Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 12
Transition to the new 0 to 25 special educational needs and disability system: departmental advice for local authorities and their partners
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 36
- Place of publication:
- London
- Edition:
- 3rd ed.
Departmental advice on changes to legislation relating to children and young people with special educational needs and disabilities (SEND). It explains the process for moving children and young people with SEND across from the old system to the new one introduced by the Children and Families Act 2014. This guidance focuses on: arrangements relating to statements of SEN and learning difficulty assessments during the transition period; timing of transfer; the transfer review process; and arrangements for those aged under 19 in youth custody during the transition period. (Edited publisher abstract)
Accessing social care and health services in Wales
- Author:
- CARDIFF UNIVERSITY. School of Law and Politics
- Publisher:
- Mencap
- Publication year:
- 2017
- Pagination:
- 61
- Place of publication:
- Cardiff
- Edition:
- Version 2
This toolkit provides information and advice on access and entitlements to health and social care services for people with learning disabilities in Wales. The guide aims to help people are acting as learning disability advocates, including parents, carers, volunteers or professionals by providing them with clear information. The toolkit is divided into three parts: the duties and obligations of local authorities to assess and provide social care and support services; the duties of local health boards to provide health care services, including community-based services and assessing mental capacity; and information about challenging decisions about health and care services. The guide includes links to resources and an additional resources section which provides details of organisations providing information relating to social and health care provision. (Edited publisher abstract)
Assessments relating to people with learning difficulties: guidance to local authorities
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 39p.
- Place of publication:
- London
This guidance sets out Local Authorities’ duties and powers in respect of carrying out an assessment relating to learning difficulties. This assessment results in a written report of a young person's educational and training needs, and the learning provision and support required to meet those needs. The assessment report should clearly identify needs and appropriate provision that can actually and realistically be provided to meet them. Topics in this guidance include: who should receive an assessment, who should carry out or contribute to the assessment, complying with statutory requirements, action planning and sharing information about young people.
Direct payment for people with learning difficulties
- Author:
- -
- Journal article citation:
- Integrate News, 66, October 1997, pp.15-16.
Discusses the results of a study which highlights that although many have valuable experience of using indirect payments, many people are unaware of the possibilities.
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
"Are children with learning disabilities really 'Children First'? A needs and outcome evaluation of policy
- Authors:
- CLIBBENS John, SHEPPARD Michael
- Journal article citation:
- Social and Public Policy Review, 1(2), 2007, Online only
- Publisher:
- University of Plymouth
- Place of publication:
- Plymouth
In recent years a succession of legislative and policy initiatives has emphasised the importance of regarding children with disabilities as ‘children first’, to be treated on an equal footing with other children in need. This article seeks to test out the key policy objective of treating children with (learning) disabilities as ‘children first’, providing them with equality of treatment based on assessment of need. It seeks to do so also, by testing out their actual need for support by examining the outcome at six months for families that sought that support. This article is based on the analysis of referrals made to a local authority’s children’s services, where, however, intervention was limited to assessment, because they did not reach thresholds for allocation. It shows that families with children with disabilities had far higher problems and difficulties than other families refused allocation – and hence were not being treated on an equal footing to other families in need. However, it also shows that they experienced significantly more positive outcomes at six month follow up than other families. This suggests a far more complex situation than is generally indicated in the literature, showing that evaluation of provision (including whether local authorities are indeed being neglectful of families with children with learning disabilities) depends on the principles on which it is provided. However, it also indicates that policy documents, and even the discourses used by government, are misleading and that there is a need to be honest and open about both what is happening and what is possible.
A matter of choice
- Author:
- HAWKER Maurice
- Journal article citation:
- Care Plan, 6(3), March 2000, pp.16-19.
- Publisher:
- Positive Publications/ Anglia Polytechnic University, Faculty of Health and Social Work
The author describes his recent study into housing and support needs of people with learning disabilities and the steps local authorities need to take to widen the choice and supply of suitable accommodation. Argues that local profiles of need, information on urgent case and priorities, maps of existing services and aims for the future are essential for proper planning.
Community care statistics: social services activity, England: 2014-15
- Author:
- HEALTH AND SOCIAL CARE INFORMATION CENTRE
- Publisher:
- Health and Social Care Information Centre
- Publication year:
- 2015
- Pagination:
- 77
- Place of publication:
- Leeds
This report covers the social care activity of Councils with Adult Social Services Responsibilities CASSRs in England, including people who pay entirely for their own care, for the period 1st April 2014 to 31st March 2015, and for people receiving services at 31st March 2015 . Data is taken from the Short and Long Term return (SALT) which tracks customer journeys through the social care system, replacing both the Referrals, Assessments and Packages of Care (RAP) return and the Adult Social Care Combined Activity Return (ASC-CAR). Statistics are provided for short term support, long term support and support for carers. Statistics also cover the primary reason for support: physical support, sensory support, support with memory and cognition, learning disability support, mental health support, social support and reported health conditions. (Publisher abstract)
The costs of short break provision
- Authors:
- HOLMES Lisa, McDERMID Samantha, SEMPIK Joe
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 67p., bibliog.
- Place of publication:
- London
This report describes how existing evidence shows that a break from caring is one of the most frequently requested services from families caring for disabled children, and many studies point to the positive outcomes achieved through the provision of short break care. This study aimed to calculate the costs incurred by Children’s Services Departments in providing short breaks to disabled children and their families. The study looked to calculate the costs of individual services, provided by both local authority and voluntary service providers. In addition, and in order to calculate the full range of costs associated with the provision of short breaks, the study aimed to identify and calculate the costs of the routes by which families are able to access short break provision, and any ongoing social care activity undertaken to support the child and family once in receipt of short break services. Two types of access routes were identified and costed for comparison: the ‘traditional’ assessment and referral route, which includes an initial or core assessment, resource allocation panels, and assessments carried out as part of the Common Assessment Framework; and a ‘local core offer model’ whereby a local authority offers the provision of a standardised package of short break services to a specific population of disabled children and young people, who meet an identified set of eligibility criteria.
Target for carers: peer support for parents and carers of people with learning disabilities
- Author:
- GREGORY, Matthew
- Publisher:
- Family Planning Association
- Publication year:
- 2001
- Pagination:
- 34p
- Place of publication:
- London
Describes the work of the Target network established in the London Borough of Wandsworth in 1995. The goals of the project are to: raise the profile of sex education issues within the Borough; improve the quality of life for people with learning difficulties in terms of their relationships and sexuality; make a difference to the way people with learning difficulties experience sexuality.