Search results for ‘Subject term:"learning disabilities"’ Sort:
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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.
Care of elderly people with learning disabilities into 1992
- Author:
- COWARD Sandra
- Journal article citation:
- Elders the Journal of Care and Practice, 1(1), January 1992, pp.42-49.
Points out that elderly people with learning difficulties have very little access to services and until now have been an invisible minority, but that the policy of care in the community will increase awareness of their needs; outlines some of the services which will be required.
Accessing social care and health services in Wales
- Author:
- CARDIFF UNIVERSITY. School of Law and Politics
- Publisher:
- Mencap
- Publication year:
- 2017
- Pagination:
- 61
- Place of publication:
- Cardiff
- Edition:
- Version 2
This toolkit provides information and advice on access and entitlements to health and social care services for people with learning disabilities in Wales. The guide aims to help people are acting as learning disability advocates, including parents, carers, volunteers or professionals by providing them with clear information. The toolkit is divided into three parts: the duties and obligations of local authorities to assess and provide social care and support services; the duties of local health boards to provide health care services, including community-based services and assessing mental capacity; and information about challenging decisions about health and care services. The guide includes links to resources and an additional resources section which provides details of organisations providing information relating to social and health care provision. (Edited publisher abstract)
Helping ourselves?: direct payments and the development of peer support for people with learning difficulties: a report commissioned by the Joseph Rowntree Foundation and produced by Values into Action
- Authors:
- BEWLEY Catherine, MCCULLOCH Linsay
- Publisher:
- Values into Action
- Publication year:
- 2004
- Pagination:
- 29p., bibliog.
- Place of publication:
- London
New regulations which came into force in 2003 in England (and similar measures in Wales in 2004) mean that local authorities do not just have the power to offer direct payments; they now have a duty to offer them to eligible people. In theory, this should mean far higher numbers of people receiving direct payments, including people with learning difficulties. But key to take-up of direct payments is the availability of effective support to access and manage them. There are very few independent direct payments support schemes run by and for people with learning difficulties. Most independent direct payments support is provided by existing disabled people's organisations or direct payments schemes set up for the purpose. There are some very good examples but most independent direct payments support schemes have limited or no involvement by people with learning difficulties. There are different views and expectations about what 'independent' support means. The quality of support is crucial, not just its independence from statutory services. Assumptions about consent and ability to manage direct payments can block people with learning difficulties from accessing support and these can be held equally by independent support schemes as by statutory services. Sometimes an individual with appropriate attitudes, information and experience, whether based in independent support agencies or within social services, can have more effect in enabling people with learning difficulties to access direct payments than an independent contract that is given to those with little knowledge or experience about including people with learning difficulties. Local issues and assumptions around funding, tendering and contracts have a big influence on whether people with learning difficulties are included in support schemes and whether contracts are given to groups of people with learning difficulties.
Equity of access to health care for people with learning disabilities: a concept analysis
- Authors:
- SOWNEY Magaret, BARR Owen
- Journal article citation:
- Journal of Learning Disabilities, 8(3), September 2004, pp.247-265.
- Publisher:
- Sage
People with learning disabilities face more challenges than the general population in maintaining an acceptable level of health, and more of their health care needs remain unmet. A range of barriers to ‘equity of access’ have been identified, including a lack of knowledge of people with learning disabilities and their health needs, poor communication and negative stereotypes. This article undertakes an analysis of the concept of ‘equity of access’ to health care using Walker and Avant’s framework. The purpose is to increase clarity of the concept in relation to people with learning disabilities. It is proposed that ‘equity of access’ is related to benefiting from as well as entering a service in which you have confidence. Accessibility also refers not only to distance but also to time and ethos. The implications for practice of the provision of an equitable health service to people with learning disabilities are considered.
Policy into practice: growing older with a learning disability
- Author:
- THOMPSON David
- Journal article citation:
- Research Policy and Planning, 21(3), 2003, pp.71-78.
