Search results for ‘Subject term:"learning disabilities"’ Sort:
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More than pictures: who sets the agenda for sexuality education for people with learning disabilities?
- Author:
- OLSEN Angela
- Journal article citation:
- Tizard Learning Disability Review, 22(2), 2017, pp.66-70.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on Cameron and Matthews’ paper “More than pictures: developing an accessible resource”. Design/methodology/approach: It reflects on how much people with learning disabilities are involved in research and resource development and how the attitudes of caregivers impact on how people learn about sexuality. Findings: Most published research is written by people who do not have learning disabilities but people with learning disabilities are taking part in research and they are making changes to the way things happen. Parents, educators and caregivers are often reluctant to discuss sexuality with people with learning disabilities and this affects how much people can understand about it. Originality/value: This paper argues for greater involvement of people with learning disabilities in research processes. (Publisher abstract)
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)
The mental maze
- Author:
- SHRUBB Richard
- Journal article citation:
- Learning Disability Today, 14(3), May/June 2014, pp.12-13.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Reports on the issue that although people with learning disabilities are more prone to experiencing mental ill health than the general population, many struggle to access the help they need. (Edited publisher abstract)
Developing the pregnancy support pack for people who have a learning disability
- Authors:
- PORTER Eleanor, et al
- Journal article citation:
- British Journal of Learning Disabilities, 40(4), December 2012, pp.310-317.
- Publisher:
- Wiley
Today, an increasing number of people with learning disabilities have children. They are expected to fit into existing health services and are disadvantaged when presented with complex information regarding pregnancy and birth. However, there is a lack of information in relation to accessible information on antenatal care and consent to medical procedures, despite this being a recommendation by best practice guidelines on working with parents who have a learning disability. This project aims to redress this balance by developing accessible resources for a typical pregnancy. Thematic analysis is used to evaluate the accessibility and acceptability of the resources from a professional and service user perspective, and identified themes are discussed. Results suggest that adapted resources are helpful in supporting parents with learning disabilities to access essential information about their pregnancy and to make informed decisions about their care. They support the interaction between parents and maternity services, resulting in a more effective and efficient care process.
Supporting parents with learning disabilities: a starting point
- Author:
- DISABILITY, PREGANCY AND PARENTHOOD INTERNATIONAL
- Publisher:
- Disability, Pregnancy and Parenthood International
- Publication year:
- 2009
- Pagination:
- 100p.
- Place of publication:
- London
Of an estimated 53,000 parents with a learning disability in England, around half will face the family courts, and the removal of their children from their care. And yet, when parents' individual support needs are addressed, many are able to develop effective parenting skills and successfully care for their own children. In practice, however, professionals are often ill equipped to provide the support needed. This book brings together details of the various valuable resources currently available to inform and guide professionals who are working to support parents with a learning disability. These include: national organisations, websites and contacts; local projects and services; accessible information for parents; tools, guidance and resources for professionals; and further reading for professionals. The book also provides a brief introduction to the main issues faced by parents with learning disabilities. It is aimed at health and social care professionals and students who are working with parents with a learning disability or difficulty.
Medication matters: final report
- Author:
- NORAH FRY RESEARCH CENTRE. Medication Matters Team
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 2007
- Pagination:
- 31p.
- Place of publication:
- Bristol
The aim of this project was to find out what people with learning difficulties, their carers and the prescribers of their medication understand about why psychotropic medication has been prescribed and what the implications of taking it are. Interviews were held with 21 people with learning difficulties living in four different regions of England. They were contacted via voluntary and statutory sector organisations providing support for people with learning difficulties living in those areas. People were selected on the basis that they had learning difficulties and had been prescribed psychotropic medication. The majority of people interviewed thought that people with learning difficulties should be given the same information about their medication as anyone else, in an easy to understand format. As a result of the research findings, the research team have been working on a number of resources to help people with learning difficulties, their carers and prescribers. These are: a booklet for people with learning difficulties, their families or carers where information about a medication can be recorded; a decision-making tool for people with learning difficulties to help them make informed choices about medications they are prescribed; and information about where to find out more about medications.
Big Tree
- Publisher:
- Rix Centre
The Big Tree is dedicated to sharing information and ideas about multimedia and what it can do for the learning disability community. This resource is provided by the Rix Centre, a research and development centre and independent charity based at the University of East London's Docklands campus. The Big Tree is designed for people working with and supporting people with learning disabilities, including social carers, teachers, web developers, family members and advocates.
Are people with intellectual disabilities represented in European public health surveys?
- Authors:
- LINEHAN Christine, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(5), September 2009, pp.409-420.
- Publisher:
- Wiley
Evidence suggests that people with intellectual disabilities experience secondary health conditions and report inequities in health status and access to health systems. Reliable information is essential to identify health disparities. A review of health interview and health examination surveys conducted in 17 European countries was undertaken to determine whether people with intellectual disabilities were represented. One hundred and twenty three health surveys were examined to determine whether they contained questions relevant to the Pomona 18 indicator set, and whether data could be extracted specifically on behalf of respondents with intellectual disabilities. Findings reveal that while items relating to 16 of the Pomona 18 health indicators were found in 123 of the surveys scrutinized, only nine surveys were identified as having potential to extract data on respondents with intellectual disabilities.
Explaining renal treatment to people with learning disabilities
- Authors:
- JENKINS Jean P., JONES ANN R., GRIFFITHS Christopher
- Journal article citation:
- Nursing Times, 4.11.08, 2008, pp.28-29.
- Publisher:
- Nursing Times
Patients with chronic kidney diseases need to understand different treatment options if they are to make informed choices about which to accept. This article outlines the development of a booklet by health care staff designed to improve information-giving to people with learning disabilities who have chronic kidney disease. The leaflet design also involved service users and a multidisciplinary team.
Improving acute care of people with learning disabilities
- Author:
- KENT Allyson
- Journal article citation:
- Nursing Times, 5.2.08, 2008, pp.32-33.
- Publisher:
- Nursing Times
This article reports on the development of a patient passport system for use by people with learning disabilities entering acute care settings. The passport contains information on a patients' individual needs to help hospital staff with the care-planning process. The aim is to help patients take part in the decision making process where possible, as required by the Mental Health Capacity Act 2005, and to improve their experience of acute care.