Search results for ‘Subject term:"learning disabilities"’ Sort:
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Student perceptions of progress in a postsecondary residential program for adults with learning disabilities
- Author:
- DOTY Kristine J.
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 10(3), July 2011, pp.150-165.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In the US, a small number of residential postsecondary schools have been created to help adult students with learning disabilities who have completed high school but need further assistance to make the transition to college or a career. This article describes a qualitative study to explore the subjective experiences of adult men with learning disabilities at a postsecondary residential educational facility in a Mountain West state. 16 students who had been in the programme for at least 18 months were selected to participate in semi-structured interviews to identify areas in which they had made progress towards their goal of living independently. The results, including examples from the interviews, are presented. The students acknowledged gains in social and emotional growth, employment training, academic achievement, and independent living skills development. The article concludes that the results suggest that residential postsecondary intervention is beneficial for adults with learning disabilities.
A step up
- Author:
- VALIOS Natalie
- Journal article citation:
- Community Care, 18.01.07, 2007, pp.28-29.
- Publisher:
- Reed Business Information
Next Steps 25+, run by the Cambridgeshire-based voluntary advocacy organisation Speaking Up, was launched as a reaction to the slow modernisation of day services for learning disabilities. The coaching and mentoring scheme helps adults with learning difficulties who are leaving day services to develop, work, leisure and learning opportunities. However it has evolved from a guerrilla activity into an established partnership with the local authority for people leaving day care services.
The preparing for adulthood review: a good practice toolkit
- Author:
- PREPARING FOR ADULTHOOD
- Publisher:
- Preparing for Adulthood
- Publication year:
- 2015
- Pagination:
- 55
- Place of publication:
- Bath
This toolkit explores how person-centred approaches can help effectively transfer statements and learning difficultly assessments to education and health care plans. The guide focuses on young people who are preparing for adulthood – those aged 14-25 who will be transferring from a statement of special educational needs (SEN) or are receiving support at college following a learning difficulty assessment. It provides suggestions of how to skill up the workforce and use information from EHC plans to inform commissioning and develop the market, explaining how to: have good conversations with young people about their aspirations; use person centred practice to develop good education, health and care plans and transfer statements and learning disability assessments to education, health and care plans; deliver preparing for adulthood reviews from Year 9 as described in the Special Educational Needs and Disabilities Code of Practice; achieve quality planning at scale and develop the workforce; and develop a strategic approach to person centred practice and preparing for adulthood pathways. (Edited publisher abstract)
Futures planning: adult sibling perspectives
- Authors:
- DAVYS Deborah, MITCHELL Duncan, HAIGH Carol
- Journal article citation:
- British Journal of Learning Disabilities, 43(3), 2015, pp.219-226.
- Publisher:
- Wiley
A total of 15 adult siblings of people who have a learning disability were interviewed in relation to their future wishes and expectations of care giving. Interpretative Phenomenological Analysis (IPA) was used to analyse transcripts from the interviews where it was demonstrated that futures planning remains an area of difficulty for families of learning disabled people. The range and degree of plans in place were variable across the families and overall, plans tended to lack detail and clarity. Various factors were cited as hindrances to the futures planning process such as parental anxiety, difficulty with service providers, superstition, attitude, assumption and life stage. Futures planning presented as a transitional process and further research into how best to support families and individuals who have a learning disability to develop long term yet flexible plans is indicated. (Publisher abstract)
Adult ADHD outcome audit based on NICE guidelines
- Author:
- EDWIN Moshieve Febin
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(5), 2014, pp.331-337.
- Publisher:
- Emerald
Purpose: Adult ADHD is a neuro-developmental disorder. The current prevalence of ADHD in adults is around 1.9-4 per cent. The service for adults with ADHD based on NICE guideline recommendation. Hence, the author decides to audit the Adult ADHD case loads against the gold standard set by the NICE. The paper aims to discuss these issues. Design/methodology/approach: The study was based on a retrospective analysis and collection of data from electronic patient records for a duration of five months between October 2011 and February 2012. The data findings were matched against the NICE standards. There were 15 standards identified. Six service outcome questions were also used to improve the Quality of the service provided. Findings: As the service outcomes were set for 100 per cent, the performance fell short in few areas. The service managed to achieve roughly 80-95 per cent in areas such as medication monitoring, transition service and care plan with shared care guidelines for prescription in primary care. The service under performed in areas on non-pharmacological interventions such as cognitive-behavioural therapy (CBT). The service continues to provide a exceptional service for adults with intellectual disability and ADHD. Research limitations/implications: The research was limited by information and recall bias due to the retrospective nature of data analysis. There was also over representation of the numbers in co-morbid cases due to more than two diagnosis. Practical implications: The paper outlines the regional outcome of the audit. However the findings have wider implications. For example the prevalence rate is more common in males than females. CBT is an important resource in the management of ADHD in adults. Priority and importance need to be given for providing a service for CBT in adults with ADHD. Social implications: The cost of sickness and non-employment due to ADHD is significantly high. Treating this complex group with medications and CBT improves the outcome and get them back in employment and reduce recidivism rates in offenders. Originality/value: The author feels the adult ADHD service audit has huge service implications. Currently it is a controversial diagnosis significantly under-resourced. The outcome survey had highlighted the areas of need as a neurodevelopmental disorder. (Edited publisher abstract)
