examines the complexity experienced when disability intersects with refugee background. Areas for additional research and significant gaps in service provision are identified. The case study clearly demonstrates the importance of understanding people’s pre- and post-settlement experiences to inform policy and service provision. (Publisher abstract)
A pilot evaluation of using symbol-based information in police custody
- Authors:
- PARSONS Sarah, SHERWOOD Gina
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.213–224.
- Publisher:
- Wiley
At least 20–30% of offenders within the criminal justice system (CJS) have learning disabilities or difficulties. This creates significant challenges in relation to meeting their information needs about rights, entitlements, processes and procedures. The authors report a pilot project where widgit Symbols were used to create more accessible information about rights and entitlements for people entering custody. The widgit Symbol custody sheets were used in two Hampshire Constabulary custody centres for a 4-week period and feedback gathered from 14 custody officers and inspectors. The views of 27 other important stakeholders, including young people with autism and their families, appropriate adults, and senior personnel within the CJS, were gathered about the sheets through interviews and focus groups. The reaction to the sheets was overwhelmingly positive with many participants suggesting that symbol-based information in custody could be rolled out nationally and also extended more widely to include other parts of the CJS. (Edited publisher abstract)