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A cognitive behavioural intervention for dental anxiety for people with learning disabilities: a case study
- Authors:
- PRANGNELL Simon J., GREEN Karen
- Journal article citation:
- British Journal of Learning Disabilities, 36(4), December 2008, pp.242-248.
- Publisher:
- Wiley
Very little work has been done to investigate effective non-medical approaches for supporting people with a learning disability and dental anxiety to access dental care. Using a case study, this paper demonstrates that a simple cognitive behavioural intervention can be effective in reducing dental anxiety, and offer a more meaningful choice of treatment options. This paper is limited in that no formal assessment measures were used, and was evaluated through client feedback. It is possible that this intervention could be applied by other practitioners to increase the accessibility of dental health services.
Older and out
- Author:
- SNELL Janet
- Journal article citation:
- Community Care, 4.10.07, 2007, pp.28-29.
- Publisher:
- Reed Business Information
Older people with learning disabilities are having their hard won independence taken from them as they reach 65. This article look at the importance of providing services to older people with learning disabilities. It also includes a short case study.
Delivering an equal right to sight
- Author:
- SeeABILITY
- Publisher:
- SeeABILITY
- Publication year:
- 2016
- Pagination:
- 68
- Place of publication:
- Epsom
This report examines evidence, good practice and the views of people with learning disabilities on what is important to them when they go for a sight test and receive eye care. It finds that people with learning disabilities experience high levels of sight problems than the general population and that they often cannot access support to enable them to access the eye care they need. Case studies highlight key issues in accessing and experiencing eye care, including lack of awareness, adjustments in practice, lack of experience and training, and systems barriers. The report also provides good practice examples of projects and initiatives which show what people with learning disabilities, their families, community opticians, and hospitals can do to improve access and experience of services. The report makes a number of recommendations, which include that working age adults with learning disabilities should be eligible for NHS funded sight tests, that eye care should be included in national learning disability policy and programmes, and available NHS funding to enable accredited community optical practices can offer longer or split appointments for people with learning disabilities. The information in the report focuses on England, but many of the findings will also be relevant to the rest of the UK. (Edited publisher abstract)
Speaking up, speaking out: pathways to self advocacy; handbook
- Authors:
- LARCHER Janet, et al
- Publisher:
- Communication Matters
- Publication year:
- 1998
- Pagination:
- 61p.
- Place of publication:
- Oxford
Aims to help people speak up and speak out for themselves, and provides guidance on how this can be facilitated. The handbook providing detailed information about advocacy and communicating with a person with severe communication difficulties. Each section of the handbook is accompanied by case studies which illustrate key issues and questions that are raised in the main text.
Reducing exclusions and the use of specialist services for autistic children and young people
- Authors:
- AUTISM EDUCATION TRUST, OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2020
- Pagination:
- 11
- Place of publication:
- Oxford
This paper sets out good practice in the approach to commissioning services for autistic children and young people. It illustrates a practical application for children and young people of the ‘Ordinary and unique lives for adults with a learning disability and/or autism: a six steps approach’ (Institute of Public Care, 2020) through the implementation of the Autism Education Trust (AET) programme. The programme builds on a model based on the principle that a co-ordinated whole system response to support people and their families during key life episodes could, in some instances, reduce the need for some types of expensive ‘specialist’ provision. The report provides evidence of how the AET programme helps local areas to reduce exclusions and demand on specialist services, which either makes savings for the public purse or enables local authorities to meet the needs of more people without compromising outcomes or increasing budgets. The report finds that the AET programme is a structured, cost-effective approach to skilling up the workforce in mainstream and specialist settings to support autistic children and young people via reasonable adjustments and targeted support and is a good example of the practical application of the IPC whole-system commissioning model for managing demand. (Edited publisher abstract)
Commentary on “The Ealing Intensive Therapeutic and Short Breaks Service: an update five years on”
- Author:
- KIERNAN Joann
- Journal article citation:
