Search results for ‘Subject term:"learning disabilities"’ Sort:
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The mental maze
- Author:
- SHRUBB Richard
- Journal article citation:
- Learning Disability Today, 14(3), May/June 2014, pp.12-13.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Reports on the issue that although people with learning disabilities are more prone to experiencing mental ill health than the general population, many struggle to access the help they need. (Edited publisher abstract)
Dignity in care: communication
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Pagination:
- 16 minutes 7 seconds
- Place of publication:
- London
Good communication can help people to maintain their dignity. It is vital that staff develop other ways of communicating with people who have a cognitive impairment or limited speech. This film provides an example of communicating with Matthew, a young man with Down's Syndrome Matthew is encouraged to use a diary so that he knows what he's going to be doing on any particular week. It's a good way for staff to find out what's been happening in Matthew's life. The film also shows how, for older people, past memories of being at the beach can be used as a useful communication tool. Communication in practice can mean asking people how they prefer to be addressed and to respect their wishes; giving people information about the service in advance and in a suitable format; and not assuming that you know what people want because of their culture, ability or any other factor. (Edited publisher abstract)
Parent report of conversations with their adolescents with intellectual disability
- Authors:
- JONES Jennifer L., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(6), 2014, p.521–530.
- Publisher:
- Wiley
Background: This study examines parent report of conversations about difference and disability in families of adolescents with intellectual disability. Materials and Methods: Participants included 50 parents (44 mothers, four fathers, and two other caregivers) and their adolescents with intellectual disability (M age = 15.9). Parents provided written responses to open-ended questions regarding conversations with their adolescent. Adolescents completed measures of self-concept and self-determination. Results: The majority (66%) of parents reported talking to their adolescent about difference and/or disability. Consistent with previous research, some of these conversations were in response to social exclusion (e.g. child was bullied). Parents who knew the aetiology of their child's disability were significantly more likely to talk with their child about his or her disabling condition. Conclusions: Parents' narratives illustrate their struggle to explain disability to their adolescent. Professionals are challenged to consider how to promote proactive conversations between parents and adolescents. (Edited publisher abstract)
Commentary on experiential learning: changing student attitudes towards learning disability: how can we reduce exclusion further?
- Author:
- HARDING Celia
- Journal article citation:
- Tizard Learning Disability Review, 19(3), 2014, pp.118-121.
- Publisher:
- Emerald
Purpose: This commentary provides some thoughts on the paper “Experiential learning: changing student attitudes towards learning disability”. It outlines some considerations for the continued development of using service users in tertiary education as educators. Findings: The literature is not clear on the involvement of people with more profound and multiple learning disabilities, or for those who do not use much spoken language in tertiary level teaching. Originality/value: A further cultural shift is needed to ensure that all people with learning disabilities regardless of their communication style have the opportunity to share their experiences within a teaching and learning context. (Edited publisher abstract)
Attitudes towards people with disabilities: what do people with intellectual disabilities have to say?
- Authors:
- McEVOY Sandra Corr, KEENAN Emer
- Journal article citation:
- British Journal of Learning Disabilities, 42(3), 2014, pp.221-227.
- Publisher:
- Wiley
Attitudes towards people with intellectual disabilities have traditionally been very negative, resulting in people with intellectual disabilities being treated badly by others. To find out how people with intellectual disabilities are treated by the public, from the viewpoint of people with intellectual disabilities themselves, seven focus groups with 41 adults who have an intellectual disability were conducted. Participants reported being treated well by some people and in some places, but being treated less favourably by other people and in other places. Being treated well happened in their home, in college, in work and in their services. People were treated less well when they were out and about, using public transport, in school or work. (Edited publisher abstract)
Living well with dementia
- Author:
- BRITTON Beth
- Journal article citation:
- Learning Disability Today, 14(4), July/August 2014, pp.14-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
As people with learning disabilities live longer, their chances of developing dementia increase. This article explores what can be done to ensure they live well for longer with the condition. The article highlights the importance of providing training and education to the families of people caring for people with dementia and staff in the workforce. Other key issues include providing continuity of care, the importance of observational skills and good communication. (Original abstract)
Speech, communication and use of augmentative communication in young people with cerebral palsy: The SH&PE population study
- Authors:
- COCKERILL H., et al
- Journal article citation:
- Child: Care, Health and Development, 40(2), 2014, pp.149-157.