- Publisher:
- Social Services Research Group
Identifies the major support needs for older people with learning difficulties. Goes on to discuss the impact of two recent policy documents in England: the 'National Service Framework for Older People' and 'Valuing people: a new strategy for learning disability in the 21st Century' on the lives of older people with learning difficulties.
The Government response to the third annual Learning Disabilities Mortality Review (LeDeR) Programme report
- Author:
- GREAT BRITAIN. Department of Health and Social Care
- Publisher:
- Great Britain. Department of Health and Social Care
- Publication year:
- 2020
- Pagination:
- 38
- Place of publication:
- London
The response from the Department of Health and Social Care to the Learning Disabilities Mortality Review (LeDeR) third annual report, which aims to improve life expectancy and reduce health inequalities for people with learning disabilities. This document sets out the government’s response to each of the Review's 12 recommendations for the education, and health and care systems. These include the need to identify young people at transition, identify people from BAME groups, listen to families, improve service and care co-ordination, and address bias. The response also updates on Government actions in response to the second annual LeDeR report. (Edited publisher abstract)
Learning disabilities health charter for social care providers: self-assessment tool
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2017
- Pagination:
- 12
- Place of publication:
- London
This self-assessment tool has been developed to enable organisations signed up to the Health Charter for Social Care Providers to measure progress and develop an action plan for improvements in helping people with learning disabilities get better access to health care services to improve their health. The tool has been produced by a working group including members of the Voluntary Organisations Disability Group (VODG). It lists the 10 charter statements from the Health Charter for Social Care Providers, with a list of ‘things to think about’ to stimulate discussion and help organisations assess their current performance for each statement. Organisations can then score their progress using the following categories: We always do this; We sometimes do this; We rarely/never do this. Included in the tool is space to record the evidence used to support your score and the actions needed. (Edited publisher abstract)
Improving the health and wellbeing of people with learning disabilities: guidance for social care providers and commissioners (to support implementation of the Health Charter)
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2017
- Pagination:
- 32
- Place of publication:
- London
This guidance provides advice for commissioners and social care providers on implementing the Health Charter 2017, which aims to help people with learning disabilities get better access to medical services to improve their health. It sets out each of the 10 charter statements, provides information about why each one is important and provides practical tips and links to further resources. Case studies are also included to illustrate what can go wrong if the charter statements are not followed. The statements cover areas such as: understanding and applying the principles of the Mental Capacity Act 2005, listening to family carers, providing accessible information on health and wellbeing, promoting access to screening tests, tackling over medication, and facilitating annual health checks. (Edited publisher abstract)
Commentary on “Assisting individuals ageing with learning disability: support worker perspectives”
- Author:
- STEVENS Martin
- Journal article citation:
- Tizard Learning Disability Review, 20(4), 2015, pp.223-227.
- Publisher:
- Emerald
Purpose: This paper explores some of the themes identified by Wark et al.’s paper and to highlight commonalities and differences between the Australian and the UK social and health care regimes. It also points to evidence about other implications for policy and practice of the increasing numbers of people growing older who have learning disabilities. Design/methodology/approach: The commentary analyses some policy and practice documents and identifies a range of other research and commentary on this topic. Findings: Wark et al. have identified areas of importance for supporting older people with learning disabilities, particularly access to suitable and acceptable services and the importance of sufficient support worker time. They also identify gaps in the research on people’s needs and service responses. The commentary also highlights other factors for consideration in work with this group of people, particularly the implementation of personalisation policies in social care and integration between health and social care services. Research limitations/implications: There is a need for further research into developing policy and practice for health and social care for older people with learning disabilities. Some of the evidence supports the case for specialist involvement, particularly by nursing professionals. Originality/value: The paper and this commentary highlight the challenges associated with the increasing number of older people with learning disabilities in contemporary debates about the role of the state and professional specialists. (Edited publisher abstract)