- Tizard Learning Disability Review, 24(2), 2019, pp.64-67.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to consider the needs of children and young people with an intellectual disability and behaviours described as challenging in light of the article “The Ealing Intensive Therapeutic and Short Breaks service: An Update Five Years On”. Design/methodology/approach: Contemporary literature associated with the provision of support to children and young people with an intellectual disability and behaviours described as challenging is considered. Some of the recent challenges associated with the provision of effective and timely support in light of current research, policy and practice are highlighted. Findings: The Ealing service’s continued success is discussed within the context of new ways of working required to meet the needs of the client group and their families/carers. Originality/value: The commentary reinforces the need to evolve service models that can provide specialist, timely and intensive support. The importance of early intervention is highlighted. (Edited publisher abstract)
Learning disabilities: positive practice guide
- Authors:
- DAGNAN Dave, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2015
- Pagination:
- 34
- Place of publication:
- London
This practice guide provides information on how to best support people with learning disabilities to access their local Access to Psychological Therapies (IAPT) service. It is aimed at those who work in, commission, or refer to the Improving Access to Psychological Therapies (IAPT) services. The guide outlines the reasonable adjustments that are recommended to ensure that people with learning disabilities get the maximum benefit from treatment within an IAPT service. Areas discussed include: service models, changes to referral and access pathways; screening; adjustments to mainstream IAPT pathways; assessment; adaptations to treatment and interventions; and making information accessible. Practical examples are included to show how some teams have made reasonable adjustments to support access to IAPT service. The guide also covers the importance of training and developing the workforce and provides key points for commissioners of IAPT services consider to ensure that mainstream services effectively meet the needs of people with learning disabilities. (Edited publisher abstract)
Feeling down: improving the mental health of people with learning disabilities.
- Author:
- BURKE Christine-Koulla
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2014
- Pagination:
- 36
- Place of publication:
- London
This report is aims to raise awareness among policy makers, commissioners and health and social care services and promote positive mental health of people with learning disabilities. It draws on a literature review, a national survey and focus groups, and real life case studies. The report begins by providing the context of the mental health needs of people with learning disabilities, drawing on the findings of a literature review. It then presents the results from a national survey and focus groups which look at the experiences of people with learning disabilities, their families, friends and staff when accessing support for their mental well-being. The final sections of the report provide recommendations for improving the mental health of people with learning disabilities. The report found that people with learning disabilities experience high levels of mental health problems. It also found that access to mental health services, assessment and treatment for this group needs to be improved. (Edited publisher abstract)
Commentary on “Overcoming challenges in diagnosing and treating cancers in people with intellectual disability: a case analysis”
- Authors:
- FOSTER Julie, MARKS Bob
- Journal article citation:
- Tizard Learning Disability Review, 19(2), 2014, pp.59-62.
- Publisher:
- Emerald
This commentary reflect on the implications for practice and lessons that can be drawn from the case study presented by Kiani Reza et al. It highlights weaknesses in the way that access to healthcare is currently facilitated for people with learning disabilities. (Publisher abstract)
Taking service providers to court: people with learning disabilities and Part III of the Disability Discrimination Act 1995
- Authors:
- LERPINIERE Jennifer, STALKER Kirsten
- Journal article citation:
- British Journal of Learning Disabilities, 38(4), December 2010, pp.245-251.
- Publisher:
- Wiley
Despite evidence of poor service provision for people with learning disabilities in the UK, very little use has been made of Part III (Goods, Facilities and Services) of the Disability Discrimination Act 1995 by people with learning disabilities. Difficulties faced by individuals who might consider pursuing a claim against a service provider include stress, time and financial constraints. Once a complaint has been made or a claim lodged other legislative barriers can make it difficult to pursue a case. The aim of this article is to investigate the effectiveness of legislative use of Part III of the Disability Discrimination Act 1995 in promoting equality for people with learning disabilities. Effectiveness is gauged through analysis of the legal process engaged in by two people with learning disabilities who made claims against service providers under Part III of this Act. In the first case, a sports centre gave free carer’s tickets to some disabled people but not to others. In the second case, a tattooist refused to give a tattoo to someone with learning disabilities. Both cases took two years before they were heard at court or mediation. The article discusses the complexities of these cases, and offers suggestions to improve the legal process and to make it more accessible to people with learning disabilities.