- Publisher:
- Wiley
Background: Communication is frequently impaired in young people (YP) with bilateral cerebral palsy (CP). Important factors include motoric speech problems (dysarthria) and intellectual disability. Augmentative and Alternative Communication (AAC) techniques are often employed. The aim was to describe the speech problems in bilateral CP, factors associated with speech problems, current AAC provision and use, and to explore the views of both the parent/carer and young person about communication. Methods: A total population of children with bilateral CP (n = 346) from four consecutive years of births (1989–1992 inclusive) with onset of CP before 15 months were reassessed at age 16–18 years. Motor skills and speech were directly assessed and both parent/carer and the young person asked about communication and satisfaction with it. Results: Sixty had died, eight had other conditions, 243 consented and speech was assessed in 224 of whom 141 (63%) had impaired speech. Fifty-two (23% of total YP) were mainly intelligible to unfamiliar people, 22 (10%) were mostly unintelligible to unfamiliar people, 67 (30%) were mostly or wholly unintelligible even to familiar adults. However, 89% of parent/carers said that they could communicate 1:1 with their young person. Of the 128 YP who could independently complete the questions, 107 (83.6%) were happy with their communication, nine (7%) neither happy nor unhappy and 12 (9.4%) unhappy. A total of 72 of 224 (32%) were provided with one or more types of AAC but in a significant number (75% of 52 recorded) AAC was not used at home, only in school. Factors associated with speech impairment were severity of physical impairment, as measured by Gross Motor Function Scale level and manipulation in the best hand, intellectual disability and current epilepsy. Conclusions: In a population representative group of YP, aged 16–18 years, with bilateral CP, 63% had impaired speech of varying severity, most had been provided with AAC but few used it at home for communication. (Publisher abstract)
Evaluation of the impact of supervisory support on staff experiences of training
- Authors:
- KOSKI Katja, et al
- Journal article citation:
- Tizard Learning Disability Review, 19(2), 2014, pp.77-84.
- Publisher:
- Emerald
Purpose: This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities. Design/methodology/approach: The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training. Findings: Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff. Originality/value: Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished. (Publisher abstract)
It's good to talk: developing the communication skills of an adult with an intellectual disability through augmentative and alternative communication
- Authors:
- HAGAN Leigh, THOMPSON Helen
- Journal article citation:
- British Journal of Learning Disabilities, 42(1), 2014, pp.66-73.
- Publisher:
- Wiley
Augmentative and alternative communication (AAC) systems have been repeatedly identified as a means of improving an individual's communication abilities and their ability to participate in interactions. However, existing literature indicates that dynamic display speech generating devices (SGDs) are not commonly introduced for adults with moderate intellectual disabilities (ID). This case study reports the impact of using an SGD on the communication abilities of a nonverbal individual with a moderate ID. Clinical assessment and therapy outcome measures include semi-structured interviews with staff and communication dyad analyses. These measures were conducted before and after collaborative intervention from speech and language therapy and behaviour support. Findings from the study reveal that when using an SGD the individual experienced improvements in expressive communication abilities and pragmatic skills including topic maintenance, taking conversational turns and reduced communication breakdown. The clinical implications of this intervention are discussed. (Edited publisher abstract)
Safeguarding adults: an independent life after abuse
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Pagination:
- 8 minutes 55 seconds
- Place of publication:
- London
The film focuses on the personal story of Philip who suffered physical, financial and emotional abuse in the family home for many years. Philip has learning disabilities and cerebral palsy. When Philip finally disclosed the abuse, he was supported to leave the family home. Since then he has gone from strength to strength. He married and, although his wife unfortunately died some years after their marriage, Philip continues to live a full and independent life. Warning: This film contains strong language. This film was previously available under the title: Safeguarding adults: an independent life after long-term abuse within the family.' (Publisher abstract)