Search results for ‘Subject term:"learning disabilities"’ Sort:
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Delivering a support group for siblings of children with learning disabilities
- Author:
- SYKES Marcella
- Journal article citation:
- Nursing Times, 12.10.10, 2010, pp.15-16.
- Publisher:
- Nursing Times
The development of a group for siblings of children with learning disabilities is described. The group enabled young people to meet others with siblings with learning disabilities; express their feelings; explore strategies to help them deal with issues; and provide information to improve siblings' understanding of their siblings disability. The group involves staff from different agencies, so members have support from staff with different backgrounds, such as social workers, community nurses and doctors. Issues relating to the setting up and running of the group are included.
Critical features of short break and community support services to families and disabled young people whose behaviour is severely challenging
- Authors:
- McCONKEY Roy, GENT Clare, SCOWCROFT Emma
- Journal article citation:
- Journal of Intellectual Disabilities, 15(4), December 2011, pp.252-268.
- Publisher:
- Sage
- Place of publication:
- London
Short break services are commonly provided as a support to families with learning disabilities and challenging behaviour, although many of these services have not been adapted to children with complex needs. The aim this article is to describe the essential features of a successful short break and community support service run in 3 UK cities by Action for Children for families with children who have developmental disabilities and severely challenging behaviours. In total, 123 families accessed the services in the period 2008-2010, with 63 children receiving residential short breaks only, 23 receiving community support only, and 37 receiving both forms of support. The model was documented and validated through several methods including individual and group interviews with around 30 different stakeholders. The services are embedded within multi-agency partnerships between Action for Children and a wider service network which includes learning disability teams and child and adolescent mental health service teams. Four particular features of the model are highlighted: the values and ethos underpinning the service; the service procedures; the organisation of short breaks; and the role of an intensive support/outreach service. The rationale for complex service models is discussed and the key lessons for replicating this model are reviewed.
Early intervention services in Turkey: perspectives of south-eastern families
- Authors:
- BAYHAN Pinar, SIPAL R. Firat
- Journal article citation:
- International Social Work, 54(6), November 2011, pp.781-799.
- Publisher:
- Sage
Early intervention programmes can provide dramatic shifts in the competencies of children with special needs. In 2005, Turkey passed the Public Law for Individuals with Disabilities. In this law, the importance of early intervention is highlighted, which should be facilitated by a professional team to inform the families about the options and services available to them. These early intervention teams, comprising members of different professional domains, were set up in hospitals in order to serve families with respect to the new legislation. The purpose of this study was to explore families’ perceptions of the service delivery of early intervention support provided under this new legislation. In south-east Turkey, a total of 150 parents of children with cognitive disabilities were interviewed about their perception of service, including the information, guidance, and psychological support they were receiving. The findings demonstrate that the provision of services in the region varied greatly from one professional team task to the next. The team members often had difficulties in sharing responsibilities, as well as completing mandated tasks. Implications for the improvement of service delivery are discussed.
National service framework for children, young people and maternity services: continence issues for a child with learning difficulties
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2010
- Pagination:
- 23p.
- Place of publication:
- London
This practice guidance describes a care pathway and the considerations which apply at each stage in supporting a child with continence issues relating to a learning difficulty. A exemplar case of a child called Robert, who has learning disabilities and continence problems is used to describe the journal through NHS treatment. For each stage in the journey the relevant standards from the National Standards Framework theme are identified and additional evidence and/or document links provided. Key messages are also summarised. The material forms one of a series of example patient journeys that have been produced to support the National service framework for children, young people and maternity services. The primary audience is professionals from a broad range of backgrounds, including: education, social services and the voluntary sector. It will also be of interest to parents, children and young people.
Disabled children at the interface: co-operative action between public authorities and the reduction of social exclusion
- Authors:
- PETRIE Pat, et al
- Publisher:
- University of London. Institute of Education
- Publication year:
- 2003
- Pagination:
- 39p.
