Search results for ‘Subject term:"learning disabilities"’ Sort:
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Achieving meaningful discussion for people with profound and multiple learning disabilities
- Author:
- WILLIAMS Jo
- Journal article citation:
- Tizard Learning Disability Review, 10(1), February 2005, pp.52-56.
- Publisher:
- Emerald
Describes changes in the last 40 years spearheaded by people such as Jack Tizard. Summarises and discusses 'Valuing people'. Discusses attitudes and beliefs, communication, time and flexibility, and innovation. Concludes that we need to acknowledge people with learning disability as a heterogeneous group. Participation for those needing most support will break down the barriers and prejudices impeding those needing less. We should fight for a society recognising and celebrating difference, according all the right to meaningful inclusion and participation in decision-making.
Making decisions gets the thumbs down from the National Forum
- Author:
- HOLMAN Andrew
- Journal article citation:
- Community Living, 16(1), 2002, pp.4-5.
- Publisher:
- Hexagon Publishing
The Lord Chancellor's Department consultation on Making Decisions has caused controversy among interested groups. Provides an update on recent developments.
No recognition for independent advocacy
- Author:
- ASPIS Simone
- Journal article citation:
- Community Living, 16(1), 2002, pp.10-11.
- Publisher:
- Hexagon Publishing
Briefly reports on the shortcomings in Making Decisions, especially the lack of access to an independent advocate.
A qualitative study of the practice‐related decision‐making of intensive interaction practitioners
- Authors:
- FIRTH Graham, GLYDE Megan, DENBY Gemma
- Journal article citation:
- British Journal of Learning Disabilities, 49(2), 2021, pp.117-128.
- Publisher:
- Wiley
Background: This study looked to investigate the sometimes conscious and sometimes intuitive decision-making processes of Intensive Interaction practitioners. More specifically, this study set out to develop a rich description of how practitioners make judgements when developing a dynamic repertoire of Intensive Interaction strategies with people with severe or profound learning difficulties and/or autism, how this decision-making process is enacted in practice and what issues inform such decisions. Materials and Methods: This research followed a “Template Analysis” qualitative methodology, informed by semi-structured interviews with 13 experienced Intensive Interaction Practitioners (who had completed the Intensive Interaction Coordinators course as administered by the Intensive Interaction Institute). The participants included the following: speech and language therapists, parents, teachers, residential care staff and managers, and a clinical psychologist. Results: The findings of this study indicate why and how certain decisions are made by experienced practitioners before, during and after engagement in Intensive Interaction. Such decision-making is indicated as sometimes being intuitive in nature, sometimes more conscious, sometimes moving between the two cognitive states as differing issues arise. Practitioner decision-making was focused on a number of issues, including specific learning or care “agendas”; practitioner confidence and knowledge; environmental considerations; individual learner characteristics and behaviour; learner attention, “attunement” and arousal levels; building a shared “repertoire”; and issues of available time. Conclusions: The issue of how novice Intensive Interaction practitioners may best be supported to more quickly and confidently develop improved Intensive Interaction practices is discussed, proposing the development of a cyclical process of experiential learning and supported reflection. (Edited publisher abstract)
Involve Me
- Author:
- -
- Journal article citation:
- Viewpoint, 124, September 2011, pp.20-21.
- Publisher:
- Mencap/Gateway
Involve Me is a 3-year project on increasing the involvement of people with profound and multiple learning disabilities (PMLD) in decision-making, through supporting people to make personal decisions and influencing decision-makers. It looked at decision-making at 4 levels: personal decisions in everyday life, decisions about the immediate environment (such as in a group home), community decisions and national decisions. The findings of the Mencap and British Institute of Learning Disabilities project have been used to produce recommendations and resources for those involved with services for people with PMLD, including a practical guide to involving people with PMLD. This article describes the project and its key activities (including sharing stories, creative communication, multimedia advocacy and peer advocacy) and key messages. It includes a brief case study.
Demonstrating control of decisions by adults with learning difficulties who have high support needs
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2001
- Pagination:
- 4p.
- Place of publication:
- York
Choice and control are at the heart of developments for people with learning difficulties. The recent White Paper, Valuing people: A new strategy for learning disability for the 21st century, acknowledges this in its key principles. People with high support needs (who may be labelled as having severe or profound learning difficulties and may also have physical and sensory impairments) may find themselves excluded from these developments. Research by Values Into Action investigated how decision-making can be supported and demonstrated.
Big Plans: a guide for meaningfully engaging people with learning disabilities in the development of their plans
- Author:
- HUMANLY
- Publisher:
- Humanly
- Publication year:
- 2018
- Pagination:
- 70
- Place of publication:
- London
A toolkit to support social workers in working with people with learning disabilities and/or autism to plan for important moments in their lives, for example transition into adulthood or moving out of hospital back into the community. It includes a suggested step-by-step process, as well as specific activities for engaging individuals with learning disabilities and/or autism directly, rather than relying on those around them. Sections cover: Getting to know an individual through direct observation; Learning more about an individual from experts; Using creative activities to know individuals better; Creating a Personal Portrait that captures an individual’s needs and preferences; Using the Personal Portrait in planning; Testing options with an individual and capturing reactions; and Reviewing an individual’s experience on an ongoing basis. The toolkit was developed by Humanly and co-designed with the Shropshire team to support sites in the Named Social Worker programme, which was funded by the Department of Health and Social Care and run in partnership by the Innovation Unit and the Social Care Institute for Excellence. It has been designed to be suitable for a wide range of people with learning disabilities and/or autism, including people with complex needs and non-verbal communication.
Involve me: increasing the involvement of people with profound and multiple learning disabilities (PMLD) in decision-making and consultation
- Authors:
- MENCAP, BRITISH INSTITUTE OF LEARNING DISABILITIES, RENTON FOUNDATION
- Publisher:
- Mencap
- Publication year:
- 2011
- Pagination:
- 15p.
- Place of publication:
- London
The Involve Me project focuses on how to involve people with profound and multiple learning disabilities in decision-making and consultation. It defines people with multiple learning disabilities as those who have more than one disability, have a profound learning disability, have great difficulty communicating, need high levels of support, may have additional sensory or physical disabilities or complex health needs or mental health difficulties, and may have challenging behaviours. This short booklet provides a summary of the project, the 8 key Involve Me messages, and what is on the accompanying Involve Me DVD resource.
Involve me: practical guide: how to involve people with profound and multiple learning disabilities (PMLD) in decision-making and consultation
- Authors:
- MENCAP, BRITISH INSTITUTE OF LEARNING DISABILITIES, RENTON FOUNDATION
- Publisher:
- Mencap
- Publication year:
- 2011
- Pagination:
- 72p.
- Place of publication:
- London
People with profound and multiple learning disabilities are some of the most excluded in society. The Involve Me project focuses on how to involve them in decision-making and consultation. This guide to how to involve people with profound and multiple learning disabilities is partly based on an independent evaluation of the Involve Me project. It includes a description of the 4 Involve Me sites and approaches to involvement, and a summary of recommendations from the evaluation. The guide covers involvement in choice and decision-making, capacity and consent for people with profound and multiple learning disabilities, the key Involve Me messages, and information about the accompanying DVD resource which contains information and materials to support the Involve Me key messages.
Nice job if you can get it: work and people with learning difficulties
- Authors:
- WILLIAMS Val, et al
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 2004
- Pagination:
- 39p.
- Place of publication:
- Bristol
This report is about employment opportunities and day centres and jobs for people with learning disabilities. It examines the policy background, and the motivation and barriers to work experienced by people with learning disabilities. Suggestions for enhanced advocacy and user led decision making are included.