Search results for ‘Subject term:"learning disabilities"’ Sort:
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Who decides? – transitions from school to adult services for and with young people with severe intellectual disabilities
- Authors:
- JACOBS Paula, MacMAHON Kenneth, QUAYLE Ethel
- Journal article citation:
- Disability and Society, 35(7), 2020, pp.1058-1084.
- Publisher:
- Taylor and Francis
The transition from school to adult services for young people with severe intellectual disabilities has been identified as an area of concern, particularly with regards to how young people can be involved in meaningful ways. Additionally, although available resources and organisational practices seem to play important roles, there seems to be a lack of understanding as to how societal influences shape the process. Our study presents case studies of three young people and their journey from school to adult services from an ecological perspective, examining the decision-making process in the context of multi-agency involvement. We suggest that each transition journey challenged conceptualisations about the involvement of young people in the decision-making process. While the practical aspects of the transitions were described as positive, barriers and limitations were identified in the wider organisational context. The only people who clearly talked about the transition in terms of the long-term future were the parents. (Edited publisher abstract)
Identification and analysis of factors contributing to the reduction in seclusion and restraint for a population with intellectual disability
- Authors:
- LARUE Caroline, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(2), 2018, pp.e212-e222.
- Publisher:
- Wiley
Background: A cohort of 11 patients with an intellectual disability and a psychiatric diagnosis present severe behavioural disorders in psychiatric hospital of Quebec in 2009. Control-measure use for this clientele has now been reduced. How do management personnel, families and care teams explain the changes? What clinical interventions did management and care providers implement that contributed to the reduction? Method: A retrospective case study was conducted. Five focus groups were held with people involved in their care, and the patient files were examined. Results: The factors contributing to this change were the cohesion of the care providers, the involvement of the families and the efforts to determine the function of the behaviour. Implications: This study may inspire other care teams to try new approaches in dealing with patients with severe behavioural disorders. Also, the model of factors and interventions supporting a reduction in seclusion and restraint measures may inspire future studies. (Publisher abstract)
Overcoming challenges in diagnosing and treating cancers in people with intellectual disability: a case analysis
- Authors:
- KIANI Reza, et al
- Journal article citation:
- Tizard Learning Disability Review, 19(2), 2014, pp.51-58.
- Publisher:
- Emerald
Purpose: The diagnosis and management of cancer in people with intellectual disabilities (PWIDs) are fraught with difficulties. The purpose of this paper is to present a case study to highlight these difficulties. Design/methodology/approach: The present case analysis describes the presentation of a 56-year-old man with a profound intellectual disability, who developed recurrent chest infections and died as a result of obstructive pneumonitis. Findings: Despite a presentation over several years and numerous chest X-rays demonstrating a consistent lung abnormality, it was only on postmortem examination that a right-sided lung carcinoma was detected. Originality/value: The papers have provided an update on the topic in light of recent legislations and management strategies which need to be applied to clinical practice if any improvement is to happen in the care of PWID. (Publisher abstract)
The personalisation challenge: personalisation for people with learning disabilities and behaviour described as challenging
- Author:
- LINGARD Jane M.
- Journal article citation:
- Tizard Learning Disability Review, 19(1), 2014, pp.3-10.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to report on a personalisation project run by the Challenging Behaviour Foundation (CBF) which aims to share the identified barriers and solutions to personalisation for people with severe learning disabilities and behaviour described as challenging. Design/methodology/approach: A small project team consisting of a project manager, housing specialist and positive behavioural support specialist worked as consultants with selected East Midlands local authority and NHS commissioners and with six families from other areas. Findings: The main barrier to personalisation was the volume of, and priority given to, safeguarding referrals by frontline commissioning social care workers. This reduced capacity for a proactive approach to support planning. Workers who participated in the project appreciated the expertise and support of the project team and the opportunity to reflect on their work. However, a major project limitation was a lack of time for commissioning workers and managers to engage with the project. Practical implications: The project report provided a series of recommendations for action for commissioners of health and social care support and for families. The Winterbourne View scandal broke as the project was established and its findings are helpful to anyone taking forward action plans to improve commissioning practices to avoid the continued commissioning of poor quality care. Originality/value: The project sought direct engagement in planning in “real time” with frontline commissioning staff and the families of people with severe learning disabilities and behaviour described as challenging. It is hoped that the value of the paper will be to influence NHS and LA commissioners to improve their response to people with severe learning disabilities. (Publisher abstract)
The keys to life: improving quality of life for people with learning disabilities
- Author:
- SCOTLAND. Scottish Government
- Publisher:
- Scotland. Scottish Government
- Publication year:
- 2013
- Pagination:
- 178
- Place of publication:
- Edinburgh
‘The same as you?’ (2000) was the original 10-year programme designed to meet the needs of people with learning disabilities in Scotland. It was highly successful in shifting the balance of care to support more people to live in the community. This new 10-year strategy sets out a vision for improved partnership working to deliver better outcomes for people with learning disabilities, and their families and carers. It has more than 50 recommendations, most of which are aimed at health. The strategy also covers commissioning of public services; independent living; shifting the culture and keeping safe; breaking stereotypes; the needs of people with profound and multiple disabilities; criminal justice; and complex care. It includes good practice examples and case studies. Appendices include a glossary and weblinks to key organisations. (Edited publisher abstract)
Use of the Mental Capacity Act with children and young people with intellectual disability
- Author:
- GRATTON Suzannah
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(2), 2013, pp.88-92.
