Search results for ‘Subject term:"learning disabilities"’ Sort:
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Working towards independence: a practical guide to teaching people with learning disabilities
- Authors:
- CARR Janet, COLLINS Suzanne
- Publisher:
- Jessica Kingsley
- Publication year:
- 1992
- Pagination:
- 288p.
- Place of publication:
- London
Written for people in local authority settings and in the private and voluntary sector, students and parents and families of adults with learning disabilities. Provides a theoretical background and extensive examples for practical work specifically with adults. Describes the application of behavioural psychology to the teaching, care and development of adults with learning disabilities.
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)
Multi-agency inspection: thematic inspection of services for people with a learning disability in Angus, Dumfries and Galloway, East and West Lothian: accessible summary
- Author:
- SOCIAL WORK INSPECTION AGENCY
- Publisher:
- Social Work Inspection Agency
- Publication year:
- 2010
- Pagination:
- 8p.
- Place of publication:
- Edinburgh
This easy read summary presents the findings from an inspection of services for people with a learning disability in some areas of Scotland. A team of people visited four areas to check up on how good services were for people with a learning disability. The team included people with a learning disability and family carers. The inspection looked at three things in each area: transition; lifelong learning; and work opportunities for people with a learning disability. As part of the process each council and NHS partnership was visited and service users, carers and staff had a chance to say what they thought about services.
Multi-agency inspection: thematic inspection of services for people with a learning disability in Angus, Dumfries and Galloway, East and West Lothian
- Author:
- SOCIAL WORK INSPECTION AGENCY
- Publisher:
- Social Work Inspection Agency
- Publication year:
- 2010
- Pagination:
- 156p., bibliog.
- Place of publication:
- Edinburgh
The Scottish Government commissioned this inspection, which was undertaken in 2009. The 3 themes for the inspection were transition, lifelong learning, and employment. It focused on what 4 councils and health partnerships in Angus, Dumfries and Galloway, East and West Lothian were doing to improve the experiences of people with a learning disability about these issues. The report includes an easy read summary of the findings, describes the inspection methodology and activities, and reports on the findings for each of the 4 partnerships studied and on shared issues for all areas. It includes tables with a summary showing evaluation levels for each partnership for: outcomes for people who used services and their carers, experience of people who used services and their carers, impact on stakeholders, access to services, strategic planning, vision, values and aims, and capacity for improvement. It makes recommendations for improvements for individual councils, individual partnerships or more than one council or partnership. The report notes that each partnership will be asked to prepare an action plan setting out how they will implement the recommendations of the report.
Supporting young people with learning difficulties to participate and progress: incorporating guidance on learning difficulty assessments
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 26p.
- Place of publication:
- London
This guidance is intended to help local authorities to make consistent, effective and robust decisions that will lead to positive outcomes for young people with learning difficulties and/or disabilities. The guidance will be of interest to staff working directly with young people and their managers and the Young People’s Learning Agency. The document is in three parts. Part One describes the duties for local authorities arising from the Apprenticeships, Skills, Children and Learning Act 2009 (the ASCL Act) as well as from earlier legislation. Part Two sets out a vision for provision and support for learners with learning difficulties and/or disabilities (LLDD) and describes the learning landscape, in particular the opportunities presented by 14-19 reform. Illustrative case studies are given. Part Three covers statutory guidance made under section 139A (7) of the Learning and Skills Act 2000 (LSA 200
It takes leaders to break down siloes: integrating services for children's services
- Authors:
- ALLARD Amanda, et al
- Publisher:
- Council for Disabled Children
- Publication year:
- 2019
- Pagination:
- 52
- Place of publication:
- London
A report from the Council for Disabled Children to examine the factors that are helping and hindering the integration of services around special educational needs and disabilities (SEND) for children and young people in England. The report draws on a consultation with 76 education, health and care professionals and parent carers in three local authority areas in England. The results find that the system around SEND is highly complex and fragmented, with a historical focus on specific groups or services that is difficult to shift. It identifies leadership and data and information sharing as key factors in helping and hindering the integration of services. It also identifies a number of ways in which local areas are working to enable some level of integration through joint working, joint commissioning and involving families in decision making. The report makes recommendations in the areas of leadership, data and information sharing, funding structures and commissioning arrangements, and involving families in decision-making. (Edited publisher abstract)
