Search results for ‘Subject term:"learning disabilities"’ Sort:
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Disposable dispositions: reflections upon the work of Iris Marion Young in relation to the social oppression of autistic people
- Author:
- MILTON Damian E.M.
- Journal article citation:
- Disability and Society, 31(10), 2016, pp.1403-1407.
- Publisher:
- Taylor and Francis
This brief commentary piece looks to apply the theories of Iris Marion Young to the social position and oppression of autistic people, as previously theorised by Milton. The concepts of ‘Asymmetrical symmetry’ and the ‘Five faces of oppression’ are explored in this regard. The article concludes by arguing that autistic people, particularly those who have significant intellectual impairments, can be socially marginalised to the extent of occupying the social position of ‘non-human’ with the staggering consequences for social well-being that this implies. (Publisher abstract)
The impact of an in-class sensory activity schedule on task performance of children with autism and intellectual disability: a pilot study
- Authors:
- MILLS Caroline, CHAPPARO Christine, HINITT Joanne
- Journal article citation:
- British Journal of Occupational Therapy, 79(9), 2016, p.530–539.
- Publisher:
- Sage
Introduction: There is limited evidence to support use of sensory interventions by teachers in the classroom. The purpose of this pilot study is to determine the effectiveness of sensory activity schedule intervention in supporting participation and increasing classroom task performance in students with autism. Method: A non-concurrent, AB single system research design across multiple baselines was used with four students with autism who attended an autism-specific school. Students demonstrated atypical sensory processing, which negatively affected their school performance. Repeated baseline and intervention data were collected by school staff using video recording during classroom tasks. Tasks performed were designated by the child’s teacher. Stage one of the Perceive, Recall, Plan, Perform System of Task Analysis was used as a repeated measure of student performance. Ratings were carried out by independent raters who were blinded to the condition of performance. Results: Results revealed three out of four students achieved significant improvements in classroom task performance following the use of sensory activity schedule intervention developed in consultation with an occupational therapist as measured by the task analysis. Conclusion: This study provides emerging evidence for the use of sensory activity schedule intervention in the classroom for students with autism. (Publisher abstract)
Life beings at home: a guide to housing for families and children with autism/ learning disabilities who display challenging behaviour
- Author:
- HOUSING AND SUPPORT ALLIANCE
- Publisher:
- Housing and Support Alliance
- Publication year:
- 2016
- Pagination:
- 32
- Place of publication:
- Liverpool
Aimed at families of children with autism/learning disabilities who display challenging behaviour, this guide offers practical advice on the choices they have to get housing or adapt current housing to meet their needs. Specifically, the guide examines: what families say they need from housing; how families can manage their situation with better housing; how they can get the housing they need; paying for housing and adaptations; what the law says about housing for families of disabled children; and how to get more help. This guide is accompanied by a training and development pack and films that help health, housing and social care professionals reflect on and understand their role in helping families get the housing they need. (Edited publisher abstract)
Life begins at home: a training and development resource for housing, health and social care staff to help families with children with autism/learning disabilities who display challenging behaviour
- Author:
- HOUSING AND SUPPORT ALLIANCE
- Publisher:
- Housing and Support Alliance
- Publication year:
- 2016
- Pagination:
- 16
- Place of publication:
- Liverpool
This resource is intended for use in training within health, housing and social care teams that support families and children with autism/learning disabilities who display challenging behaviour. It is set out in a way that encourages a questioning and exploratory approach to local issues so that they can be understood and shared, and local solutions can be developed together. The resource contains a series of seven short films exploring the following themes: what families say they want; the issues that families with children with autism/learning disabilities who display challenging behaviour face; what helps keep the child in the family home; what helps families get the right housing; examples of good housing solutions; what housing departments can do to improve; top tips for health, housing and social care staff. The films feature real examples of what families have said they want in getting the right home environment for their children. They also feature a range of professionals who have experience of helping families and children have better lives. (Edited publisher abstract)
Autism, sexual offending, and the criminal justice system
- Author:
- MOGAVERO Melanie Clark
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(3), 2016, pp.116-126.
