Search results for ‘Subject term:"learning disabilities"’ Sort:
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Lines of communication
- Author:
- -
- Journal article citation:
- Learning Disability Today, 9(3), May 2009, pp.28-30.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Three students on the learning disability studies degree programme discuss their experiences of attending a placement working with children or adults with learning disabilities. They emphasise the importance of good communication.
Does visual impairment lead to additional disability in adults with intellectual disabilities?
- Authors:
- EVENHUIS H.M., SJOUKES L., KOOT H. M., KOOIJMAN A. C.
- Journal article citation:
- Journal of Intellectual Disability Research, 53(1), January 2009, pp.19-28.
- Publisher:
- Wiley
This study addresses the question to what extent visual impairment leads to additional disability in adults with intellectual disabilities (ID). In a multi-centre cross-sectional study of 269 adults with mild to profound ID in the Netherlands, social and behavioural functioning was assessed with observant-based questionnaires, prior to expert assessment of visual function. With linear regression analysis the percentage of variance, explained by levels of visual function, was calculated for the total population and per ID level. A total of 107/269 participants were visually impaired or blind (WHO criteria). On top of the decrease by ID visual impairment significantly decreased daily living skills, communication & language, recognition/communication. Visual impairment did not cause more self-absorbed and withdrawn behaviour or anxiety. Peculiar looking habits correlated with visual impairment and not with ID. In the groups with moderate and severe ID this effect seems stronger than in the group with profound ID. Although ID alone impairs daily functioning, visual impairment diminishes the daily functioning even more. Timely detection and treatment or rehabilitation of visual impairment may positively influence daily functioning, language development, initiative and persistence, social skills, communication skills and insecure movement.
Authentic dialogue with persons who are developmentally disabled
- Author:
- HILL Jennifer
- Publisher:
- Jessica Kingsley
- Publication year:
- 2009
- Pagination:
- 128p.
- Place of publication:
- London
This book aims to explode the myth that people with developmental disabilities are incapable of expressing the level of emotional insight and sensitivity necessary to engage in therapy. Rather than avoiding painful topics, such as awareness of the loss of a normal life, it is possible to confront these difficult and emotive issues within a therapeutic environment. The author follows the progress of several developmentally disabled individuals who participated in her group psychotherapy sessions over the course of several months and were able to discuss their feelings of sorrow, grief, jealousy and joy within the group. This book will be of interest to social workers, psychologists, and educators in the fields of developmental disability and mental health, as well as families of individuals with developmental disabilities.
Communication is a human right
- Author:
- THURMAN Sue
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2009
- Pagination:
- 20p.
- Place of publication:
- Kidderminster
Communication is recognised as an essential human need and therefore, as a basic human right. People with learning disabilities face many personal, social and physical barriers to communication and may need support to enable them to communicate effectively. This guide recommends the Total Communication approach which uses all available means in order to understand and be understood.
Differentiating characteristics of deafblindness and autism in people with congenital deafblindness and profound intellectual disability
- Authors:
- HOEVENAARS-VAN DEN BOOM M.A.A., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 53(6), June 2009, pp.548-558.
- Publisher:
- Wiley
In persons with deafblindness, it is hard to distinguish autism spectrum disorders from several deafblind specific behaviours caused by the dual sensory impairments, especially when these persons are also intellectually disabled. As a result, there is an over-diagnosis of autism in persons who are deafblind leading to unsuitable interventions. Autism as specified by the DSM-IV was studied in 10 persons with congenital deafblindness with profound intellectual disabilities. Behaviours of people with deafblindness and autism (n = 5) and of people with deafblindness without autism (n = 5) were observed in a semi-standardised assessment. Results showed that all people with deafblindness had impairments in social interaction, communication and language. In contrast to persons without autism, people with deafblindness and autism showed significantly more impairments in reciprocity of social interaction, quality of initiatives to contact and the use of adequate communicative signals and functions. No differences between the groups were found for quantity and persistence of stereotyped behaviour, quality of play and exploration and adequate problem-solving strategies. This study indicates that there are some possibilities to differentiate autism from behaviours specific for deafblindness. It also confirms the large overlap in overt behaviours between people with deafblindness and persons with autism.
Is there a place within academic journals for articles presented in an accessible format?
