Search results for ‘Subject term:"learning disabilities"’ Sort:
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The choice agenda in the Australian supported housing context: a timely reflection
- Authors:
- WRIGHT Courtney J., MUENCHBERGER Heidi
- Journal article citation:
- Disability and Society, 30(6), 2015, pp.834-848.
- Publisher:
- Taylor and Francis
The last 30 years has seen significant developments in the Australian housing sector for people with disabilities. Despite much change in the sector, and advancements in disability services, the range of current supported housing options for younger Australian adults with a neurological disability remains vastly under-developed. This is despite a widely accepted and endorsed recognition that, as is the general population, people with all forms of disability have a right to housing of their choice. This paper presents a timely critique of the key actions made by the Australian disability and housing sectors and subsequently proposes a more informed approach to supported housing design and development: one that is based on a comprehensive understanding of consumer housing priorities and preferences, and is conducive to a person’s biopsychosocial health. (Publisher abstract)
Falling through the care cracks: younger people in long-term care homes
- Author:
- LAI Poland
- Journal article citation:
- International Journal of Care and Caring, 5(4), 2021, pp.701-707.
- Publisher:
- Policy Press
The COVID-19 casualties in long-term care homes (nursing homes) around the world are usually described as our collective failure in care towards older adults. The plight of younger long-term care residents appears to be forgotten in the midst of long-term care tragedies. This article summarises a small number of key informant interviews (conducted in 2017) that shed light on why younger adults reside in long-term care homes in Ontario, Canada. To put it simply, the younger residents have nowhere to go. Diverting younger people with disabilities from long-term care will help alleviate pressures on long-term care systems as respective governments race to reform them. (Edited publisher abstract)
Preparing for adulthood: year 9 annual review guide
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2020
- Pagination:
- 11
- Place of publication:
- Bath
This document highlights the specific requirements set out in the SEND code of practice regarding the year 9 review, particularly focussing on young people’s voice, the pathways and Preparing for Adulthood outcomes. The evidence shows that most of the challenges identified by local areas in supporting young people with special educational needs and disability into adulthood could be addressed if proper transition planning happened from school year nine. The guide highlight the support that year 9 reviews should identify and what fulfilling the statutory requirements of the code means in practice. Person-centred planning tools and examples are included. (Edited publisher abstract)
Social care for adults aged 18-64
- Authors:
- IDRISS Omar, ALLEN Lucinda, ALDERWICK Hugh
- Publisher:
- Health Foundation
- Publication year:
- 2020
- Pagination:
- 48
- Place of publication:
- London
An analysis of publicly available data to understand the social care needs of younger adults in England, how they differ from those of older people, and how these needs are changing. The analysis explores: system context - what the social care system for younger adults looks like; care needs - including data on self-reported disability and levels of care needs; system performance - how well the social care system cares for younger adults and their carers; and outcomes - including data on the quality of life for service users and unpaid carers. The document reports that people aged 18–64 with learning disabilities, mental health problems, and other social needs make up around a third of care users accessing long-term support in England and over half of local authority spending on social care. Key findings from the analysis show that: the number of younger adults with care needs is growing but the number of people accessing public support has fallen; quality and outcomes for younger adults accessing social care vary; workforce problems are chronic across the social care system, with learning disability nursing courses struggling to attract students. Unpaid carers of younger adults also experience worse outcomes in some areas than carers of older people, for example they are more less likely to be satisfied with services and more likely to report financial difficulties. The report concludes that policies to reform adult social care will not be successful unless they understand and address the needs of younger adults. The report identifies five implications for policy based on the data in the analysis. (Edited publisher abstract)
Comparative life experiences: young adult siblings with and without disabilities' different understandings of their respective life experiences during young adulthood
- Author:
- MELTZER Ariella
- Journal article citation:
- Families, Relationships and Societies, 8(1), 2019, pp.89-104.
