Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 44
People with learning disabilities in England 2010
- Authors:
- EMERSON Eric, et al
- Publisher:
- Improving Health and Lives: Learning Disabilities Observatory
- Publication year:
- 2011
- Pagination:
- 71p.
- Place of publication:
- Stockton-on-Tees
Information is collected by several government departments on the characteristics of people with learning disabilities and on the services and supports used by them and their unpaid carers. The aim of this report is to provide a concise summary of this information and to provide links to key data collections. The report estimates that in England in 2010 1,198,000 people had learning disabilities. This includes: 298,000 children (188,000 boys, 110,000 girls) age 0-17; and 900,000 adults (526,000 men and 374,000 women), of whom 191,000 (21%) are known to learning disabilities services. The report includes data on health services, education, adult social care, employment, benefits and carers. Some of the information highlights progress being made on the implementation of key health and social care policies for people with learning disabilities, including: increased rates of uptake of annual health checks by adults with learning disabilities; a reduction in NHS long-term accommodation for adults with learning disabilities; and increased uptake of direct payments and personal budgets by people with learning disabilities. Other information, for example the very low rates of employment among adults with learning disabilities, highlights the progress that still needs to be made in order to meet the aspirations of current policies.
Learning disability and social inclusion
- Author:
- MACINTYRE Gillian
- Publisher:
- Dunedin Academic Press
- Publication year:
- 2008
- Pagination:
- 96p., bibliog.
- Place of publication:
- Edinburgh
People with learning disabilities, in Scotland and across the UK as a whole, have been the target of considerable legislative and policy change over the last five years. A key theme relates to the inclusion of people with learning disabilities in the community - in education, in training and employment and in relation to accessing health, housing and leisure services. This is perhaps best exemplified by the review of learning disability services Gillian McIntyre acknowledges and addresses this complexity by mapping and reviewing critically these relevant policy developments. Drawing on the available research evidence, the author adopts a life cycle approach, tracing the journey taken by young adults with learning disabilities upon leaving school and making the transition to adulthood and beyond. Focusing on the major areas identified she identifies key messages in the fields of education, training and employment, health and social work. The book thus contributes an inter-professional perspective to the field of learning disability.
Support for people with a learning disability
- Authors:
- KENNEDY Steven, et al
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2021
- Pagination:
- 53
- Place of publication:
- London
Describes recent changes to policy and services for people with a learning disability in England. Over 1.2 million people in England have a learning disability. The Government and NHS England are working to reduce health inequalities for people with a learning disability and have established national programmes to improve treatment and outcomes. The briefing details these initiatives, looking specifically at health policies, employment, social security, education. The briefing also provides a summary of the impact of Coronavirus (COVID-19) on people with learning disabilities in England. (Edited publisher abstract)
Support for people with a learning disability
- Authors:
- PARKIN Elizabeth, et al
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2020
- Pagination:
- 41
- Place of publication:
- London
Describes recent changes to policy and services for people with a learning disability in England. Over 1.2 million people in England have a learning disability. The Government and NHS England are working to reduce health inequalities for people with a learning disability and have established national programmes to improve treatment and outcomes. The briefing details these initiatives, looking specifically at health policies, employment, social security, education. The briefing also provides a summary of the impact of Coronavirus (COVID-19) on people with learning disabilities in England. (Edited publisher abstract)
Ask listen do: making conversations count in health, social care and education. Top tips for families and carers
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2018
- Pagination:
- 8
- Place of publication:
- Leeds
Booklet to help families, parents and carers of those with a learning disability or autism give feedback, raise concerns and make complaints across education, health and social care. It provides information on the difference between giving feedback, raising a concern or making a complaint. It also provides tips to help people be confident about having conversations with people in all the organisations involved in the lives of those they care for and to feel more empowered to navigate the complex systems of feedback, concerns and complaints. (Edited publisher abstract)
Whoever shouts the loudest: listening to parents of children with disabilities
- Authors:
- RYAN Christian, QUINLAN Elizabeth
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(Supplement S2), 2018, pp.203-214.
