Search results for ‘Subject term:"learning disabilities"’ Sort:
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An investigation of the delivery of health-related accessible information for adults with learning disabilities
- Author:
- MANDER Clare
- Journal article citation:
- Tizard Learning Disability Review, 21(1), 2016, pp.15-23.
- Publisher:
- Emerald
Purpose: People with learning disabilities often require support to fully understand information produced in an accessible format. What happens during the delivery of accessible information (AI) is largely unknown. The purpose of this paper is to examine the implementation stage of the AI process. Design/methodology/approach: Two community-based learning disability nurses and two people with learning disabilities took part in a non-participant observational study of the naturally occurring conversations that took place during the delivery of health-related AI. Conversation analysis was used to explore both vocal and non-vocal behaviours. Findings: Three clusters of episodes were identified: providing the AI, topic development, and consent. The use of AI appeared to provide a script for the delivery of the information; however, practical considerations of topic development and tailoring resources to the individual were evident. For sensitive conversations the use of shared experience and challenges in judging comprehension were apparent. Contradictory goals in the decision-making process were highlighted, presenting potential ethical dilemmas. Originality/value: The delivery of AI allowed for personalisation and appeared to support understanding; however, this was partly reliant on mutual empathy between the nurse and their client. (Publisher abstract)
A pilot memory cafe for people with learning disabilities and memory difficulties
- Authors:
- KIDDLE Hannah, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.175–181.
- Publisher:
- Wiley
Memory cafes have been found to normalise experiences of dementia and provide access to an accepting social network. People with learning disabilities are at increased risk of developing dementia, but the possible benefits of attending a memory cafe are not known. This study evaluates a 12-week pilot memory cafe for people with learning disabilities in terms of adaptations required and benefits of attending. Results indicate that affect levels significantly improved across the course of the cafe and that communication, interaction, alertness and participation in other activities improved outside the cafe. Future plans for attendance at memory cafes for people with learning disabilities are discussed. (Publisher abstract)
Causing trouble: the language of learning disability and challenging behaviour
- Authors:
- HAYDON-LAURELUT Mark, NUNKOOSING Karl
- Journal article citation:
- Tizard Learning Disability Review, 21(3), 2016, pp.144-149.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to review two studies concerning referrals for challenging behaviour to community learning disability teams (CLDTs). The social constructionist approach to research taken by the studies is introduced. Design/methodology/approach: The studies used critical discourse analysis and thematic analysis to analyse referral texts and interviews with referrers. Findings: The studies found referral processes locating service problems within the bodies of persons with intellectual disabilities whilst constructing the actions of services as appropriate. This was in part achieved by employing the discourses of the total institutions. The referral process often served the purposes of the referring service. Research limitations/implications: The research took place in a small geographical location across two learning disability teams. Originality/value: The process of referring to CLDTs and the language used in these referrals is an under researched area. This paper shows how the language and documents of services are rich sources of data. Services exist in a network and understanding how this network functions is important to understanding the function of referrals. (Publisher abstract)
Commentary on “Causing trouble: the language of learning disability and challenging behaviour”
- Author:
- MARKS Bob
- Journal article citation:
- Tizard Learning Disability Review, 21(3), 2016, pp.144-149.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to consider the findings of the research studies on referral to a community learning disability team presented in “Causing trouble: the language of learning disability and challenging behaviour”. Design/methodology/approach: The commentary is based on a review of the article and associated literature. Findings: The studies were undertaken from a social constructionist perspective. It is argued that the use of language in referral texts and the way they represent people with learning disabilities and challenging behaviour is influenced by wider social and historical ideas of what is accepted knowledge. The analysis of these texts contributes to the understanding of how outmoded responses to challenging behaviour are maintained and has potential benefits when used in the context of positive behaviour support. Originality/value: The commentary considers the studies presented from a practitioner perspective. (Publisher abstract)
Accessible websites – what is out there?
- Authors:
- WAIGHT Mary, OLDREIVE Warren
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, p.122–129.
- Publisher:
- Wiley
This study aims to outline a time-related study to identify UK websites providing information for people with learning disabilities and to evaluate the websites to determine strengths and weaknesses. Following a brief review of literature, a series of criteria were drawn up to evaluate websites for people with learning disabilities. Eighty-three identified sites were organised and allocated to categories based on function. Of these, 19 websites were deemed to have been created for people with learning disabilities to access. These were reviewed using the following criteria: how site was accessed; how navigation occurred within the site; whether literacy was required; how different compensatory strategies were incorporated including images, video and audio. The assessment criteria revealed a marked inconsistency within the websites in the areas examined. Differences in website design are discussed and suggestions of possible ways forward made to facilitate access for people with learning disabilities. (Publisher abstract)
Sharing the focus: engaging with support workers to include people with communication needs in research
- Authors:
- LUTZ Deborah, FISHER Karen R., ROBINSON Sally
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, p.138–145.
