Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 12
"Without advocacy I'd probably be dead": research into the impact of independent advocacy on the lives of people experiencing learning disabilities
- Author:
- VAJTA ENGSTROM Karin
- Publisher:
- Scottish Independent Advocacy Alliance
- Publication year:
- 2014
- Pagination:
- ii, 27
The aim of this report is to investigate the impact of independent advocacy from the view of people with learning disabilities. The study is based on qualitative data from 12 interviews conducted at 5 different advocacy organisations across Scotland. In addition, interviews with a family member as well as two advocacy workers and two advocacy coordinators took place in order to contextualise the findings further. The findings are drawn from the interviews with people with learning disabilities and comprise the following themes: independent advocacy as a unique and irreplaceable support; soft outcomes as key ‘side effects’ of advocacy – feeling listened to, increase confidence, wellbeing and self-esteem; and the relationship with the advocates as network of support. The study highlights that despite these benefits, access is still an issue and independent advocacy support is not always as available as it should be. (Edited publisher abstract)
Learning disabilities health charter for social care providers: self assessment tool
- Authors:
- TURNER Sue, ROBINSON Carol
- Publisher:
- Public Health England
- Publication year:
- 2014
- Pagination:
- 13
- Place of publication:
- London
This self assessment tool has been developed to support the implementation of the Health Charter, to help social care providers assess who well they progressing in delivering the Charter for people with learning disabilities. Each of the statements have a number of questions which an organisation can score themselves against. Issues covered in the charter include: mental capacity law; listening to and involving family carers; providing training to staff on health and wellbeing issues; providing accessible information to people with a learning disability; providing support to attend appointments; promote access to screening tests; and facilitating annual health checks. Organisations can then use their self assessment to make changes to practice. (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)
- Authors:
- TURNER Sue, ROBINSON Carol
- Publisher:
- Public Health England
- Publication year:
- 2014
- Pagination:
- 29
- Place of publication:
- London
People with learning disabilities have poorer health than the general population, much of which is avoidable. This means that people with learning disabilities experience health inequalities. A Health Charter, consisting of a series of pledges, has been developed to help support social care providers to improve the health and well-being of people with learning disabilities. This guidance document explains each of the Health Charter's 11 statements, outlines why they are important, and provides case examples and links to useful resources for each. Issues covered in the charter include: mental capacity law; listening to and involving family carers; providing training to staff on health and wellbeing issues; providing accessible information to people with a learning disability; providing support to attend appointments; promote access to screening tests; and facilitating annual health checks.
Health charter for social care providers
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2014
- Pagination:
- 3
- Place of publication:
- London
People with learning disabilities generally have poorer health and die younger than the general population. This Health Charter consists of a series of pledges to give adult social care providers and staff a clear framework for improving their practice and the health and wellbeing of people with learning disabilities. The charter includes the need to: ensuring support is available to advocate on behalf an an individual if required; promote access to screening tests; facilitate annual health checks; ensure that each person who wants one has an health action plan and hospital passport. (Edited publisher abstract)
Coronavirus and people with learning disabilities study wave 3 Results: September 2021 full report
- Authors:
- FLYNN Samantha, et al
- Publisher:
- University of Warwick
- Publication year:
- 2021
- Pagination:
- 130
- 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 3 of the study. For Wave 3 of this study, in cohort 1, 989 people with mild/moderate learning disabilities across the UK were directly interviewed and, in Cohort 2, data were collected from 280 family carers or support staff of people with learning disabilities. Data in this report is presented separately for people with mild/moderate learning disabilities and people with profound or multiple learning disabilities (PMLD). At Wave 3 (n=118) 44% of participants were supporting/caring for people with PMLD. This document presents data about people with learning disabilities about their experience of COVID-19; physical health and access to health services; wellbeing and mental health; relationships, social lives and digital inclusion; sources of support; living circumstances, employment and money. For cohort 2, carers, data about COVID-19 and their health and wellbeing is presented. (Edited publisher abstract)
Filling in the gaps: the role of self-advocacy groups in supporting the health and wellbeing of people with learning disabilities throughout the pandemic
- Authors:
- ROUSE Lorna, et al