- Publisher:
- Emerald
This article examines the principles of the Mental Capacity Act (MCA) and explores its application to young people with intellectual disabilities through two case studies. The first case examines whether 16-year-old young man with a moderate intellectual disability has the capacity to decide whether he should continue to live with his foster family or return home to his parents. The second case study is of a 17-year-old young woman with a severe intellectual disability who communicates using a limited range of Makaton signs and PECS. After a diagnosis of depression, doctors needed to decided whether she has capacity to consent to medication. The author concludes that the MCA is applicable to 16-18 year olds with intellectual disability and services require training and support in its implementation. Issues of adaptation of communication to convey complex matters and appropriate preparation for assessment are especially pertinent. (Edited publisher abstract)
Learning disability: a life cycle approach
- Editors:
- GRANT Gordon, et al, (eds.)
- Publisher:
- Open University Press
- Publication year:
- 2010
- Pagination:
- 515p.
- Place of publication:
- Maidenhead
- Edition:
- 2nd ed.
This second edition is intended for students planning to work with people with learning disabilities and severe learning disabilities at every stage of their lives. Issues surrounding the life cycle of people with learning disabilities, and their families/carers from birth, childhood and early parenting are covered. Separate sections cover: adolescence and transition to adulthood; adult identities and community inclusion; old age; and end of life. The text includes case studies and user views from service users and their families/carers. It is written for students and is also relevant for researchers, practitioners s and policy makers.
Occupational therapy empowering support workers to change how they support people with profound intellectual and multiple disabilities to engage in activity
- Authors:
- HAINES David, WRIGHT Jonathan, COMERASAMY Huguette
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 15(4), 2018, pp.295-306.
- Publisher:
- Wiley
People with profound intellectual and multiple disabilities may not always be well supported to engage meaningfully in activity at home, an injustice impacting on well‐being and quality of life. Research sought better understanding of how occupational therapists work to improve the quality of this support, in particular, how they encourage support workers and managers to adopt recommendations. A single, purposively selected, case of supporting engagement in activity at home was investigated using a critical ethnographic case study methodology from an interpretivist and social constructionist stance. An occupational therapist worked with five people with severe and profound learning disabilities and their support workers over one year. Data were collected using ethnographic methods (participant observation, interviews and document analysis) and analyzed using an emergent systematic strategy (formal coding and categorisation, alongside intuitive and affective analysis) and NVivo qualitative data analysis software. The case's story (illustrated by an ethnographic vignette constructed from the data) highlights challenges encouraging others to follow recommendations as intended. It has two overarching themes: the impact of shifting support and leadership cultures; and characteristics of occupational therapy, seeking in particular to create and sustain cultural change by working with support workers in a collaborative and empowering way. To overcome the impacts of organisational culture on how support is given (thereby improving the quality of lives of people with profound intellectual disabilities) professionals need to collaborate with support workers. Occupational injustices they arguably may face, in particular risk of burnout where their roles are conflicting or ambiguous, may also need to be addressed. Implications are suggested for health and social care professionals working indirectly through support workers of people with profound intellectual disabilities (and others with high support needs) and for the education and training of these professionals. (Edited publisher abstract)
Involving people with profound and multiple learning disabilities in social work education: building inclusive practice
- Authors:
- WARD Nicki, et al
- Journal article citation:
- Social Work Education (The International Journal), 35(8), 2016, pp.918-932.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Service user and carer engagement is a foundational requirement of social work education. Despite this, questions remain about how diverse experiences are represented and who might be excluded from involvement. This paper focusses on one group of people who it is suggested are excluded from involvement, people with profound and multiple learning disabilities. Evidence is presented which demonstrates the extent to which this group have been marginalised and excluded from processes of involvement. The paper then provides a case study of one universities’ experience of developing work in this area, when a man with profound and multiple learning disabilities was commissioned to design and deliver specialist teaching for a group of qualifying social work students. The authors argue that the main barrier to inclusive involvement for people with profound and multiple learning disabilities is the attitudes and assumption of others about what they are capable of. How involvement in social work education helps to address these barriers by challenging the assumptions of students, the academy and society more broadly is demonstrated. (Edited publisher abstract)
Paving the way: early intervention for children with learning disabilities whose behaviours challenge
- Authors:
- CHALLENGING BEHAVIOUR FOUNDATION, COUNCIL FOR DISABLED CHILDREN
- Publishers:
- Challenging Behaviour Foundation, Council for Disabled Children
- Publication year:
- 2016
- Place of publication:
- London
Website containing a range of resources to provide families, professionals, staff, and commissioners with information about how to reduce challenging behaviour and to improve the wellbeing of children with learning disabilities. It brings together a range of resources, including: evidence of what works, what families have found helpful, videos, case studies and examples of good practice. Topics covered include: transition to adulthood, positive behaviour support; education, health and care; communication, providing support and service development. The website has been developed as part of the 'Paving the way', a joint project from the Challenging Behaviour Foundation and the Council for Disabled Children which worked in partnership with families and professionals to share and promote good practice and improve outcomes for children with challenging behaviour. (Edited publisher abstract)