Search results for ‘Subject term:"learning disabilities"’ Sort:
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The estimated prevalence of visual impairment among people with learning disabilities in the UK
- Authors:
- EMERSON Eric, ROBERTSON Janet
- Publisher:
- Public Health England
- Publication year:
- 2011
- Pagination:
- 35p.
- Place of publication:
- London
It has been known for some time that visual impairments are more common among people with learning disabilities, especially people with more severe learning disabilities, and that the presence of visual impairments can significantly impair the independence and quality of life of people with learning disabilities. The aim of this report is to estimate how many people with learning disabilities in the UK are likely to have visual impairments. The report suggests that, at present, approximately 50,000 people with learning disabilities who are known to services in the UK have visual impairment. An additional 15,000 are blind. Whilst most children with learning disabilities are known to services, not all adults with learning disabilities are known to adult health or social care learning disabilities services – it is estimated that there may be an additional 44,000 adults with learning disabilities and visual impairment and 11,000 with learning disabilities and blindness. It is estimated that all of these figures will rise by approximately 0.5% each year over the next two decades.
Challenging behaviour and associated risk factors: an overview (part I)
- Authors:
- KORITSAS Stella, IACONO Teresa
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(4), 2012, pp.199-214.
- Publisher:
- Emerald
This review, the first in a two-part series, explores challenging behaviour in adults, its prevalence, risk factors and causes. It aims to provide an overview of prevalence studies and explore the various risk factors that have been associated with challenging behaviour. The authors also seek to explore methodological differences across studies that may contribute to the prevalence variations reported in the literature. The article summarises the findings from frequently cited prevalence studies as well as more recent studies. The prevalence of challenging behaviour reported in the literature has varied due to methodological differences across studies. Despite this, the best estimate is believed to be from 15 to 17.5 per cent. A range of factors have been associated with challenging behaviour and include gender, age, severity of disability and residential setting.
The practical implication of comparing how adults with and without intellectual disability respond to music
- Authors:
- HOOPER Jeff, et al
- Journal article citation:
- British Journal of Learning Disabilities, 39(1), March 2011, pp.22-28.
- Publisher:
- Wiley
Arousal is described as ‘a condition conceived to vary in a continuum from a low point in sleep to a high point in extreme or intense excitement’. An aroused person is generally wide awake and alert, and someone who is unaroused is sleepy or relaxed. Previous researchers who compared how people with, and without, an intellectual disability respond to music focused on musical aptitude, but not on arousal. This paper presents the background, methodology, and results of a study that selected fifteen different pieces of music, and compared the arousal response of 48 adults with, and 48 without, an intellectual disability. Findings revealed a very strong and significant positive correlation, which implies that music, identified as sedative by individuals who do not have an intellectual disability, can be used appropriately in an intervention predicated for lowering the arousal levels of those with learning disabilities.
Skills for support: personal assistants and people with learning disabilities
- Authors:
- WILLIAMS Val, et al
- Journal article citation:
- British Journal of Learning Disabilities, 38(1), March 2010, pp.59-67.
- Publisher:
- Wiley
For people with learning disabilities to have control over their lives, the quality of their support staff matters. This paper reports on an inclusive research study, which used video analysis to study the communication skills of personal assistants (PAs) who worked with people with learning disabilities. The findings reveal some of the fine detail in the strategies these PAs used, to show respect, support choices, and give advice. They were able to step back, to listen and observe the person with learning disabilities, and to use good, open body language. They also gave people time, built up a close relationship based on shared interests and activities, and they talked with people in a friendly, adult way. It is difficult to support people to manage their lives, and team work is important. People with learning disabilities also have to play their role in the relationship. This research produced training materials that will help people with learning disabilities to train and support their own PAs.
Activities for adults with learning disabilities having fun, meeting needs
- Authors:
- SONNET Helen, TAYLOR Ann
- Publisher:
- Jessica Kingsley
- Publication year:
- 2009
- Pagination:
- 159p.
- Place of publication:
- London
This is a reference book for professionals and volunteers working with adults with learning difficulties, which provides a workable programme of creative ideas for over 60 sessions of fun and engaging activities. While some of the ideas will be similar to those more pictorially demonstrated in children’s activity books the needs of adults with learning disabilities, whose adult feelings are to be respected, are served. This book is divided into 7 sections describing similar events, each with some general information, tips and hints relating to the activities that follow. Sections covering cooking, arts and crafts, party games, general games, special occasions, drama and dance and outside events are included. Each individual activity starts with specific coded information which, on consulting a key, reveals whether this activity is suitable for wheelchair users, the level of assistance required, levels of noise and mess which will be created, how much reading skill will be required by the users and highlights health and safety issues. This book is written for use in clubs, day-centres, and supported living homes and has been tested by the authors on 16-80 year old adults, with mixed mental and physical abilities in Gateway clubs in the United Kingdom.