- Publisher:
- Wiley
Inclusive research is an increasing expectation to value and include people's voice in research and evaluations intended to benefit them. The active participation of people with communication support needs can be difficult due to the practical constraints of evaluations. One technique is to engage with workers who are familiar with the person, but this introduces risks, such as substituting voice and conflict of interests. The authors examine the effectiveness of this technique in ethnographic interviews by applying Nind's framework of core ideas in inclusive research (disrupting hierarchy; maximising participation and competence; enhancing authenticity; empowerment; accessibility, authorship and readership; and ethical considerations) to an evaluation of Australian disability services. The authors found that where support workers had a trusted relationship with the person, they could help them to choose to participate, consent and communicate their views. Disrespectful relationships introduced ethical risks during and after the interviews, which needed to be anticipated and safeguarded against. (Edited publisher abstract)
Realising the vision of communication inclusion
- Author:
- KEAN Kim Hartley
- Journal article citation:
- Tizard Learning Disability Review, 21(1), 2016, pp.24-29.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on Clare Mander’s paper entitled “An investigation of the delivery of health-related accessible information for adults with learning disabilities”. The commentary discusses issues identified by the author in the field of accessible information and, more generally, inclusive communication practice. Design/methodology/approach: This commentary reviews factors which influence the communication accessibility of services and the policy, legislative and economic case for mainstreaming inclusive communication approaches. It highlights diversity in the definition of inclusive communication and the scope of its necessary implementation before proposing an approach to establishing consensus on the way forward. The commentary suggests how the task of mainstreaming inclusive communication throughout public services could be addressed, reflects on progress to date and proposes next steps for the growing numbers of those with an interest. Findings: Many factors influence communication accessibility. The communication attitude, knowledge, skills and resources individual providers and recipients bring to each interaction are as important as the whole organisation’s approach towards and investment in inclusive communication approaches. Legislation, policy, demographics and reducing budgets increase the requirement to mainstream inclusive communication approaches. Achieving this objective is an enormous task. Originality/value: Reflecting on all the drivers and influences on the objective of achieving mainstreamed quality inclusive communication practice throughout public services, the author offers potential suggestions for starting to address this enormous but worthwhile task with a view to generating discussion and collaboration among those with an interest. (Publisher abstract)
Facilitated communication, Anna Stubblefield and disability studies
- Author:
- SHERRY Mark
- Journal article citation:
- Disability and Society, 31(7), 2016, pp.974-982.
- Publisher:
- Taylor and Francis
This article discusses the case of Anna Stubblefield, a US disability studies scholar and Professor of Ethics at Rutgers University who was sentenced to 12 years in prison for sexually assaulting a disabled man. Stubblefield claimed that he consented, using facilitated communication. The article argues that facilitated communication is unscientific and unreliable, and that the support for Stubblefield from some disability studies scholars raises serious ethical concerns. (Publisher abstract)
Making communication accessible for all: a guide for health and social care (HSC) staff
- Author:
- BELFAST HEALTH AND SOCIAL CARE TRUST
- Publisher:
- Belfast Health and Social Care Trust
- Publication year:
- 2016
- Pagination:
- 48
- Place of publication:
- Belfast
- Edition:
- 2nd ed.
A practical guide providing information to enable health and social care staff communicate more effectively with people who may have a disability or a communication support need. It looks at communicating with people with a range of disabilities, including people who are deaf or have a hearing loss, people who are blind or partially sighted, people who are deafblind, people who have a learning disability, people who have an Autism Spectrum Disorder (ASD), and people living with dementia. It also looks at communicating with someone after a stroke or acquired brain injury. The guide aims to help staff to think differently about communication; highlight current legislation; understand to enable more positive outcomes and experiences for people with communication support needs; and help create communication friendly environments to support people to communicate to the best of their ability. It covers face to face communication, telephone communication, written communication, and providing information on the internet. (Edited publisher abstract)
Communicating with children and young people with speech, language and communication needs and/or developmental delay: frontline briefing
- Author:
- SHAW Pamela
- Publisher:
- Research in Practice
- Publication year:
- 2016
- Pagination:
- 20
- Place of publication:
- Dartington
This resource supports frontline practitioners undertaking assessment with children and young people with speech, language and communication needs and/or developmental delay. It highlights the importance of listening to their views, wishes and feelings in order to carry out effective assessments. The resource is relevant for those undertaking assessments in the context of safeguarding and child protection concerns or assessing needs more generally. It also contains guidance on how to work with adolescents to consider appropriate risk enablement. (Edited publisher abstract)