Guide for commissioners of services for children and young people who challenge services
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2017
- Pagination:
- 28
- Place of publication:
- Bath
This guidance has been developed following a project to review the commissioning arrangements for children and young people with learning disabilities and/or autism whose behaviours challenge. It aims to support local authorities and clinical commissioning groups (CCGs) to jointly commission services for children and young people with SEND as required by the Children and Families Act (2014). The guide focuses on the overall culture that needs to be in place to enable good services to flourish. It sets out seven commissioning considerations, including: visions and values, leadership, relationships, the model of service, skilled providers and staff; and an evidence base. Each section includes a description of what good looks like, provides links to further resources and concludes with recommendations for what effective action by commissioners should consist of. The guide will help commissioners and planners to review their current practice and develop an agenda for change. (Edited publisher abstract)
Independent living for the most excluded: case studies of local authorities and third sector organisations working together to help vulnerable groups into homes and jobs
- Authors:
- GREAT BRITAIN. Cabinet Office. Office of the Third Sector, GREAT BRITAIN. Cabinet Office. Social Exclusion Taskforce
- Publisher:
- Great Britain. Cabinet Office
- Publication year:
- 2010
- Pagination:
- 20p.
- Place of publication:
- London
The socially excluded adults public service agreement (PSA 16) aims to ensure that the most socially excluded adults are offered the chance to get back on a path to a more successful life, by increasing the proportion of at-risk individuals in settled accommodation and in employment, education or training. PSA 16 focuses on 4 client groups who are particularly vulnerable to multiple forms of disadvantage: care leavers; offenders under probation supervision; adults in contact with secondary mental health services; and adults with moderate to severe learning disabilities. In 2009 the Office of the Third Sector and the Social Exclusion Task Force investigated 4 places where local authorities have used Supporting People funding to help individuals from PSA 16 groups into jobs and homes, to inform understanding of the third sector organisations which provide these services. This publication describes these 4 case studies, sketching the organisational structures in each place and the ways they help PSA 16 groups and giving contact details for each. The case studies are: Norwood in partnership with Redbridge Local Authority working with adults with learning disabilities; Foundation Housing with Leeds City Council working with ex-offenders; Tyneside Cyrenians and Newcastle City Council working with ex-offenders and people with mental health problems; and St Basils and Birmingham City Council working with young people who have been in care.
Special educational provision in the context of inclusion: policy and practice for schools
- Editor:
- WEARMOUTH Janice
- Publisher:
- David Fulton
- Publication year:
- 2001
- Pagination:
- 322p.,bibliog.
- Place of publication:
- London
This book traces the development of special educational provision and goes on to examine some of the key issues relevant to professionals currently working in the field. It looks at the recent drive towards inclusion and the impact that this has for schools. It also illustrates how one local education authority has tried to promote a policy of inclusion in its schools.
Signposts in fostering: policy, practice and research issues
- Editor:
- HILL Malcolm
- Publisher:
- British Agencies for Adoption and Fostering
- Publication year:
- 1999
- Pagination:
- 380p.,bibliogs.
- Place of publication:
- London
Brings together seminal papers, previously published in the journal Adoption and Fostering, contributing to the shaping of fostering practice. Includes articles on: local authority fostering in Wales; a comparative survey of specialist fostering; developing leaving care services; recruiting and retaining foster carers; gender, sex and sexuality in the assessment of prospective carers; assessing Asian families in Scotland; involving birth parents in foster care training; using respite care to prevent long term family breakdown; short term family based care for children in need; short term foster care; meeting the needs of sibling groups in care; fostering as seen by the carers children; fostering children and young people with learning difficulties; the importance of networks to partnership in child centred foster care; how foster carers view contact; the role of social workers in supporting and developing the needs of foster carers; the social worker's experience of contact; social work and the education of children in foster care; the health of children looked after by the local authority; the statutory medical and health needs of looked after children; how foster parents experience social work with particular reference to placement endings; foster carers who cease to foster; the implications of recent child care research findings for foster care; and the foster child - the forgotten party.