Search results for ‘Subject term:"learning disabilities"’ Sort:
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WHO Atlas on Global Resources for Persons with Intellectual Disabilities 2007: key findings relevant for low- and middle-income countries
- Authors:
- MERCIER Celine, at al.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 5(2), June 2008, pp.81-88.
- Publisher:
- Wiley
The World Health Organization (WHO) Atlas-ID project was designed to collect, compile, and disseminate information on intellectual disabilities (ID) services and resources from across the world. This paper aims at selecting findings in the Atlas-ID that can be used as a tool for advocacy, human rights awareness, development planning, and monitoring changes regarding resources for persons with intellectual disabilities and their families in countries with the lowest levels of income in the world. After consultation with experts in the field of ID, a questionnaire and its accompanying glossary were developed. This questionnaire was completed by national respondents from 147 countries, areas, and territories that are WHO members (response rate of 74.6% corresponding to 94.6% of the world population). Cross-tabulations were calculated according to WHO region that the countries belong to as well as their levels of income. The data from the Atlas-ID allowed for documenting similarities and differences among the poorest and the richest countries of the world in relation to ID. The most striking differences pertain to the areas of information, judicial protection, government benefits, financing, availability, and access to services. The Atlas-ID allowed the identification of similarities and differences in resources and services between the four World Bank categories of countries' income, and it demonstrated the extent of unmet needs in low-income and low-middle-income countries, as well as some critical gaps between these countries and the high-level income countries.
Out of the shadows: women with learning disabilities in contact with or on the edges of the criminal justice system
- Authors:
- HAMMOND Tracy, et al
- Publisher:
- Prison Reform Trust
- Publication year:
- 2019
- Pagination:
- 48
- Place of publication:
- London
This report, collaboration between the Prison Reform Trust and KeyRing Living Support Networks, finds that women with learning disabilities are at risk of becoming drawn into the criminal justice system due to failures to recognise their disability and a lack of appropriate support. It draws on the experiences of 24 women with learning disabilities in contact with, or on the edges of, the criminal justice system; and practitioners working within criminal justice, social care, and women’s services. It also considers the legislative and policy frameworks that exist to help ensure women with learning disabilities get the support they need and which can help them avoid content with criminal justice services. In the research the women talked about their difficulties in accessing support when they needed it most, not understanding the implications of their behaviour and failure to comply with imposed sanctions; their histories as victims of violent and abusive behaviour; and enforced separation from their children. Other areas discussed included histories of drugs and addiction, access to housing The report makes ten recommendations to ensure that the needs of women with learning disabilities are recognised and met. (Edited publisher abstract)
Hidden in plain sight: dementia and learning disability
- Authors:
- MENTAL HEALTH FOUNDATION, FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publishers:
- Mental Health Foundation, Foundation for People with Learning Disabilities
- Publication year:
- 2018
- Pagination:
- 20
- Place of publication:
- London
The briefing highlights the need to develop quality in practice for people ageing with learning disabilities and living with dementia. It highlights that although people with a learning disability are three times more likely to develop dementia than the rest of the population, their needs are rarely mentioned in current Government strategy. It identifies key elements that constitute a good service for people with learning disabilities that develop dementia and presents recommendations from the Dementia Action Alliance. These include the importance of early diagnosis and person-centred care; joint working between health and social care professionals; the need for improvements in commissioning; and for people to be supported in their homes as long as possible. The report calls for policy makers and services to make sure the needs of people with learning disabilities are clearly recognised and that they are provided with appropriate and targeted support as they age and if they develop dementia. (Edited publisher abstract)
Dual diagnosis public policy in a federal system: the Canadian experience
- Authors:
- GOUGH Heather, MORRIS Susan
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 9(3), September 2012, pp.166-174.
- Publisher:
- Wiley
This article defines dual diagnosis as having both mental health needs and developmental disabilities. Individuals with dual diagnosis can have significant problems accessing appropriate and integrated care. Regional or national public policy is necessary for establishing effective mental health services for these individuals. The aim of this research was to review provincial/territorial statutes and regulations related to developmental disabilities and mental health/illness within the context of Canadian federal and national policy. A legislative scan was performed, encompassing statutes and regulations, followed by a search of government ministerial Web sites to identify policy. In addition, relevant persons within ministries were contacted for clarification and further information. The findings indicate that no province or territory within Canada currently has legislation regarding dual diagnosis; 4 have policies addressing dual diagnosis care. Some policies exclude people with disabilities from qualifying as having a psychiatric disorder, and some policies exclude people with certain types of psychiatric disorders. The patchwork of regional legislation and policy in Canada suggests that dual diagnosis care would be better facilitated if rights to such were enshrined within legislation.
Valuing people now: the delivery plan 2010-2011
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2010
- Pagination:
- 64p.
- Place of publication:
- London
Valuing People Now is a three-year strategy and much of the work begun in 2009-2010 will begin to impact on the areas where sustained progress is needed. This updated Delivery Plan for 2010- 2011 focuses on the further work needed nationally, regionally and locally to secure implementation everywhere and for everyone. The focus of the work in 2010-2011 is to disseminate and imbed best practice everywhere. A cross–cutting priority under the valuing People Now Delivery Plan 2010-11 is to improve the quality and productivity of services and to make best use of existing resources in Learning Disability services.
Valuing people now: the delivery plan
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2009
- Pagination:
- 56p.
- Place of publication:
- London
The delivery plan sets out the governance structure and the actions, with timescales and responsibilities, that will be taken to support the implementation of Valuing people now: a new three-year strategy for people with learning disabilities.
Summary of responses to the consultation on Valuing people now: from progress to transformation
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2009
- Pagination:
- 137p.
- Place of publication:
- London
'Valuing People Now' sets out the Government's strategy for people with learning disabilities for the next three years following consultation. It also responds to the main recommendations in 'Healthcare for All'; the independent inquiry into access to healthcare for people with learning disabilities.
Disability review 2008
- Editors:
- GREENHALGH Caroline, LAXTON Clare, PARCKAR Guy, (comps.)
- Publisher:
- Leonard Cheshire
- Publication year:
- 2008
- Pagination:
- 68p., bibliog.
- Place of publication:
- London
Disability Review 2008 is the second in an annual series of reports looking at over 1000 disabled people’s views and experiences of everyday issues around the UK. We asked disabled people about a wide range of issues including finance, transport, work and political engagement and the final product is a valuable insight in disabled people’s views on these issues and their lives in the UK. Disability Review 2008 also contains comparative data from last year’s Disability Review so we can see what has changed over the past year. The whole series will provide a valuable indicator of the impact of government’s policies are having on the lives and experiences of disabled people over the years.
Hidden lives: improving life chances of people with a learning disability
- Author:
- TURNING POINT
- Publisher:
- Turning Point
- Publication year:
- 2004
- Pagination:
- 23p.
- Place of publication:
- London
This report argues that while the government's strategy, Valuing People, is making progress, this is not fast enough and many people with high support needs face discrimination and a lack of employment opportunities. The report reveals that 65% of people with a learning disability want to work, yet 90% do not have a job. This leads, it says, to rejection and exclusion, and closes off opportunities.
Hidden lives: improving life chances of people with a learning disability; summary
- Author:
- TURNING PONT
- Publisher:
- Turning Point
- Publication year:
- 2004
- Pagination:
- 4p.
- Place of publication:
- London
This report argues that while the government's strategy, Valuing People, is making progress, this is not fast enough and many people with high support needs face discrimination and a lack of employment opportunities. The report reveals that 65% of people with a learning disability want to work, yet 90% do not have a job. This leads, it says, to rejection and exclusion, and closes off opportunities.