A baseline assessment and review of community services for adults with a learning disability
- Author:
- REGULATION AND QUALITY IMPROVEMENT AUTHORITY
- Publisher:
- Regulation and Quality Improvement Authority
- Publication year:
- 2013
- Pagination:
- 65
- Place of publication:
- Belfast
The Regulation and Quality Improvement Authority is the independent body responsible for monitoring and inspecting the quality and availability of health and social care services in Northern Ireland. This baseline assessment of teams for adults with a learning disability looked at the services provided across the five health and social care (HSC) trusts in Northern Ireland, as at April 2011. The report looks at the role and composition of community learning disability teams and the profile of investment in staff across the Trusts; the management of transitions and interface between services; and unmet need. Contrary to movement towards a more integrated or personalised pattern of service delivery, it remarks that manyl professionals continue to provide "traditional" forms of service to this group. The overall model of community services for adults was delivered mostly by teams of social workers and specialist community learning disability nurses, assisted by allied health professionals and clinical psychology staff. Provision of specialist therapeutic services for people with a learning disability is variable; and little evidence was found of psychiatrists working as full members of community based teams: they worked mostly in the learning disability hospitals. The report comments on a reliance on informal networking by teams, but commends the work to develop user friendly information for service users and their carers. However, carers need more information on new forms of services such as direct payments and personalisation. Exclusion of people with a learning disability from mental health services for adults or older people and from the newly established autism services was particularly evident. In the light of the Bamford Review of Learning Disability and the proposed Mental Capacity (Health, Welfare and Finance) Bill, changes in demand and the need for training to effectively deliver the requirements of the legislation. (Original abstract)
Transitions to adult services by disabled young people leaving out of authority residential schools
- Authors:
- BERESFORD Bryony, CAVET Judith
- Publisher:
- University of York. Social Policy Research Unit
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- York
This is a summary of a report on a study that sought to identify: differences in planning for disabled young people in residential schools outside local authority boundaries compared to young people attending their local special schools; the factors which impact on transition planning and transition outcomes for these young people; key areas for future research and the feasibility of such work. The evidence confirmed that additional barriers to transition planning and increased risks to poor transition outcome exist for disabled young people in out of authority residential schools. The report concludes by proposing a number of implications for practice and recommendations for further research in this area. The appendix includes the Recruitment Materials.
Transitions to adult services by disabled young people leaving out authority residential schools
- Authors:
- BERESFORD Bryony, CAVET Judith
- Publisher:
- University of York. Social Policy Research Unit
- Publication year:
- 2009
- Pagination:
- 66p., bibliog.
- Place of publication:
- York
This is a report on a study that sought to identify: differences in planning for disabled young people in residential schools outside local authority boundaries compared to young people attending their local special schools; the factors which impact on transition planning and transition outcomes for these young people; key areas for future research and the feasibility of such work. The evidence confirmed that additional barriers to transition planning and increased risks to poor transition outcome exist for disabled young people in out authority residential schools. The report concludes by proposing a number of implications for practice and recommendations for further research in this area. The appendix includes the Recruitment Materials.
Disability, poverty and transitional support: ESSS Outline
- Author:
- ALLCOCK Annelies
- Publisher:
- IRISS
- Publication year:
- 2019
- Pagination:
- 28
- Place of publication:
- Glasgow
This evidence summary looks at evidence on the interaction between poverty, disability, the complexities of the benefits system, and the role of parents and services in supporting young disabled people in transition. Drawing on evidence from academic research and grey literature, the evidence summary found a complex system with varied factors, such as access to housing, barriers to employment and the additional costs of living with a disability that influence transition. Key themes from the evidence were: that benefits conditionality has a significant impact on disabled people and may be a barrier to accessing suitable employment; young people from deprived areas and disabled young people are more likely to experience difficult transitions; and that successful transitions are associated with parents who have resources such as time, money and skills. The summary includes references and short summaries of the reports and articles identified. (Edited publisher abstract)
Working with complexity: evidence review
- Authors:
- BAIM Clark, et al
- Publisher:
- Research in Practice for Adults
- Publication year:
- 2018
- Pagination:
- 126
- Place of publication:
- Dartington
This review provides an overview of the evidence to explore some specific areas of working with complexity, identifying relevant research and highlighting good practice. It contains contributions from several authors and aims to help practitioners to appreciate the different theoretical approaches and principles that come under the umbrella of complexity theory. Complexity theory owes much to systems theory focusing on anti-reductionist and holistic approaches regarding the inter-connectedness of systems, whether those of individuals, families, organisations or communities. The theory provides a conceptual framework for thinking about complex areas of practice. The review focuses on four key areas: Helping families work with complexity; Complexity in working with the Mental Capacity Act 2005; Working with risk; and Working across the life course with people who have a learning disability. (Edited publisher abstract)