A short publication providing information the behaviour changes someone may see in relation to supporting a person with learning disabilities who is living with dementia. It covers common changed behaviours as dementia progresses, understanding that all behaviours are a form of communication, ways to support a person to understand their behaviour and of supporting staff within the workplace. It is part of the Wellbeing for Life toolkit created for the MacIntyre Dementia project in order to promote understanding about getting older with a learning disability and living well with dementia.
(Edited publisher abstract)
A short publication providing information the behaviour changes someone may see in relation to supporting a person with learning disabilities who is living with dementia. It covers common changed behaviours as dementia progresses, understanding that all behaviours are a form of communication, ways to support a person to understand their behaviour and of supporting staff within the workplace. It is part of the Wellbeing for Life toolkit created for the MacIntyre Dementia project in order to promote understanding about getting older with a learning disability and living well with dementia.
(Edited publisher abstract)
A short publication providing information on dementia and learning disabilities. It provides key facts and statistics relating to dementia; facts and statistics about ageing with a learning disability; and information on the links between learning disability and dementia; and specifically between Down’s Syndrome and Alzheimer’s Disease. It is part of the Wellbeing for Life toolkit created for the MacIntyre Dementia project in order to promote understanding about getting older with a learning disability and living well with dementia.
(Edited publisher abstract)
A short publication providing information on dementia and learning disabilities. It provides key facts and statistics relating to dementia; facts and statistics about ageing with a learning disability; and information on the links between learning disability and dementia; and specifically between Down’s Syndrome and Alzheimer’s Disease. It is part of the Wellbeing for Life toolkit created for the MacIntyre Dementia project in order to promote understanding about getting older with a learning disability and living well with dementia.
(Edited publisher abstract)
A short publication providing information on getting a timely diagnosis of dementia for people with learning disabilities. It covers understanding what Timely Diagnosis means, knowing how to prepare for the assessment process; being familiar with the dementia diagnosis pathway and your role in supporting the person; advocating for the person when the outcome of assessment(s) is known; and understanding the importance of baseline screening and monitoring to facilitate Timely Diagnosis in the future. It is part of the Wellbeing for Life toolkit created for the MacIntyre Dementia project in order to promote understanding about getting older with a learning disability and living well with dementia.
(Edited publisher abstract)
A short publication providing information on getting a timely diagnosis of dementia for people with learning disabilities. It covers understanding what Timely Diagnosis means, knowing how to prepare for the assessment process; being familiar with the dementia diagnosis pathway and your role in supporting the person; advocating for the person when the outcome of assessment(s) is known; and understanding the importance of baseline screening and monitoring to facilitate Timely Diagnosis in the future. It is part of the Wellbeing for Life toolkit created for the MacIntyre Dementia project in order to promote understanding about getting older with a learning disability and living well with dementia.
(Edited publisher abstract)
This factsheet provides information on how social care staff can support people with learning disabilities and dementia. It covers recognising signs of dementia, sharing information about what a diagnosis of dementia means, and things social care staff can do. It is the 11th in a series of factsheets which show how social care staff can support the health needs of people with learning disabilities. The leaflet also includes a link to a supporting slide set that can be used by social care staff as a training resource.
(Edited publisher abstract)
This factsheet provides information on how social care staff can support people with learning disabilities and dementia. It covers recognising signs of dementia, sharing information about what a diagnosis of dementia means, and things social care staff can do. It is the 11th in a series of factsheets which show how social care staff can support the health needs of people with learning disabilities. The leaflet also includes a link to a supporting slide set that can be used by social care staff as a training resource.
(Edited publisher abstract)
Subject terms:
learning disabilities, health needs, dementia, social care staff;
This easy read book notes that people with intellectual disabilities, and especially those with Down’s Syndrome, tend to develop dementia ten years or so earlier than those without, plus it can be harder to diagnose. In this book “Ann” becomes forgetful and does things that start to worry her friends, like putting the milk in the washing machine and going to the shops wearing her nightdress. She visits the doctor and is diagnosed with dementia. Ann’s GP and supporter try to provide the right care for her at home in the early days of her dementia. However, Ann becomes so confused that she eventually moves into residential care. This book is suitable for either a person with an intellectual disability who has dementia themselves, or when a friend or family member does. It outlines basic details of the condition, and presents ways of dealing with these issues.
This easy read book notes that people with intellectual disabilities, and especially those with Down’s Syndrome, tend to develop dementia ten years or so earlier than those without, plus it can be harder to diagnose. In this book “Ann” becomes forgetful and does things that start to worry her friends, like putting the milk in the washing machine and going to the shops wearing her nightdress. She visits the doctor and is diagnosed with dementia. Ann’s GP and supporter try to provide the right care for her at home in the early days of her dementia. However, Ann becomes so confused that she eventually moves into residential care. This book is suitable for either a person with an intellectual disability who has dementia themselves, or when a friend or family member does. It outlines basic details of the condition, and presents ways of dealing with these issues.
Subject terms:
learning disabilities, dementia, health education;
University of Stirling. Dementia Services Development Centre; Scottish Consortium for Learning Disability
Publication year:
2008
Pagination:
205p.