- Publisher:
- Policy Press
- Place of publication:
- Bristol
Research shows that siblings of people with disabilities have experiences during young adulthood – such as driving, socialising independently and moving out of home – that they often believe their brothers and sisters with disabilities will not have or will find harder to reach, and that they feel very aware of this comparative difference between them. Less research has, however, explored what siblings with disabilities think of this comparison. This represents a significant gap in the literature. Using accounts from 25 young adult siblings with disabilities and 21 without disabilities, this article compares how both view the comparison of their life experiences during young adulthood, revealing that siblings with disabilities have a more complex, nuanced and multi-faceted range of views about the comparison than their brothers and sisters without disabilities. The findings are discussed in light of the benefits of extending understandings of siblings with disabilities' views, including the benefits for family relations. (Edited publisher abstract)
SEND: 19- to 25-year-olds' entitlement to EHC plans
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Place of publication:
- London
An online guide for local authorities providing advice on what they need to do to maintain EHC (education, health and care) plans for 19- to 25-year-olds with special educational needs and disability (SEND). Although young people with SEND are not automatically entitled to maintain their EHC plans after they turn 19, some may need more support to complete their education and training and successfully transition to adulthood. The guide provides advice on how to support 19- to 25-year-olds to meeting their educational and training needs, such as a finding supported internship, access further education; access to funding for those with no EHC plan; supporting a young person’s health and social care; and including young people in decision making. (Edited publisher abstract)
Improving the well-being of disabled young people
- Authors:
- KELLY Grace, KELLY Bernie, MACDONALD Geraldine
- Publisher:
- Queen's University Belfast. Institute of Child Care Research
- Publication year:
- 2016
- Pagination:
- 127
- Place of publication:
- Belfast
Drawing on the views of 37 young disabled people in Northern Ireland, this report looks at how they feel about their own well-being and how they experience everyday life. The report identifies common triggers for positive and negative feelings and highlights opportunities for improving well-being. Participants were between 10 and 24 years of age and included young people with physical and learning and communication difficulties. The report provides an overview of the policy landscape, discusses the concept of subjective well-being, the role it plays in contributing to the quality of life and ways of measuring subjective well-being. Drawing on interviews, the report discusses the findings in the following areas: the extent to which adolescents are satisfied with their life; how their experiences contribute to the conditions that can enhance or diminish well-being; and the factors that young people feel are most important for building their capability to enjoy a happy and fulfilled life. Key messages include: the need to protect disabled young people and their families from poverty; the importance of formal sources of participation for social interaction in improving well-being; and how involvement of young people with particular needs in the design stages of programmes can overcome barriers to participation. (Edited publisher abstract)
Development and evaluation of The KIT: Keeping It Together™ for Youth (the 'Youth KIT') to assist youth with disabilities in managing information
- Authors:
- FREEMAN M., et al
- Journal article citation:
- Child: Care, Health and Development, 41(2), 2015, pp.222-229.
- Publisher:
- Wiley
Background: This article presents findings from the development and evaluation of The KIT: Keeping It Together™ for Youth (the ‘Youth KIT’). The Youth KIT is a resource intended to assist youth with disabilities during their teenage years and during the transition to adulthood to give information to others about themselves, get from others about themselves, and organize their own information to the best of their ability. Methods: Thirty-six youth between the ages of 12 and 25 with physical and developmental disabilities were active participants in the development of the Youth KIT and partnered with a multidisciplinary team to conduct the qualitative evaluation. Focus groups and individual interviews were used in three phases of evaluation. Results: The results of qualitative content analysis found the Youth KIT to be useful for a variety of youth in different contexts. The themes that emerged about the utility and impact of the Youth KIT were: (1) self-discovery for youth; and (2) the importance of the ‘fit’ between youth and mentors to support youth as they started to use the Youth KIT. Conclusion: Clinical implications for healthcare providers working with youth during the transition to adulthood include recognition that discussions about adult goals should be a continuous dialogue throughout adolescence rather than a ‘special’ conversation occurring at the time of discharge from paediatric services. (Publisher abstract)
Peer harassment among youths with different disabilities: impact of harassment online, in person, and in mixed online and in-person incidents
- Authors:
- WELLS Melissa, et al
- Journal article citation:
- Children and Schools, 41(1), 2019, pp.17-24.
- Publisher:
- Oxford University Press
This study examines how youths with different types of disabilities, mental health diagnoses, and special education services experience peer harassment victimization (PHV). This analysis examines how these youths experience harassment that only occurs in person, only through technology, and both in person and through technology (“mixed”). Data were collected as part of the Technology Harassment Victimization study, a U.S. telephone survey of 791 youths, ages 10 to 20. Results indicate that compared with youths not reporting peer harassment, youths diagnosed with depression were more likely to report a mixed mode form of peer harassment, youths with a physical disability were more likely to report harassment through technology, and youths with a learning disability were more likely to report in-person harassment. The type of disability, diagnosis, or special service among youths may be associated with unique vulnerabilities in terms of peer harassment experiences. School social workers and other school personnel should consider specific types of disabilities in assessing risks of PHV and in planning interventions. (Publisher abstract)
Disability, poverty and transitional support: ESSS Outline
- Author:
- ALLCOCK Annelies
- Publisher:
- IRISS
- Publication year:
- 2019
- Pagination:
- 28
- Place of publication:
- Glasgow
This evidence summary looks at evidence on the interaction between poverty, disability, the complexities of the benefits system, and the role of parents and services in supporting young disabled people in transition. Drawing on evidence from academic research and grey literature, the evidence summary found a complex system with varied factors, such as access to housing, barriers to employment and the additional costs of living with a disability that influence transition. Key themes from the evidence were: that benefits conditionality has a significant impact on disabled people and may be a barrier to accessing suitable employment; young people from deprived areas and disabled young people are more likely to experience difficult transitions; and that successful transitions are associated with parents who have resources such as time, money and skills. The summary includes references and short summaries of the reports and articles identified. (Edited publisher abstract)