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Learning disability strategic action plan 2022 to 2026
- Author:
- WALES. Welsh Government
- Publisher:
- Wales. Welsh Government
- Publication year:
- 2022
- Pagination:
- 20
- Place of publication:
- Cardiff
This action plan sets out the Welsh Government's overarching strategic agenda for the development and implementation of learning disability policy for the remainder of the current term of government, 2022 to 2026. The action plan (and associated delivery plan) is a living document and will be updated to reflect any changes to priorities and circumstances as they arise. It is designed to be flexible and contains actions that can reasonably be expected to be achieved given the ongoing focus on pandemic recovery and limits on available resources. Priority areas identified in the plan include: overarching/cross-cutting, including cross-government activity that may not sit in one specific area; COVID recovery; health, including reducing health inequalities and avoidable deaths; social services and social care; facilitating independent living and access to services through increased access to advocacy and self-advocacy skills, engagement and collaboration; education including children and young people's services; employment and skills; housing - appropriate housing, close to home, access to joined-up services; and transport. (Edited publisher abstract)
Improving the mental health and psychological well-being of children and young people: national CAMHS review interim report
- Author:
- CHILDREN AND ADOLESCENT MENTAL HEALTH SERVICES REVIEW
- Publisher:
- Children and Adolescent Mental Health Services Review
- Publication year:
- 2008
- Pagination:
- 38p.
- Place of publication:
- London
The report highlights some areas on which service providers and commissioners will need to focus if the ten-year objectives set out in Standard 9 of the Children’s National Service Framework (NSF) are to be achieved. The Annex to the Report offers best practice guidance to assist achievement. In the short term the Report focuses on progress towards the achievement of the Public Service Agreement (PSA) target of a comprehensive children and adolescent mental health service (CAMHS) in all parts of England by the end of 2006. This is measured by availability of services for young people with learning disabilities, 16 and 17 year olds, and 24 hour cover and next day specialist assessment, which are sustainable and locally-provided. The Report also makes specific recommendations for CAMHS commissioners and providers of services to ensure the delivery of good practice in the medium-term and summarises the extent of progress which CAMHS should expect to achieve by the mid-point in the NSF 10 year cycle in order to achieve the full programme.
Making connections: stories of local area co-ordination in Scotland
- Author:
- SCOTTISH CONSORTIUM FOR LEARNING DISABILITY
- Publisher:
- Scottish Consortium for Learning Disability
- Publication year:
- 2006
- Pagination:
- 35p.
- Place of publication:
- Glasgow
This booklet explains the local area coordination approach through stories provided by individuals and their families. These personal accounts show how good things happen when people have control of their own lives and futures and how Local Area Co-ordinators (LACs) can support people to make that happen.
Understanding support services for people with learning disabilities
- Author:
- BRADLEY Alison
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 104p., bibliog.
- Place of publication:
- Kidderminster
The book is intended for managers and senior practitioners who want to continue their professional development. The purpose of the book is to: highlight issues relevant to managers and senior practitioners with particular emphasis upon the effects of history on support services for people with learning disabilities, the concept of ‘learning disability’ and its implications for support services, person centred approaches to services, social inclusion and the rights of people with learning disabilities; draw upon relevant research studies as the basis for deeper understanding of the issues explored; encourage reflection and subsequent action; and raise issues which should stimulate further discussion and possibly research.
Pressures on learning disability services: the case for review by government of current funding
- Author:
- VERITA
- Publisher:
- Association of Directors of Social Services
- Publication year:
- 2005
- Pagination:
- 52p.
- Place of publication:
- London
This report, from the Association of Directors of Social Services, talks about money for learning disability services and how it is spent. There are significantly increased numbers of people with learning disabilities, children and adults, in the population. Children are surviving into adulthood with major disabilities and complex needs. Adults are living longer and surviving into older age. The capacity of family carers to care for the extent and diversity of needs is limited.
