Search results for ‘Subject term:"learning disabilities"’ Sort:
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An independent review of the work capability assessment: year five
- Author:
- LITCHFIELD Paul
- Publisher:
- Great Britain. Department for Work and Pensions
- Publication year:
- 2014
- Pagination:
- 105
- Place of publication:
- London
Reflects on the evolution of the work capability assessment since its introduction and considers some of the issues that the Department for Work and Pensions might need to take into account in the years to come. The WCA is designed to determine eligibility for employment and support allowance. It is a functional assessment based on the premise that eligibility should not be determined by the description of a person’s disability or health condition but by how their ability to function is affected, which may vary considerably between individuals. The report shows that the number of people assessed and found fit for work has significantly declined. It also highlights that perceptions of the WCA remain overwhelmingly negative and discusses the barriers that individuals with a learning disability face with the WCA process. The review identifies a number of key principles that the department should take into account in redesigning the WCA : any assessment should not only be fair but be perceived as such; there must be clarity of purpose - determining benefit eligibility and supporting employment outcomes may not be compatible objectives; residual elements of the medical model of disability should be eradicated in favour of a bio-psychosocial model; departmental staff should be at the heart of the assessment and should drive information requirements; any revised assessment should exploit information already provided to the DWP, rather than duplicating effort and incurring unnecessary expense; and decision makers and HCPs should see a representative range of cases and have appropriate training in the capability impact of common conditions. (Edited publisher abstract)
Call to action on Work Capability Assessment reform
- Author:
- MORRISON COULTHARD Lisa
- Publisher:
- British Psychological Society
- Publication year:
- 2015
- Pagination:
- 8
- Place of publication:
- Leicester
Examines the effectiveness of the Work Capability Assessment, which is used to determine eligibility to the Employment and Support Allowance for individuals who are unable to work because they are sick or disabled while providing assistance and support to those who, with appropriate support, might be able to work. The briefing argues that there is now a significant body of evidence that the WCA is failing to assess people’s fitness for work accurately and appropriately, with people who are seriously physically and mentally ill being found fit for work and those with acute, transient episodes being assessed as lacking capacity and treated in the same way as those with a longer term prognosis. It calls for the government to commission an ‘end-to-end redesign’ of the process, including: a reliable, valid and fully researched method of assessment to replace the Limited Capacity for Work Questionnaire (ESA 50) and the face-to-face WCA; training in assessment, scoring and interpretation for the test administrators; specialist assessors to assess people with mental, cognitive and intellectual functioning difficulties; supervision of the assessors from qualified clinicians with expertise in rehabilitation, assessment and interpretation; referral routes to specialist assessment and support for those with psychological, cognitive and intellectual functioning difficulties; and appropriate periods of reassessment for people with long-term conditions, based on specialist advice to accurately reflect the prognosis. (Edited publisher abstract)
Choice-making in vocational activities planning: recommendations from job coaches
- Authors:
- COBIGO Virginie, LACHAPELLE Yves, MORIN Diane
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 7(4), December 2010, pp.245-249.
- Publisher:
- Wiley
Choice in the job seeking process may lead to increased satisfaction with the chosen job, and improve attention, performance, and motivation. Despite their commitment to promoting choice-making, service providers may encounter important barriers to understanding the vocational interests of persons with intellectual disabilities who have difficulty expressing their choices verbally. Methods of recording choices expressed through nonverbal means of communication are therefore needed. This article describes a method for assessing vocational interests through direct observation. This method was field-tested with 19 persons with intellectual disabilities. The testing consisted of administration of the assessment method by job coaches to their clients and analysis of the results. Interviews were conducted with the participating job coaches to assess its practical value and provide recommendations pertinent to its implementation and dissemination. This step is crucial to the knowledge-to-action process since it tailors research findings to make them meaningful to daily practice. Results are discussed relevant to improving choice-making opportunities in the job seeking and planning process of persons with intellectual disabilities. The results demonstrate the need for training to enable support staff to embed choice-making opportunities in the daily life of persons with intellectual disabilities.
Supporting young people with learning difficulties to participate and progress: incorporating guidance on learning difficulty assessments
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 26p.
