Search results for ‘Subject term:"learning disabilities"’ Sort:
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Self-building Our Lives: social care research report
- Authors:
- POWER Andrew, et al
- Publisher:
- University of Southampton
- Publication year:
- 2020
- Pagination:
- 54
- Place of publication:
- Southampton
Findings of a study exploring how people with learning disabilities in England and Scotland are supported to organise their own care and self-build their daily lives. Increasingly people in need of social care are being asked to take more responsibility for organising care, support, work and activities, what is now termed ‘self-building’ daily lives or ‘self-build social care’ – this in the context of a long-term reduction in social care budgets and a tightening of eligibility criteria affecting the provision and sustainability of new initiatives. The study focused on learning disability provision in four areas, two in England and two in Scotland (one urban and one rural in each). Researchers spent time with 43 people with learning disabilities (24 men and 19 women; aged 18- 70) using interviews, focus groups and visual methods to find out about their experiences. 39 staff at 29 organisations providing support and activities were also interviewed. The study found variable levels of success in self-building daily lives amongst participants. It suggests that to be occupied in meaningful ways, to have more of a say in shaping local networks and activities, and to avoid social isolation, people require a set of ‘building blocks’, which support the planning of the essentials, the management of the day to day responsibilities, and the finding of meaningful things to do. Underpinning the building blocks are three enabling factors of successful self-building, which are: advocacy, including self-advocacy; member-led involvement; and social interaction. (Edited publisher abstract)
Special educational needs and disability code of practice: 0 to 25 years: statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities
- Authors:
- GREAT BRITAIN. Department for Education, GREAT BRITAIN. Department of Health
- Publishers:
- Great Britain. Department for Education, Great Britain. Department of Health
- Publication year:
- 2015
- Pagination:
- 292
- Place of publication:
- London
Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, valid from April 2015. It explains the duties of schools and colleges to provide: reasonable adjustments for disabled children and young people; and extra aids and services for disabled children and young people. The code sets out the principles underpinning the legislation including involving children, young people and parents in decisions about their support, and in planning, commissioning and reviewing services. Key sections cover: impartial information, advice and support; working together across education, health and care for joint outcomes; the local offer; early years providers; schools; further education; preparing for adulthood; education, health and care needs assessments and plans; children and young people in specific circumstances; and resolving disagreements. (Edited publisher abstract)
Special educational needs and disability code of practice: 0 to 25 years: statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities
- Authors:
- GREAT BRITAIN. Department for Education, GREAT BRITAIN. Department of Health
- Publishers:
- Great Britain. Department for Education, Great Britain. Department of Health
- Publication year:
- 2014
- Pagination:
- 282
- Place of publication:
- London
Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, valid until 31 March 2015. It explains the duties of schools and colleges to provide: reasonable adjustments for disabled children and young people; and extra aids and services for disabled children and young people. The code sets out the principles underpinning the legislation including involving children, young people and parents in decisions about their support, and in planning, commissioning and reviewing services. Key sections cover: impartial information, advice and support; working together across education, health and care for joint outcomes; the local offer; early years providers; schools; further education; preparing for adulthood; education, health and care needs assessments and plans; children and young people in specific circumstances; and resolving disagreements. (Edited publisher abstract)
Concepts of access for people with learning difficulties: towards a shared understanding
- Authors:
- NIND Melanie, SEALE Jane
- Journal article citation:
- Disability and Society, 24(3), May 2009, pp.273-287.
- Publisher:
- Taylor and Francis
This article explores both the process and outcomes of a seminar series on the concept of access for people with learning difficulties. The seminar topics chosen to foster dialogue across professional and disciplinary boundaries included access to information, education, employment, the law, health, leisure, community, past histories and future plans. The seminars brought together people with learning difficulties and their support workers, researchers and professionals, to examine the expert knowledge of people with learning difficulties in negotiating access, the role of practitioners in mediating access and the contribution of research to understanding access. The aim was to develop a rich, shared understanding of the concept of access for people with learning difficulties. However, a huge amount of 'access work' had to be done to achieve this. The article discusses that access work and proposes a multidimensional model of access and ways of promoting it.
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.
Participation in health care decision-making by adults with learning disabilities
- Authors:
- FOVARGUE Sara, KEYWOOD Kirsty, FLYNN Margaret
- Journal article citation:
- Mental Health and Learning Disabilities Care, 3(10), June 2000, pp.341-344.
- Publisher:
- Pavilion
Reports the findings of a qualitative study into decision-making on health care issues by people with learning disabilities. It suggests that they are largely excluded from the process, and that this contributes to the known difficulties in obtaining equity of access.
Nice job if you can get it: work and people with learning difficulties
- Authors:
- WILLIAMS Val, et al
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 2004
- Pagination:
- 39p.
- Place of publication:
- Bristol
This report is about employment opportunities and day centres and jobs for people with learning disabilities. It examines the policy background, and the motivation and barriers to work experienced by people with learning disabilities. Suggestions for enhanced advocacy and user led decision making are included.
Pick and choose
- Author:
- LAST Alison
- Journal article citation:
- Health Service Journal, 24.04.03, 2003, pp.28-29.
- Publisher:
- Emap Healthcare
This article discusses involving service users in the selection of health care managers. It argues that this process can be challenging, particularly in the case of those with learning difficulties.
Direct payments:commentary and review
- Author:
- HOLMAN Andrew
- Journal article citation:
- Tizard Learning Disability Review, 7(4), October 2002, pp.17-20.
- Publisher:
- Emerald
Proposes measure to help raise the level of direct payment provision to people with learning disabilities and discusses the use of Independent Living Trusts.
Developing support and services for children and young people with a learning disability, autism or both
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 37
- Place of publication:
- London
The document provides guidance for Transforming Care Partnerships and their local partners in Clinical Commissioning Groups and Local Authorities in commissioning support and services for children and young people with learning disability, autism or both who display behaviour that challenges. It supplements Building the Right Support and the National Service Model, to ensure that plans are inclusive of children and young people. It is structured around nine core principles that describe what good services and support look like for children and young people. These include having a meaningful everyday life; person-centred and coordinated care and support; support for family and care staff to help the child or young person live in the community; choice about where to live; and access to specialist health and social care in the community. Each section lists relevant legislation and guidance. Appendices provide information on what works when working in partnership with families and describes how services should change as a result of the service transformation. (Edited publisher abstract)