Coronavirus and People with Learning Disabilities Study: wave 2 results June 2021. Briefing: COVID-19 vaccinations
- Author:
- UNIVERSITY OF WARWICK
- Publisher:
- University of Warwick
- Publication year:
- 2021
- Pagination:
- 6
- Place of publication:
- Coventry
This study is designed to systematically and responsively track the experiences of adults with learning disabilities through the COVID-19 pandemic across the four UK nations. The data in this briefing are taken from Wave 2 of the study. There are two ‘Cohorts’ of participants in this study. In Wave 2: in Cohort 1, 598 adults with learning disabilities were interviewed by researchers; in Cohort 2, family carers or paid support staff took part in an online survey about the experiences of 273 adults with learning disabilities who they supported/cared for. These were likely to be adults with more severe to profound learning disabilities. This document presents selected data about vaccinations from the Wave 2 results. The data show that 92% of people with learning disabilities in Cohort 1 and 91% of people with learning disabilities in Cohort 2 had received at least one dose of the COVID19 vaccine. 34% of people with learning disabilities in Cohort 1 and 48% of people with learning disabilities in Cohort 2 had received both doses of the COVID-19 vaccine. 15% of people with learning disabilities in Cohort 1 reported that they had had problems accessing or being called to get their vaccine – the most commonly reported issues were problems travelling to the venue and having to call to ask for an appointment on multiple occasions, instead of being called up for an appointment. (Edited publisher abstract)
Special educational needs and disabilities within the English primary school system: what can disproportionalities by season of birth contribute to understanding processes behind attributions and (lack of) provisions?
- Author:
- CAMPBELL Tammy
- Publisher:
- London School of Economics. Centre for Analysis of Social Exclusion
- Publication year:
- 2021
- Pagination:
- 68
- Place of publication:
- London
This working paper uses de-identified National Pupil Database records spanning 2008 – 2018 (N children=6 million+) to map disproportionalities by birth season and gender in attributions of levels of Special Educational Needs and Disabilities (SENDs) and ascriptions of SEND types. It also maps disparities in attribution to Reception children of an Early Years Foundation Stage Profile (EYFSP) ‘Good Level of Development’ and to Year 1 children the status of ‘meeting expectations’ in the Phonics Screening Check. It lays the foundation for more detailed work towards understanding the processes behind birth month disproportionalities in attributions of SENDs, and implications of these for the function of the school and SEND systems. Summer-born children, particularly boys, are much more likely to be attributed both ‘higher’ and ‘lower’-level SEND by the end of their primary school career, and there are also stark inequalities in the types of SEND ascribed to boys and girls born across the year. Alongside this, there are extremely pronounced disparities by birth season and gender in EYFSP and Phonics screening assessments at the beginning of primary school. In the context of findings here, previous research and theory, and indications of a widening over time in gaps between autumn-born girls and summer-born boys, this paper hypothesises that rigid, prescriptive ‘expectations’ and ‘standards’ within the primary education system result in summer-born children disproportionately being denoted with SEND: and that therefore to some extent the system produces – and then fails to meet – the needs of children with SEND. The current SEND system is characterised as riddled with ‘nightmares’ and ‘dashed hopes’ (House of Commons Education Committee, 2019); this paper begins to contribute to scrutinising the workings of the system overall and factors that produce inequalities, inefficiencies, insufficiencies. (Edited publisher abstract)
Made possible: stories of success by people with learning disabilities – in their own words
- Author:
- SALMAN Saba
- Publisher:
- Unbound
- Publication year:
- 2020
- Pagination:
- 236
This book looks at the experiences of eight individuals including a campaigning councillor, a professional musician, artists, trainers, social care professionals – who are also adults with learning disabilities. (Edited publisher abstract)
How social care staff can use reasonable adjustments to support the health of people with learning disabilities
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2017
- Pagination:
- 4
- Place of publication:
- London
This factsheet provides information how social care staff can use reasonable adjustments - changes the law says people or services must make so disabled people can use services as easily as everybody else - to support the health of people with learning disabilities. It is the second in a series of factsheets which show how social care staff can support the health needs of people with learning disabilities. The leaflet also includes a link to a supporting slide set that can be used by social care staff as a training resource. (Edited publisher abstract)
How social care staff can help someone with learning disabilities prepare for an annual health check
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2017
- Pagination:
- 3
- Place of publication:
- London
This factsheet provides information for social care staff on how they can help someone with learning disabilities prepare for an annual health check. It is the third in a series of factsheets which show how social care staff can support the health needs of people with learning disabilities. The leaflet also includes a link to a supporting slide set that can be used by social care staff as a training resource. (Edited publisher abstract)