- Author:
- GARBUTT Ruth
- Journal article citation:
- Disability and Society, 24(3), May 2009, pp.357-371.
- Publisher:
- Taylor and Francis
This article addresses some of the difficulties inherent in disseminating emancipatory research findings in academic journals in a way that is empowering to people with learning difficulties in the UK. It calls for academics to challenge the editorial criteria of academic journals to consider accepting articles written in a more accessible style. It argues that from a social model point of view the products of the research, as well as the process, should be accessible to people with learning difficulties. It looks at what an accessible article is and why it is important, the editorial criteria of some academic journals, different models of presenting emancipatory research and suggests some innovative ways forward that highlight the need to 'get involved' in the world of people with learning difficulties and to consider accessible information as a rights-based issue.
People with learning disabilities who have cancer: an ethnographic study
- Authors:
- TUFFREY-WIJNE Irene, et al
- Journal article citation:
- British Journal of General Practice, 59(564), July 2009, pp.503-509.
- Publisher:
- Royal College of General Practitioners
Cancer incidence among people with learning disabilities is rising. This study aimed to provide insight into the experiences and needs of people with learning disabilities who have cancer. A prospective qualitative study was carried out using ethnographic methods. The participants were 13 people with learning disabilities ranging from mild to severe, who had a cancer diagnosis. The main method of data collection was participant observation (over 250 hours). The median length of participation was 7 months. Participants' cancer experiences were shaped by their previous experience of life, which included deprivation, loneliness, and a lack of autonomy and power. They depended on others to negotiate contact with the outside world, including the healthcare system. This could lead to delayed cancer diagnosis and a lack of treatment options being offered. Most participants were not helped to understand their illness and its implications. Doctors did not make an assessment of capacity, but relied on carers' opinions. The authors conclude that urgent action is warranted by findings of late diagnosis, possible discrimination around treatment options, and lack of patient involvement and assessment of capacity in decision making. There are significant gaps in knowledge and training among most health professionals, leading to disengaged services that are unaware of the physical, emotional, and practical needs of people with learning disabilities, and their carers.
Making care programme approach meetings more accessible and person-centred for people with learning disabilities
- Authors:
- HALL Ian, et al
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(1), March 2009, pp.23-29.
- Publisher:
- Emerald
The care programme approach (CPA) is an important part of supporting people with mental health problems in the community and has been applied with variable success in services for people with learning disabilities. Investigation into service users' understanding of the CPA has been limited. This study employed multiple methodologies to explore what service users with learning disabilities and additional mental health problems thought about the CPA process, and what their understanding of it was. The authors used the findings to work with other professionals to adapt the meetings in a way that was accessible and inclusive. This work was included in the service communication plan and produced guidance for care co-ordinators and materials to be used at the meetings. The guidance and materials can be used by any service and will be available online.
Think pain
- Authors:
- KERR Diana, WILKINSON Heather, CUNNINGHAM Colm
- Journal article citation:
- Learning Disability Today, February 2009, pp.34-36.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The research reported in this paper explores the pain experiences amongst people with a learning disability who also have dementia. The paper outlines the additional issues that need to be taken into consideration when providing care for someone with a learning disability and dementia. Areas discussed include: misunderstanding behaviour that is 'challenging', problems with communication, lack of staff knowledge about the conditions of older age and the impact of dementia, and prescription of medication.
Copying letters to service users with learning disabilities: opinions of service users, carers and professionals working within learning disability services
- Authors:
- HOVEY Toni, CHESWICK Claire
- Journal article citation:
- British Journal of Learning Disabilities, 37(1), March 2009, pp.50-55.
- Publisher:
- Wiley
The government has made a commitment that patients should be able to receive copies of clinicians' letters about them as a right in order to improve communication and enable patients to participate in their care. In South Gloucestershire, the opinions of local service users with learning disabilities, their carers, and professionals working within learning disability services about this issue were sought using questionnaires and focus groups in order to identify and then develop good practice. A number of practice issues were identified: protocols for developing individualised accessible information are needed, involvement of service users in the management of their information and maintenance of its confidentiality, and involvement of carers in the sharing of information, if this is appropriate. A communication strategy needs to be developed by services working with people with learning disabilities, in conjunction with service users and carers. The resource and training implications of this area of service development need to be considered.