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Making change happen for black and minority ethnic disabled people
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2005
- Pagination:
- 4p.
- Place of publication:
- York
Four grassroots development projects were supported by the Joseph Rowntree Foundation to generate practical learning about how to make change happen for black and minority ethnic disabled people. EQUALITIES aimed to increase the local voice of black and minority ethnic disabled people and carers. International Somali Community Trust employed direct advocacy and set up a user forum for Somali-speaking disabled people. People in Action supported ROOOTS, six African Caribbean people with learning difficulties, to deliver training to local service providers. Tassibee trained Pakistani Muslim women with experience of mental health difficulties to run self-help groups.
Learning difficulties and ethnicity: updating a framework for action
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 38p.
- Place of publication:
- London
Learning Difficulties and Ethnicity – A Framework for Action was published in 2004. This update draws attention to the continuing relevance of its key messages together with information on the priority areas from Valuing People Now. There is a simplified action plan for action that should be taken locally and how to track progress. The update will be of interest to a wide range of local people and agencies involved in identifying and addressing the needs of people with learning difficulties from BME communities, and will be of particular relevance for commissioners and providers in local authorities and other statutory agencies, as well as local providers, who all have duties to take certain actions. Learning Disability Partnership Boards, Local Involvement Networks and the new Health and Wellbeing Boards should also use the Framework to ensure progress is made locally and to hold the statutory bodies to account.
Moving on up
- Publisher:
- Association for Real Change (ARC)
This website has been developed for young people with a learning disability from minority ethnic communities and their supporters and families . It aims to help young people find out about transition. It includes sections on culture; learning and working; free time; health and wellbeing; money and benefits; housing and citizenship. Young people can also add details of their own personal stories to the website. Although it is especially for people from minority communities with a learning disability, any young person at transition stage may find it helpful.
Learning disability: briefing paper
- Authors:
- BURKE Christine-Koulla, ONG Leanna
- Publisher:
- Race Equality Foundation
- Publication year:
- 2021
- Pagination:
- 12
- Place of publication:
- London
This paper examines the evidence on health inequalities experienced by Black, Asian and minority ethnic (BAME) people with a learning disability. While this issue has long been of concern, such as the higher risk of avoidable deaths in NHS care, the experience of the Covid-19 pandemic has shown in stark terms just how extreme these inequalities are. People with learning disabilities were six times more likely to die from Covid and 40 percent of these deaths were people from Black and Pakistani communities. The premise of this paper, after considering the literature, is that the circumstances of our birth need to be considered as they profoundly affect our life chances. Social inequalities create a barrier and promote disadvantage that impact on both health and mental health. Our starting point as authors was to analyse the research and publications that outline the inequalities experienced by people with learning disabilities. The lack of literature for people with learning disabilities from BAME communities provided information in itself and informs the conclusions at the end of this paper. The overall picture shows that little progress has been made in the past twenty years and that institutional discrimination and racism is still endemic in the lives of people with learning disabilities from BAME communities. Building a system that is based on equality is crucial if we are to eradicate institutional disablism and racism. Strategic and financial investment is required in building a fair society that ensures equality. (Edited publisher abstract)
Covid-19 Insight: issue 7
- Author:
- CARE QUALITY COMMISSION
- Publisher:
- Care Quality Commission
- Publication year:
- 2020
- Pagination:
- 22
- Place of publication:
- Newcastle upon Tyne
This report shares data on the designated settings scheme for adult social care, and looks into more detail on data on deaths from COVID-19. The data shows that between 1 December 2020 and 12 January 2021, the number of acute hospital beds occupied by COVID-19 patients increased by around 138% nationally. The average COVID-19 occupancy rate was 27% in the seven days to 12 January, compared with 22% in the previous seven days. Two trusts currently have rates above 50%; more than half of their beds are occupied by patients with confirmed COVID-19. The changes have varied considerably across regions. Whereas, for example, the North East and Yorkshire saw a relatively small increase from 1 December 2020 to 12 January 2021, the South East, East of England and London have all seen very large increases. The number of acute beds occupied by COVID-19 patients in London more than quadrupled in the space of six weeks. The report also examines whether there were any differences in the propensity for deaths to be flagged for COVID-19 between people with a learning disability or autism and those without. It finds that: people with a learning disability were slightly more likely to have died with confirmed or suspected Covid-19 than others in care homes whose death was notified; the data showed no discernible differences based on sufficiently large numbers between the deaths of people from Black and minority ethnic groups, with and without a learning disability or autism, and White people with or without a learning disability or autism; people from Black and minority ethnic groups who died were slightly younger in age than White people who died, reflecting demographic trends in the wider population. (Edited publisher abstract)
Don't cause a culture shock
- Author:
- KOULLA-BURKE Christine
- Journal article citation:
- Social Work Matters (e-Magazine), September 2013, pp.22-23. Online only
- Publisher:
- The College of Social Work
The author explains why culturally competent practice is vital in delivering positive outcomes to people with learning disabilities form black and minority ethnic communities. (Publisher abstract)
Reaching out to people with learning disabilities and their families from black and minority ethnic communities
- Authors:
- POXTON Richard, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 32p.
