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Learning difficulties and ethnicity: updating a framework for action: accessible summary
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 7p.
- Place of publication:
- London
Learning Difficulties and Ethnicity – A Framework for Action was published in 2004. This easy read edition of the 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.
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.
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.
Social work with older people: approaches to person-centred practice
- Authors:
- HALL Barbara, SCRAGG Terry
- Publisher:
- Open University
- Publication year:
- 2012
- Pagination:
- 256p.
- Place of publication:
- Maidenhead
This book takes a person-centred approach to working with older people and provides an introduction to the legislation, policy, theory and research needed by social workers. It explores the experience of being an older person and how practitioners can work to make positive differences to older people's lives. It goes beyond the mechanistic care management approaches to social work and encourages the reader to see older people holistically. The book is separated into 3 parts: setting the context and the importance of values; equality and diversity in working with older people; and enhancing the well-being of older people and safeguarding issues. It examines a range of contexts and perspectives, including sexuality, spirituality, learning disabilities, ethnicity, and mental health needs. Case studies and exercises are included to assist readers in reflecting on their practice. The book aims to encourage wider reflection on the constraints posed by organisations employing social workers and the impact on their practice. It is likely to be of interest for students on placement in adult services or voluntary organisations and social work practitioners working with older people.
Reaching out to people with learning disabilities and their families from black and minority ethnic communities: guidance for practitioners from social care and health services in developing culturally competent practice
- Authors:
- COLE Angela, BURKE Christine
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 19p.
- Place of publication:
- London
The Reaching out to families project set out to find new ways of addressing the inequalities that people with learning disabilities from Black and Minority Ethnic (BME) communities and their families experience in health and social care. The project paid particular attention to the role of third sector organisations and used action learning techniques to identify good practice. During the project it became clear that many families are left frustrated by their contact with statutory social care and health services. The identified themes revolved both around culturally competent practice and basic good practice around contact with families. This guidance was produced in order to support practitioners to respond effectively to people and families from BME communities. It comprises 3 parts: essential do’s; essential don’ts; and things to check out. In addition, 2 core elements of good practice with people with learning disabilities from BME communities which underpin all others are emphasised. Firstly, it should not be assumed that people from the same minority community share the same beliefs, aspirations, or social circumstances; person-centred approaches are central to an effective response. Secondly, it is important that practitioners go beyond a person-centred approach and consider the whole family.