- Publisher:
- Wiley
Background: Elevated stress is common among parents of children with disabilities. The parents’ perspective and evaluation of services have a significant impact on their well-being and adaptation to their child's disability and is a source of information for service improvements. This study explores parental perceptions of communication and collaboration between parents and health and education staff in the context of an imminent reconfiguration of disability services. Methods: A qualitative study was conducted using four focus groups with parents (n = 24) of children with disabilities who attend various educational and health services. Results: Thematic analysis revealed five key themes: Us versus them, lack of child/family centeredness, resources, keyworker and uncertain access to a complex system. Conclusions: Parents want greater collaboration between parents and professionals. They identified a keyworker as a potential solution to the current system that is not child-centred. This would also lessen the burden associated with high levels of advocacy. (Publisher abstract)
England’s most disadvantaged groups: people with learning disabilities
- Author:
- EQUALITY AND HUMAN RIGHTS COMMISSION
- Publisher:
- Equality and Human Rights Commission
- Publication year:
- 2016
- Pagination:
- 11
- Place of publication:
- London
This spotlight report focusses on the experiences of people with learning disabilities, drawing on the findings from Is England Fairer? (Equality and Human Rights Commission, 2016). It examines the experiences of people with learning disabilities in relation to education, work, health and care, and prisons. There is increased recognition of the disadvantages that people with learning disabilities face. However, change has been slow and many people with learning disabilities are still ‘cared for’ rather than ‘supported with’. The result is that many learning disabled people are still excluded and continue to face inequality in every aspect of their lives. The report indicates that a greater number of learning disabled people are currently in higher education than in previous years. However, six months after qualifying, leavers with a specific learning disability were less likely to be in full-time work. People with learning disabilities have also considerably poorer health than the general population and they are not correctly identified and supported by the criminal justice system. (Edited publisher abstract)
Evaluating ‘FREDA challenge’: a coproduced human rights board game in services for people with intellectual disabilities
- Authors:
- MONTENEGRO Miguel, GREENHILL Beth
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(3), 2015, pp.223-237.
- Publisher:
- Wiley
Background: A serious board game called ‘FREDA Challenge’ was co-produced with people with intellectual disabilities (PWID) as a tool for human rights (HR) education and increase positive attitudes towards HR in healthcare settings. The current study evaluated ‘FREDA Challenge’ with PWID and their carers. Method: Eighteen PWID and 13 carers participated in a repeated measures design whereby changes in attitudes and knowledge of HR were measured. Results: Analysis revealed statistically significant differences (P = 0.02) between PWID and carers in their knowledge of HR. The same was not evident for attitudes towards HR. The positive attitudes and knowledge in the PWID group significantly increased after playing the game (P ≤ 0.02), but not for the carers/professionals group. Conclusions: Findings suggest that playing the board game can positively change the attitudes and knowledge of PWID towards HR. The board game seems to elicit positive interpersonal dynamics between PWID and carers/professionals. (Publisher abstract)
Parents' accounts: factors considered when deciding how far to involve their son/daughter with learning disabilities in choice-making
- Author:
- MITCHELL Wendy
- Journal article citation:
- Children and Youth Services Review, 34(8), August 2012, pp.1560-1569.
- Publisher:
- Elsevier
This study investigated factors considered by parents of young people with learning disabilities when deciding their own and their child's role in a range of significant choices about their child's life. Items considered included health, social care and education. Participants included 14 parents recruited from 11 families participating in a longitudinal qualitative study based in England. Parents' accounts demonstrated a continuum of parental involvement ranging from young people being unaware a choice was taking place to young people being fully involved in choice-making. Parents did not always adopt the same approach to choice-making; different approaches to their own and their son/daughter's level of involvement emerged when parents discussed different choices. Although young people's level of understanding was considered, it was not always the most important factor – these factors included the parents' views on the nature of the choice, protecting their child, parents' personal attitudes/beliefs and confidence in practitioner knowledge. Implications for practitioners working with families of young people with learning disabilities are discussed.
Do the families of children with development disabilities obtain recommended services: a follow-up study
- Authors:
- PABIAN Wendy E., et al
- Journal article citation:
- Journal of Human Behavior in the Social Environment, 3(1), 2000, pp.45-58.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Interdisciplinary teams provide a comprehensive evaluation for children with disabilities and their families and generate appropriate recommendations. Although recommendations are provided with the expectation that the families will follow through and obtain these services for their children and for themselves, it is not clear which recommended services have been obtained by the families. In this four-month follow-up of 36 families in the USA, it was found that 84 percent of educational services, 89 percent of medical services are also discussed.