Religious expression, a fundamental human right: the report of an action research project on meeting the religious needs of people with learning disabilities
- Authors:
- HATTON Chris, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 50p.
- Place of publication:
- London
This report describes a two-year action research project running from January 2002 to December 2003, funded by the Foundation for People with Learning Disabilities. The aim of the project was to work with services to meet the religious needs of adults with learning disabilities, and to discover what worked particularly well.
Still a chance to learn?: report of a project by the Joseph Rowntree Foundation on the Further and Higher Education Act (1992) and adults with learning difficulties
- Authors:
- MACADAM Margaret, SUTCLIFFE Jeannie
- Publisher:
- National Institute for Adult Continuing Education
- Publication year:
- 1996
- Pagination:
- 94p.
- Place of publication:
- Leicester
This book is of a survey of the impact of the Further and Higher Education Act (1992) on education for adults with learning difficulties, carried out with the Norah Fry Research Centre and supported by the Joseph Rowntree Foundation. The work showed that the Act's impact has been mixed and that in particular, people with profound/multiple learning difficulties are starting to miss out.
Gender differences in physical activity and sedentary behaviour in adults with intellectual disabilities: a systematic review and meta‐analysis
- Authors:
- WESTROP Sophie C., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(6), 2019, pp.1359-1374.
- Publisher:
- Wiley
Background: Adults with intellectual disabilities are reported to be highly inactive, with research required to understand contributory factors. This systematic review aimed to investigate gender differences in physical activity (PA) and sedentary behaviour (SB) in adults with intellectual disabilities. Methods: This systematic review was reported in accordance with PRISMA guidelines. Seven databases were searched up to, and including, January 2018. Screening identified papers that assessed gender‐specific PA and/or SB outcomes in adults with intellectual disabilities. Data were synthesized using a narrative synthesis and random effects model meta‐analyses. Results: Twenty‐six papers were included; 25 measured PA, and eight assessed SB. Women with intellectual disabilities were least active with a significant overall effect of gender identified. For SB, no consistent gender differences were found. Conclusions: Reflecting the general population, men with intellectual disabilities were most active. Intellectual disability research should consider the role of gender to inform future interventions targeting inactivity. (Publisher abstract)
A structured programme to withdraw antipsychotics among adults with intellectual disabilities: the Cornwall experience
- Authors:
- SHANKAR Rohit, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(6), 2019, pp.1389-1400.
- Publisher:
- Wiley
Background: Antipsychotic medications are used among 19%–58% of adults with intellectual disabilities to manage challenging behaviour against the NICE guideline recommendations. Studies show that it is possible to completely withdraw antipsychotics in about one third of adults with intellectual disabilities and a dose reduction of 50% or more in another third. Method: In Cornwall, over three years the present authors developed a structured pathway to withdraw antipsychotics among adults with intellectual disabilities which involved people with intellectual disabilities and their carers, GPs, community learning disability team members and pharmacists. Results: The present authors managed to withdraw antipsychotics totally among 46.5% (33/71) and reduced over 50% of dosage in another 11.3% (8/71) of adults with intellectual disabilities. At three months follow‐up no one required hospital admission or change in placement. Conclusion: It is possible to withdraw/reduce antipsychotics in a high proportion of adults with intellectual disabilities if a concerted effort is made involving all stakeholders from the outset. (Publisher abstract)
An investigation of the delivery of health-related accessible information for adults with learning disabilities
- Author:
- MANDER Clare
- Journal article citation:
- Tizard Learning Disability Review, 21(1), 2016, pp.15-23.
- Publisher:
- Emerald
Purpose: People with learning disabilities often require support to fully understand information produced in an accessible format. What happens during the delivery of accessible information (AI) is largely unknown. The purpose of this paper is to examine the implementation stage of the AI process. Design/methodology/approach: Two community-based learning disability nurses and two people with learning disabilities took part in a non-participant observational study of the naturally occurring conversations that took place during the delivery of health-related AI. Conversation analysis was used to explore both vocal and non-vocal behaviours. Findings: Three clusters of episodes were identified: providing the AI, topic development, and consent. The use of AI appeared to provide a script for the delivery of the information; however, practical considerations of topic development and tailoring resources to the individual were evident. For sensitive conversations the use of shared experience and challenges in judging comprehension were apparent. Contradictory goals in the decision-making process were highlighted, presenting potential ethical dilemmas. Originality/value: The delivery of AI allowed for personalisation and appeared to support understanding; however, this was partly reliant on mutual empathy between the nurse and their client. (Publisher abstract)