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An initial evaluation of a long-term, sustainable, integrated community-based physical activity program for adults with intellectual disability
- Authors:
- LANTE Kerrie A., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 36(3), September 2011, pp.197-206.
- Publisher:
- Taylor and Francis
The Creating a Sporting Change (CASC) programme is a joint project between RMIT university and the Bundoora Netball and Sports Centre which aims to provide people with an intellectual disability with the opportunity to participate in a physical exercise programme in a community-based setting. The aim of this paper is to explore the physical and psychosocial benefits gained by 2 individuals with mild ID who participated in this programme over a period of 2 years. The participants attended the CASC programme once a week, during which time they wore an accelerometer to collect data on their physical activity. In addition, on 2 separate occasions the participants wore an accelerometer for 7 consecutive days. To explore the psychosocial outcomes gained from participating in CASC, the participants and their caregivers were interviewed about their participation experiences. The findings showed that, across time, there was a decrease in the amount of light activity engaged in during sessions, with participants gradually increasing their moderate to vigorous activity. Psychosocial benefits, including meeting new people and gaining social acknowledgement were reported by the participants and their caregivers.
Food for thought: people with learning disabilities and family carers share their experiences of healthy eating
- Authors:
- SCOTTISH CONSORTIUM FOR LEARNING DISABILITY, (Producer)
- Publisher:
- Scottish Consortium for Learning Disability
- Publication year:
- 2011
- Pagination:
- DVD, booklet
- Place of publication:
- Glasgow
In this DVD people with learning disabilities and their family carers tell their story of healthy eating. Their stories show how some people and families have overcome barriers to healthy eating. As well as healthy eating, the DVD also covers enjoying cooking and eating, having choice and control about what you eat, where you eat and who you eat with. It shows that healthy eating works best when everyone works together.
Exploring unforeseen outcomes - examining the potential that personalised technology can have for changing the behaviour patterns of people with learning disabilities
- Author:
- HARRISON Jo
- Journal article citation:
- Journal of Assistive Technologies, 5(1), March 2011, pp.45-50.
- Publisher:
- Emerald
Hft is a national charity providing local support for people with learning disabilities and their families. It works with people with learning disabilities and family carers across the UK through its Family Carers Support Service, and develops personalised technology, including assistive technologies and telecare. This article, written on behalf of Hft, looks at how personalised technology could have the potential to change the behaviour of people with learning disabilities, enabling them to take more control of their lives and increase their independence. It discusses the impact of personalised technology on behaviour, and presents brief case studies to illustrate the potential of personalised technology to change behaviour and enhance lives. It also describes Hft's Virtual Smart House project, a virtual simulation designed to showcase how personalised technology can be used to support independence, safety and security in the home for people with learning disabilities and other vulnerable groups.
Valuing People: family matters ten years on
- Authors:
- COOPER Viv, WARD Cally
- Journal article citation:
- Tizard Learning Disability Review, 16(2), April 2011, pp.44-48.
- Publisher:
- Emerald
It is ten years since Valuing People promised a ‘new deal’ for family carers. Valuing People was explicitly concerned to ensure a cultural shift in the way services worked with and conceptualised the role of family carers. It included specific objectives for involving families in local partnership boards, providing better support for them in their caring role and investing in family leadership nationally, regionally and locally. This article considers why there was a need for a more family-focused approach to support. It then discusses the advances over the last decade towards meeting the objectives of Valuing People. It concludes that despite the positive policy developments it would be dangerous to be complacent; there is still a need to continue investing in families and people with learning disabilities to ensure that the gains of the past decade are not lost.
Supporting people with learning disabilities who self-injure
- Author:
- HESLOP Pauline
- Journal article citation:
- Tizard Learning Disability Review, 16(1), January 2011, pp.5-15.
- Publisher:
- Emerald
Despite large amounts of research conducted on self-injury in people with learning disabilities, little has addressed the perspectives of those with disabilities, and what they view as most helpful. This article, citing results from the Hidden Pain project which examined the views of those with learning disabilities on their self-injury, reports on the support that people with learning disabilities who self-injure say they have found, or would find, helpful in relation to their self-injury. Themes that emerged from people with learning disabilities, including those who use little or no verbal communication, is that they want opportunities to communicate their feelings and to be listened to. The paper concluded that being open to listening and developing one's own communication skills was essential for supporters of people with learning disabilities who self-injure to help this group.
Supporting people with learning disabilities who self-injure
- Author:
- McGILL Peter
- Journal article citation:
- Tizard Learning Disability Review, 16(1), January 2011, pp.16-17.
- Publisher:
- Emerald
Previous research suggests that self-injurious behaviour and self-harm are different phenomena, involving different behaviours exhibited by different groups of people. As such, this article offers a counterpoint to “Supporting people with learning disabilities who self-injure” (Pauline Heslop, Tizard Learning Disability Review, January 2011) which suggests that self-injurious behaviour and self-harm are essentially equivalent. Here, the author argues that it is valuable to recognise the differences, and commonalities, between self-injurious behaviour in both the disabled and non-disabled population. This would allow better personalised support for the individuals in question.
Spread the word
- Author:
- STERLAND Emma
- Journal article citation:
- Learning Disability Today, February 2011, pp.24-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The aims and process of setting up Netbuddy, a new online resource for parents and professionals, are described. The resource offers a place for people involved in caring or working with people with learning disabilities an opportunity to share practical tips and ideas.
Children and young persons, England: the breaks for carers of disabled children regulations 2011: statutory instrument 2011 no. 707
- Author:
- GREAT BRITAIN. Acts, Bills
- Publisher:
- Stationery Office
- Publication year:
- 2011
- Pagination:
- 4p.
- Place of publication:
- London
These regulations cover the duty of local authorities to make provisions for short break care for carers of disabled children and the types of services which must be provided.
Challenging behavior training for teaching staff and family carers of children with intellectual disabilities: a preliminary evaluation
- Authors:
- GORE Nick, UMIZAWA Hiromi
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(4), December 2011, pp.266-275.
- Publisher:
- Wiley
While training programmes on challenging behaviours have often been offered to teaching staff and family carers of children with intellectual disabilities (ID), they have rarely been offered to both at the same time. This study evaluated a brief training programme delivered to both teaching staff and family carers, and examined the differences in outcomes between the two groups. Participants included 49 family carers and 33 teaching staff recruited from five schools for children with severe to moderate intellectual disabilities in the southeast of England. The training was divided into two segments. The content was the same, but in the first segment, one was held for teaching staff and one for parent carers. In the second segment, both groups met together. After the first segment, all participants completed a related homework task before joining each other for the second segment. Significant positive changes were found regarding ratings of challenging behaviour, participants' causal attributions, and emotional reactions following the training. Some differences were found regarding outcomes for teaching staff vs. family carers. The authors concluded that teaching staff and family carers could benefit from receiving combined training to support challenging behaviour.
What is safeguarding?: easy read
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2011
- Pagination:
- 21p.
- Place of publication:
- Leeds
This easy to read guide is designed to support people with learning disabilities and other vulnerable adults to be aware of how they should and should not be treated. It highlights the importance of how vulnerable adults, and their carers, know about their rights and are empowered to be a key part of plans to stop bullying and abuse. It first describes details on The Safeguarding Vulnerable Groups Act 2005, and the laws it contains, before outlining what safeguarding is, and how to spot various forms of bullying and abuse including financial abuse, emotional abuse, medical abuse, ‘friend’ crime and discrimination. The guide also presents information on what employers must do to ensure their staff are suitably qualified to help vulnerable adults.