- Publisher:
- Emerald
Purpose: There has been growing concern among stakeholders about individuals with autism spectrum disorders (ASD) and sex offending as research supports an indirect association. The purpose of this paper is threefold. First, bring more awareness of the sexuality and deviant/criminal sexual behaviour among those with ASD to stakeholders in the criminal justice system (CJS). Second, demonstrate that much of the deviant or sexual offending behaviour exhibited among those with ASD is often a manifestation of their ASD symptoms and not malice. Third, demonstrate the necessity to address specific needs of individuals with ASD who enter the CJS due to criminal sexual behaviour. Design/methodology/approach: This paper provides an overview of the ASD symptomology, including the diagnostic changes, a review of the literature on ASD and sexuality, which includes deviant sexual behaviour and sexual offending. Findings: The author linked examples of deviant or sexual behavior in the research literature to the ASD symptomology and described how the symptomology explains such behaviour. Originality/value: Sexual offending among those with ASD has received little research outside the mental health field. This review is of particular importance to those in the CJS unfamiliar with ASD, as they should handle them differently with regard to formal interviewing, measures of competency, capacity, and sentencing. (Edited publisher abstract)
Learning disabilities statistics: annual overview, England 2015-2016, experimental statistics: executive summary
- Author:
- HEALTH AND SOCIAL CARE INFORMATION CENTRE
- Publisher:
- Health and Social Care Information Centre
- Publication year:
- 2016
- Pagination:
- 19
- Place of publication:
- Leeds
This annual overview collates information from a range of statistics on people with learning disabilities and/or autistic spectrum conditions. It focuses on the Assuring Transformation collection where data is at national level providing information on patients with learning disabilities and/or autism spectrum disorder receiving inpatient care commissioned in England. The data covers the year ending 29 February 2016. This summary presents key measures at England level, additional data tables show the breakdowns at Clinical Commissioning Group and provider levels. Key facts reported include: 2,650 patients were receiving inpatient care at the end of February 2016 compared to 2,820 at the end of February 2015; there were 1,800 admissions/transfers to inpatient care; and 1,970 discharges/transfers from inpatient care. A total of 895 people have been receiving continuous inpatient care for over 5 years. (Edited publisher abstract)
People with learning disabilities in the criminal justice system: a guide for carers and learning disability services
- Author:
- ARC England
- Publisher:
- ARC England
- Publication year:
- 2016
- Pagination:
- 28
- Place of publication:
- Chesterfield
A practical guide providing information for people who support someone with a learning disability, or someone with autism, who comes into contact with the criminal justice system. The guide explains: what happens when people get into trouble, what you can expect, what rights people have, and where to go to for help. The guide looks at all stages of the criminal justice system, from police custody through to courts, prison and probation. (Edited publisher abstract)
Stopping over-medication of people with a learning disability, autism or both (STOMP): a family carer perspective
- Author:
- CHALLENGING BEHAVIOUR FOUNDATION
- Publisher:
- Challenging Behaviour Foundation
- Publication year:
- 2016
- Pagination:
- 22
- Place of publication:
- Chatham
Reports on the results of a consultation of over 100 family carers on their experience of the prescription of medication for a relative with learning disability or autism for challenging behaviour. The consultation also aimed to identify what information and support family carers currently have access to when medication is suggested or prescribed for their relative. Issues discussed include: prescribing rationale, decision making process, impact of medication, and alternatives to medication. The research found that many family carers welcomed national work to stop the over medication of people with learning disabilities and autism, but expressed frustration at how long change is taking. Many family carers were anxious that their loved ones had been medicated inappropriately and had a range of debilitating side-effects. There was also evidence of a lack of information and advice for family carers regarding medication decisions. The report makes recommendations to reduce the use of antipsychotic and antidepressant medication, some of which are to be taken forward by the Stopping the Over Medication of People with a Learning Disability, Autism or Both (STOMP) NHS campaign to consider. (Edited publisher abstract)
What does good look like? A guide for observing services for people with learning disabilities and/or autism
- Authors:
- BEADLE-BROWN Julie, MURPHY Bev
- Publishers:
- United Response, University of Kent. Tizard Centre
- Publication year:
- 2016
- Pagination:
- 38
- Place of publication:
- Wimbledon
This guide outlines what good support looks like in services for people with learning disabilities and/or autism and provides a set of observable practices that can indicate that a service is implementing person centred approaches. The definition of ‘good’ is based on both research and good practice and emphasises the nature and quality of the support needed to ensure good quality of life outcomes for people with learning disabilities and/or autism. The guide focuses on four different elements: support for engagement in meaningful activities and relationships; support for communication; autism friendly support; and support for individuals who display challenging behaviour. For each of these four elements the guide outlines what good practice looks like and why each element is important. The observable practices include: observations of what the individuals being support are doing, observations of what staff are doing, observations of what managers are doing, and systems and processes that are in place through records and talking to those present during the visit. It also provides advice on the observation process, with information on what to look for and how to evaluate the service. A checklist to help observers to record and rate the support being provided is also included. (Edited publisher abstract)
Reducing distant SEND placements: increasing regional sufficiency
- Publication year:
- 2016
- Pagination:
- 50
This study investigates how it might be possible to reduce and eventually eliminate the need to place young people with learning disabilities and/or autism in residential special schools that are far away from the family home. The research provides an analysis of the current and also reviews of some of the existing practice and emerging developments that that might help increase regional capacity in the future. The study looked at whether in-region placements be increased by: admitting more pupils with complex SEND conditions to mainstream schools, maximising the use of existing special schools within the region, better support for local placements, by developing a regional joint commissioning approach, or the development of new schools within the region. The field work included extensive discussions with teams of senior strategic leaders in all nine of the local authority areas, health commissioners, special school headteachers and parent groups. The study concludes that it is both feasible and achievable to reduce and eventually eliminate the need to place young people with complex SEND conditions in schools that are far away from the family home. (Edited publisher abstract)