- Place of publication:
- London
This volume reports a research study that investigates how different local agencies work together - or fail to do so - in their approach to disabled children and their families. The challenge lies in keeping the whole child in view, the child who is more than a patient, pupil or social work client, and more than the sum of these parts. The study takes a broad view of local policy and practice. Key areas covered include: emerging trends in interagency working; difficulties in interagency work and some solutions; and case studies illustrating the lived experience of children and parents as they are affected by interagency work or its failure.
Learning difficulties
- Author:
- WARD Linda
- Journal article citation:
- Research Matters, 2004, 2004, pp.29-36.
- Publisher:
- Community Care
Part of a special issue focusing on the green paper, Every Child Matters, and the Children Bill, which heavily emphasises partnership working. Asks about the impact of multi-agency working on families with children with complex needs and whether services can work better for autistic children. Lists practice points on multi-agency working and support for families with an autistic child, and key points.
Community care for adolescents with developmental retardation : problems and proposals
- Authors:
- DOSSETOR David, NICOL Rory
- Journal article citation:
- Health Trends, 22(4), 1990, pp.148-151.
- Publisher:
- Office for National Statistics
Examination of community services showed a high involvement of professionals and agencies, but poor coordination resulting in inadequate provision for special needs.
The right to choose: multi-agency statutory guidance for dealing with forced marriage
- Author:
- GREAT BRITAIN. Cabinet Office
- Publisher:
- Great Britain. Cabinet Office
- Publication year:
- 2014
- Pagination:
- 22
- Place of publication:
- London
This statutory guidance outlines the responsibilities concerning developing and maintaining local procedures and practice arrangements to enable front line professionals to handle cases of forced marriage effectively. It sets out how cases of forced marriage should be responded to using existing frameworks for safeguarding children with or without learning disabilities, and to protect all adults with or without learning disabilities, from the range of abuses associated with forced marriage. It also covers issues such as staff training, developing inter-agency policies and procedures, raising awareness and developing prevention programmes through outreach work. The document highlights specific arrangements that may inadvertently place a victim at risk of harm. These include failure to share information appropriately between agencies, the danger of involving families, breaches of confidentiality and all forms of family counselling, mediation, arbitration and reconciliation. The guidance is targeted to all persons and bodies in England and Wales who exercise public functions in relation to safeguarding and promoting the welfare of children, including local authorities, the police and Children and the Family Court Advisory and Support Service. (Edited publisher abstract)
Forced marriage and learning disabilities: multi-agency practice guidelines
- Author:
- GREAT BRITAIN. Foreign and Commonwealth Office. Forced Marriage Unit
- Publisher:
- Great Britain. Foreign and Commonwealth Office. Forced Marriage Unit
- Publication year:
- 2010
- Place of publication:
- London
Multi-agency practice guidelines providing advice to frontline practitioners working with children and adults with learning disabilities. The guidelines draws on research undertaken by the Ann Craft Trust in partnership with the Judith Trust and statistics collected from reports to the Forced Marriage Unit. The guidelines cover the following topics: issues surrounding capacity to consent and use of the Mental Capacity Act 2005; reasons why people with a learning disability are forced into marriage; consequences for the person with a learning disability and (actual or potential) spouse; good practice in handling cases; and ongoing support required if the person cannot live with their family. Key policy, guidance and legislation are listed in the appendices. The guidelines have been developed to accompany 'Multi-agency practice guidelines: handling cases of forced marriage' published in 2009 and should be read in conjunction with this document. (Original abstract)
The mental health of children and adolescents with learning disabilities in Britain
- Authors:
- EMERSON Eric, HATTON Chris
- Publisher:
- Lancaster University; Foundation for People with Learning Disabilities
- Publication year:
- 2007
- Pagination:
- 31p.
- Place of publication:
- Lancaster
The above-average occurrence of mental health problems among children with learning difficulties may not be linked to their condition. The study, which has been carried out by the Foundation for People with Learning Disabilities found the higher rate of mental illness could instead be a consequence of life experience. Eric Emerson, professor of disability and health research at Lancaster University, who was involved in the study, said children with learning difficulties were more likely to experience poverty, social exclusion, neglect and abuse than other children.This had large implications for the way services were provided for the group.