- Publisher:
- Open University
- Publication year:
- 2020
- Pagination:
- 24
- Place of publication:
- Milton Keynes
This report describes research on the role of self-advocacy groups in supporting the health and wellbeing of adults with learning disabilities during the coronavirus pandemic. It is based on interviews with staff and members of 11 self-advocacy groups, representing all regions of England, to find out what they had been doing to support members during lockdown. This research shows how and where self-advocacy was ‘filling in the gaps’ left by other services. The key findings are: 1. Self-advocacy groups worked hard (and fast) to support members to get online, helping to bridge the ‘digital divide’ that many people with learning disabilities experience; 2. Self-advocacy groups provided extensive offline support, for example organising phone rotas, and sending information and activities through the post; 3. Self-advocacy groups played a critical role in supporting mental health and wellbeing during the pandemic by enabling people to stay socially connected; 4. Self-advocacy groups supported people’s physical health during the pandemic in a number of ways, adapting government public health advice on coronavirus to accessible Easy Read format, advising on healthy eating and the importance of physical exercise and supporting members to access and use health services; 5. Self-advocacy staff provided essential frontline services to people, delivering food packages and medication. 6. Self-advocacy staff and volunteers sometimes stepped in to support people in or close to crisis relating to mental or physical health, or safeguarding. 7. Self-advocacy groups signposted members to essential public services and third sector initiatives; 8. Many groups mobilised a local volunteer network to extend their capacity to provide support. 9. Self-advocacy groups went ‘above and beyond’ during the pandemic, with staff often working seven days a week to provide support. 10. As self-advocacy groups became more confident in using online technologies during the pandemic, this strengthened connections between them across different regions of the country. (Edited publisher abstract)
No wrong door: bringing services together to meet children’s needs
- Author:
- CHILDREN'S COMMISSIONER FOR WALES
- Publisher:
- Children's Commissioner for Wales
- Publication year:
- 2020
- Pagination:
- 77
- Place of publication:
- Swansea
This report examines the difficulties children and their families experience when seeking support for a range of needs. They often find that they have to navigate a very complex system, they may fall through gaps where there are no services to meet their needs, or they may be on a waiting list for a long time only to be told they have been knocking on the wrong door all along. The report focuses on two specific groups of children and young people: those with complex emotional wellbeing or mental health needs who may also have other significant needs; and transitions to adult services for young people with learning disabilities. The report finds that children and young people with learning disabilities still too often face a complicated and stressful experience as they move from child to adult services. There are promising signs in some regions, but the necessary change ‘on the ground’ has not yet happened. Nonetheless, the report acknowledges that all regions now have specific multi-agency groups to consider the needs of children and young people, although some of these are very new. Furthermore, changes to Welsh Government policy have been introduced, such as earmarking significant funding specifically for children with complex needs, strengthening the duty on regions for children’s participation in their work, and the publishing of a broader definition of children with complex needs requiring regions to provide integrated services for all children in distress. The report calls on the Welsh Government to ensure that robust accountability mechanisms are in place for Regional Partnership Boards to report on their work on multi-agency arrangements for children with complex needs, including transitions to adult services. Case studies are included. (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)
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)
Improving the health and wellbeing of people with learning disabilities: an evidence-based commissioning guide for clinical commissioning groups (CCGs)
- Authors:
- IMPROVING HEALTH AND LIVES: LEARNING DISABILITIES OBSERVATORY, ROYAL COLLEGE OF GENERAL PRACTITIONERS, ROYAL COLLEGE OF PSYCHIATRISTS
- Publisher:
- Improving Health and Lives: Learning Disabilities Observatory
- Publication year:
- 2013
- Pagination:
- 70
- Place of publication:
- London
- Edition:
- Rev ed.
This practical guide is designed to support clinical commissioning groups (CCGs), with local authorities and learning disability partnership boards, to commission health services in ways that achieve better health outcomes for people with learning disabilities in a challenging financial climate. The guide has been written for CCGs to assist them to (among other things), jointly commission services for people who challenge services and those with complex needs; and work with local authorities. The focus is on specialist adult learning disability services. A section on cross cutting commissioning considerations, such as assistive technology and telecare or telehealth, and transition to other services. (Edited publisher abstract)