- Place of publication:
- London
This guidance is intended to help local authorities to make consistent, effective and robust decisions that will lead to positive outcomes for young people with learning difficulties and/or disabilities. The guidance will be of interest to staff working directly with young people and their managers and the Young People’s Learning Agency. The document is in three parts. Part One describes the duties for local authorities arising from the Apprenticeships, Skills, Children and Learning Act 2009 (the ASCL Act) as well as from earlier legislation. Part Two sets out a vision for provision and support for learners with learning difficulties and/or disabilities (LLDD) and describes the learning landscape, in particular the opportunities presented by 14-19 reform. Illustrative case studies are given. Part Three covers statutory guidance made under section 139A (7) of the Learning and Skills Act 2000 (LSA 200
Managing vocational rehabilitation
- Authors:
- TEOH Sing Siong, OSBORNE Howard, MILNE Alexandra
- Publisher:
- Pavilion
- Publication year:
- 1993
- Pagination:
- 179p.
- Place of publication:
- Brighton
Provides comprehensive guidance on how to plan, develop and manage vocational rehabilitation for the disabled and people with learning difficulties. Provides examples of typical operational policies, assessment techniques and commercial licensing agreements.
Mental health problems in people with learning disabilities: prevention, assessment and management: NG54
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2016
- Place of publication:
- London
Practice guideline which covers preventing, assessing and managing mental health problems in children, young people and adults with learning disabilities. The guideline aims to improve assessment and support for mental health conditions, and help people with learning disabilities and their families and carers to be involved in their care. The recommendations include that: the person's communication needs and level of understanding should be considered throughout their assessment, treatment and care; that professionals with expertise in mental health problems in people with learning disabilities should coordinate mental health assessments; the impact of the social and physical environment on the mental health of people with learning disabilities should be considered when developing care plans; adults with learning disabilities should be supported to participate in paid or voluntary work. The recommendations also provide guidance on delivering psychological and pharmacological interventions. The guideline covers all settings, including health, social care, education, and forensic and criminal justice. (Edited publisher abstract)
People with mental handicap: perspectives on intellectual disability
- Authors:
- HATTERSLEY John, et al
- Publisher:
- Faber and Faber
- Publication year:
- 1987
- Pagination:
- 255p., bibliogs.
- Place of publication:
- London
Historical and social considerations; assessment; role of the family and professionals; employment; recreation; residential care; sexuality; staffing issues; growing old.
Ignored or ineligible: the reality for adults with autism spectrum disorders
- Authors:
- BARNARD Judith, et al
- Publisher:
- National Autistic Society
- Publication year:
- 2001
- Pagination:
- 28p.,tables,bibliog.
- Place of publication:
- London
Argues that people with autism or Asperger syndrome suffer from social exclusion and barriers to accessing services. Surveys problems relating to their rights to assessment and support; the difficulties they experience in maintaining independent living; their lack of choice in employment and housing; their exclusion from social relationships; and the consequences for them in impaired mental health. Makes recommendations for improved practice, particularly the breaking down of eligibility criteria which may exclude them from learning disability services, and the improvement of transition plans for young people moving into adulthood.
Younger people with dementia: planning, practice and development
- Editors:
- COX Sylvia, KEADY John
- Publisher:
- Jessica Kingsley
- Publication year:
- 1999
- Pagination:
- 328p.,bibliog.
- Place of publication:
- London
Includes chapters on: a medical overview of assessment and service responses for younger people with dementia; epidemiological issues; needs assessment and individual and strategic care planning; multi agency perspectives and person centred planning; HIV related brain impairment; Huntington's Disease; learning disabilities and dementia; alcohol related brain impairment; experiencing the worlds of younger people with dementia; negotiating caregiving and employment; young carers; family caregiving; psychosocial interventions; support groups for people with early stage Alzheimer's Disease; training and younger people with dementia; and developing an agenda for change in service provision.
Practitioner social work research in action
- Editors:
- BROAD Bob, FLETCHER Colin
- Publisher:
- Whiting and Birch
- Publication year:
- 1993
- Pagination:
- 194p.,bibliog.
- Place of publication:
- London
Contains research findings, as well as accounts of the development and adaptation of relevant research methods. Chapters are grouped into 4 types of practitioner research: investigation; appraisal; innovation; and state of the art reviews. Includes papers on: placing people with learning difficulties in employment; emergency social service duty systems; women in social services management; perceptions of a children's observation and assessment centre; problem drinkers on probation; dealing with clients with mental health problems; assessment of user needs; applying life history work; recognising elder abuse; the tutorial system in social work education; the adoption of children with learning difficulties; and an agenda for practitioner research.