Place of publication:
Stirling
This pack is intended to help managers and teams to consider wide practice issues with team member when a person with learning disability develops dementia. It is designed to be a useful focus for learning within a team and addresses key aspects of the values, knowledge, understanding and skills required of a social care worker by the Scottish Social Services Council, but also has relevance to other professional groups. Part1 describes the knowledge base, Part 2 gives a best practice case study, and part three describes seven "discussions": working with the person, communicating, seeing meaning in behaviour, responding to behaviours, pathways to support, positive risk assessment and management, and teams and multidisciplinary working.
This pack is intended to help managers and teams to consider wide practice issues with team member when a person with learning disability develops dementia. It is designed to be a useful focus for learning within a team and addresses key aspects of the values, knowledge, understanding and skills required of a social care worker by the Scottish Social Services Council, but also has relevance to other professional groups. Part1 describes the knowledge base, Part 2 gives a best practice case study, and part three describes seven "discussions": working with the person, communicating, seeing meaning in behaviour, responding to behaviours, pathways to support, positive risk assessment and management, and teams and multidisciplinary working.
Seeks to develop an understanding of the ageing process, to develop the knowledge and skills required to assess and define the changing needs of people with learning disabilities as they get older and to enhance the quality of life for older people with learning disabilities.
Seeks to develop an understanding of the ageing process, to develop the knowledge and skills required to assess and define the changing needs of people with learning disabilities as they get older and to enhance the quality of life for older people with learning disabilities.
Subject terms:
learning disabilities, older people, social care staff, dementia;
This report explores the pain management needs of people with a learning difficulty who have dementia. People with a learning difficulty are living longer. This increased longevity brings with it the conditions and illnesses of older age, such as dementia. It is known that amongst people in the general population who have dementia there is inadequate pain recognition and treatment. This report has identified similar trends in pain management amongst people with a learning difficulty and dementia. The report explores knowledge and practice in relation to pain recognition and management amongst direct support staff, members of community learning disability teams and general practitioners. It also examines the understanding and experiences of pain amongst people with a learning difficulty and dementia. It identifies the dilemmas and obstacles to effective pain management, and reports on examples of good practice. The authors make clear recommendations for practitioners and service providers. The report found that the pain experiences and management of people with a learning difficulty who have dementia mirrored findings in relation to people in the general population. It did, however, identify extra and compounding issues in relation to people with a learning difficulty. The findings in this report will be of interest to service providers and direct practitioners in health, housing, social care and social work.
This report explores the pain management needs of people with a learning difficulty who have dementia. People with a learning difficulty are living longer. This increased longevity brings with it the conditions and illnesses of older age, such as dementia. It is known that amongst people in the general population who have dementia there is inadequate pain recognition and treatment. This report has identified similar trends in pain management amongst people with a learning difficulty and dementia. The report explores knowledge and practice in relation to pain recognition and management amongst direct support staff, members of community learning disability teams and general practitioners. It also examines the understanding and experiences of pain amongst people with a learning difficulty and dementia. It identifies the dilemmas and obstacles to effective pain management, and reports on examples of good practice. The authors make clear recommendations for practitioners and service providers. The report found that the pain experiences and management of people with a learning difficulty who have dementia mirrored findings in relation to people in the general population. It did, however, identify extra and compounding issues in relation to people with a learning difficulty. The findings in this report will be of interest to service providers and direct practitioners in health, housing, social care and social work.
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Extended abstract:
Author
KERR Diana, WILKINSON Heather
Title
In the know: implementing good practice: information and tools for anyone supporting people with a learning disability and dementia.
Publisher
Pavillion, 2005
Summary
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Context
Along with the rest of the population, people with learning difficulties are living longer, bringing all the illnesses and conditions of older age. One condition, which people with Down's syndrome are more likely to experience, is dementia. Providing effective, high-quality care for someone with learning difficulties who develops dementia is a highly-skilled role. Without support and information staff and carers can find the experience overwhelming, trying to react to changing needs. Their ability to cope is clearly influenced by their level of knowledge and their understanding of the impact of dementia.
Contents
Section 1 describes the background, method and how to use the pack, and also includes references and sources of further information. Section 2 contains fact sheets as follows: Dementia and people with learning difficulties – some basic information; Is this dementia?; Getting a diagnosis; Developing good communication with people with dementia; Developing life story work; Challenging behaviour: developing appropriate responses; Developing suitable environments; Supporting people to eat well; The later stages; and Supporting the friends and peers of the person with dementia. Section 3 consists of copiable ‘tools': Brain diagram; Alert signs; Record of prompting; Differential diagnosis chart; An example of a dementia diagnostic care pathway; Dos and don'ts; Suggestions for things to be included in life story work; Charter for good practice in life story work; Strategies to help deal effectively with challenging behaviour; Developing a suitable environment; Guidelines for helping people to eat well; and Taking care of skin when someone becomes bedridden or less active.
Easy-to-read booklet for people with learning disabilities who want to understand dementia. It will be particularly helpful for people who have a friend or family member with dementia, or who are worried about developing dementia themselves. This booklet is designed to help more able people with learning disabilities who want to understand and talk about dementia.
Easy-to-read booklet for people with learning disabilities who want to understand dementia. It will be particularly helpful for people who have a friend or family member with dementia, or who are worried about developing dementia themselves. This booklet is designed to help more able people with learning disabilities who want to understand and talk about dementia.
Subject terms:
learning disabilities, service users, communication, dementia;