- Place of publication:
- London
People with learning disabilities and their families from Black and Minority Ethnic (BME) communities continue to experience inequalities in health and social care despite various efforts to improve engagement. The aim of the Reaching out to Families project was to find new ways of addressing this issue - with particular attention to the role of third sector organisations and the use of action learning techniques in order to identify examples of good practice. Four areas agreed to become ‘development sites’: two London boroughs and two English cities, all with very diverse populations. The project used a broad action learning approach, supporting participants to work together to solve real work-based problems, acknowledging and building on actions already being taken in each site. A number of themes were identified through analysis of the interviews with families and in-depth discussion about the issues: effective identification of the needs, concerns and aspirations of different local communities; making sure that people understand what’s available and how local systems work; getting to grips with ‘personalisation’; developing local responses with community organisations; a competent workforce; working together; and being able to measure the impact of policies and practices on different BME communities. This report focuses on these aspects.
Learning disabilities and BME communities: principles for best practice
- Authors:
- TONKISS Katherine, STAITE Catherine
- Publisher:
- University of Birmingham. Institute of Local Government Studies
- Publication year:
- 2012
- Pagination:
- 11p.
- Place of publication:
- Birmingham
Individuals from BME communities are often underrepresented in the uptake of learning disability services. The purpose of this briefing is to present some ideas for best practice in the effective delivery of learning disability services to users from BME communities. The briefing draws on the findings of qualitative research undertaken for a local authority seeking to improve the historically low uptake of these services by individuals from BME communities. The research examined the barriers to service use by individuals from BME communities and explored the scope for more collaborative and integrated approaches to commissioning for the delivery of more suitable learning disability services for BME and emerging communities. This briefing starts by briefly providing some broad findings from this research. It then uses the findings from the research to develop an approach to increasing the use of learning disability services by BME communities, and also increasing the involvement of those service users in the design and commissioning of services. It recognises that the best way to reach BME groups is through face to face contact and utilising existing contacts and networks to build up stronger relationships.
Services for all: sources of information for families of people with learning disabilities from minority communities
- Authors:
- ASSOCIATION FOR REAL CHANGE, MENCAP
- Publisher:
- Association for Real Change
- Publication year:
- 2006
- Pagination:
- 80p.
- Place of publication:
- Chesterfield
- Edition:
- 2nd ed.
This is a handbook of information about learning disability services for people from black and minority ethnic (BME) communities. It lists information on national organisations and policies which provide support to families and people with learning disabilities who are from a BME background. The handbook starts by providing information on Language Line, a telephone interpretation service which most public authorities and a number of charities are able to access. The organisations and information provided in this handbook are listed under the following categories: key contacts; sources of information; health and information on specific conditions; BME social care issues; financial help; leisure; sport; advocacy; holidays and travel; moving on from children’s to adult services; and further help and resources.
Towards race equality in advocacy services: people with learning disabilities from black and minority ethnic communities
- Authors:
- FULTON Rorie, RICHARDSON Kate
- Publisher:
- Race Equality Foundation
- Publication year:
- 2010
- Pagination:
- 6p., bibliog.
- Place of publication:
- London
People with learning disabilities from black and minority ethnic communities are a particularly vulnerable group often cut off from public services and support. This briefing paper sets out the arguments for providing appropriate and effective advocacy services for people with learning disabilities from black and minority ethnic communities, and considers the challenges that advocacy service providers must confront if they are to offer support to this group. The paper looks at discrimination, advocacy, cultural knowledge, and language needs. The paper explains that people with learning disabilities from black and minority ethnic communities face ‘double discrimination’ in accessing public services. It argues that the concept of advocacy is itself problematic as it may not be widely or fully understood or easily translatable for many black and minority ethnic communities. Developing cultural knowledge is crucial in working towards race equality in advocacy services, so that the advocacy practitioner is able to respond appropriately and constructively to a black and minority ethnic client’s experience of racism. In order to promote full and equal access to public services, it is essential to meet the language requirements of those black and minority ethnic individuals who need to use advocacy services.