The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Extended abstract:
Author
FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES.
Title
Learning with families: a training resource.
Publisher
Mental Health Foundation, 2003
Summary
This pack is described as a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Context
The White Paper Valuing people (2001) called for a new relationship between families and staff in learning disability services, proposing the involvement of family carers in staff training and development which, it is said, can help staff understand the experiences of families.
Contents
An introduction gives the aim as to enable staff to have a greater understanding of what it means for families to have a relative with a learning disability and how this can affect their relationships with professionals. It discusses the background, and explains that the resource consists of eight sections with handouts and overheads, a video presenting the experiences and views of four families to be used in conjunction with the written materials, and an evaluation form. How it was developed, how to use it, the number of participants (ideally 10-16), preparation for training, and delivering the training are outlined. A table maps the content of this publication to the learning outcomes of LDAF Unit 016: Contribute to supporting relationships - families, carers and friends. The resource has two core components.
Section A: 'Introduction to learning with families', introduces participants to the programme and enables them to discuss positive and negative aspects of family networks and consider the particular characteristics of families with a relative with a learning disability.
Section B, 'Life in the family home', should enable participants to gain an understanding of life in the family home by looking at the impact of having a family member with a learning disability, the difficulties which family carers can have in acknowledging their need for services and the needs of older family carers.
Further sections are: Section C aims to help participants understand some of the feelings family carers experience when it is time to plan ahead and how to promote better planning, support and decision-making; D should help participants understand how family carers and professionals can develop effective partnerships; E intends that participants should gain greater understanding of the feelings and emotions family carers experience when their relative with a learning disability leaves home, the preparations needed and adjustments which must be made following a move; F's aim is to bring understanding of the changes that affect family members when their relative with a learning disability moves from full-time education to different daytime activities and the importance of a satisfying way of life; G should help participants understand the difficulties family carers may have in acknowledging their need for breaks from caring, the benefits of short-term breaks for the person with a learning disability and their family carers, and that short-term breaks may serve as a preparation for the future; and H aims to help participants understand how family carers and professionals can communicate more effectively with one another to maximise available resources and experience.
Appendix 1 gives guidelines for those new to training, and Appendix 2 is the evaluation form.
Information for apprenticeship providers about reasonable adjustments for apprentices with learning difficulties and disabilities. Under section 20 of the Equality Act 2010, education and training providers and other related service providers have a duty to make reasonable adjustments for disabled people (which includes people with a learning difficulty) so they are not placed at a substantial disadvantage compared to non-disabled students. Learning support funding is available for apprenticeship providers to make reasonable adjustments to support apprentices who have learning difficulties or disabilities. This guidance outlines: how providers should assess and identify the needs of their apprentices; how to make a claim in line with the apprenticeship funding rules.
(Edited publisher abstract)
Information for apprenticeship providers about reasonable adjustments for apprentices with learning difficulties and disabilities. Under section 20 of the Equality Act 2010, education and training providers and other related service providers have a duty to make reasonable adjustments for disabled people (which includes people with a learning difficulty) so they are not placed at a substantial disadvantage compared to non-disabled students. Learning support funding is available for apprenticeship providers to make reasonable adjustments to support apprentices who have learning difficulties or disabilities. This guidance outlines: how providers should assess and identify the needs of their apprentices; how to make a claim in line with the apprenticeship funding rules.
(Edited publisher abstract)
Sets out the key priorities and the challenges to be faced to ensure improved educational outcomes and support for young people with SEND in navigating the journey through education and training into successful and sustained employment. Disabled people make up nearly half of unemployed and economically inactive people in Britain. More people become disabled with age, but many young people with special educational needs or disabilities miss out on opportunities early in life. The paper makes specific recommendations and suggestions aimed at fostering greater employer buy-in and commitment to consider hiring someone with an impairment or long-term health condition; better employment outcomes from FE/training through supported internships, traineeships and apprenticeships; more seamless and coherent support; and more professional, disability-aware, careers advice at school-age.
(Edited publisher abstract)
Sets out the key priorities and the challenges to be faced to ensure improved educational outcomes and support for young people with SEND in navigating the journey through education and training into successful and sustained employment. Disabled people make up nearly half of unemployed and economically inactive people in Britain. More people become disabled with age, but many young people with special educational needs or disabilities miss out on opportunities early in life. The paper makes specific recommendations and suggestions aimed at fostering greater employer buy-in and commitment to consider hiring someone with an impairment or long-term health condition; better employment outcomes from FE/training through supported internships, traineeships and apprenticeships; more seamless and coherent support; and more professional, disability-aware, careers advice at school-age.
(Edited publisher abstract)
Subject terms:
learning disabilities, special educational needs, employment, young people, training, advice services, education;
Journal of Intellectual Disabilities, 15(1), March 2011, pp.21-30.
Publisher:
Sage
Place of publication:
London
Children with intellectual disabilities have a variety of educational needs that are a direct result of impairments in their intellectual and adaptive functioning. This paper investigated the effect of a short training session on the knowledge of teaching staff in Scotland about children with an intellectual disability. Participants included 40 educational staff in mainstream primary schools. The majority of participants reported that they had a child with an intellectual disability in their classroom. However, the initial level of knowledge concerning intellectual disability was low. This was partly considered to be due to terminology differences that exist between the health and education sectors and a lack of training specific to the needs of children with an intellectual disability. The training session was shown to significantly improve the basic knowledge needed to understand intellectual disability immediately after training and at a 1 month follow-up. The paper concluded that the knowledge improvement could be sustained in the long term.
Children with intellectual disabilities have a variety of educational needs that are a direct result of impairments in their intellectual and adaptive functioning. This paper investigated the effect of a short training session on the knowledge of teaching staff in Scotland about children with an intellectual disability. Participants included 40 educational staff in mainstream primary schools. The majority of participants reported that they had a child with an intellectual disability in their classroom. However, the initial level of knowledge concerning intellectual disability was low. This was partly considered to be due to terminology differences that exist between the health and education sectors and a lack of training specific to the needs of children with an intellectual disability. The training session was shown to significantly improve the basic knowledge needed to understand intellectual disability immediately after training and at a 1 month follow-up. The paper concluded that the knowledge improvement could be sustained in the long term.
SKILL - NATIONAL BUREAU FOR STUDENTS WITH DISABILITIES
Publisher:
National Transition Support Team
Publication year:
2009
Pagination:
4p.
Place of publication:
London
The Education and Skills Act, which came into force in March 2009, places a duty on all young people in England to participate in education or training until the age of 18. By 2013 it will be compulsory for young people to participate in education or training up to the age of 17, and by 2015 up to the age of 18. This briefing provides an overview of what the Act means for Connexions and IAG (information advice and guidance) provision for disabled young people.
The Education and Skills Act, which came into force in March 2009, places a duty on all young people in England to participate in education or training until the age of 18. By 2013 it will be compulsory for young people to participate in education or training up to the age of 17, and by 2015 up to the age of 18. This briefing provides an overview of what the Act means for Connexions and IAG (information advice and guidance) provision for disabled young people.
Subject terms:
learning disabilities, training, service transitions, young people, advice services, disabilities, education;
SKILL - NATIONAL BUREAU FOR STUDENTS WITH DISABILITIES
Publisher:
National Transition Support Team
Publication year:
2009
Pagination:
6p.
Place of publication:
London
The Education and Skills Act places a duty on all young people in England to participate in education or training until the age of 18. By 2013 it will be compulsory for young people to participate in education or training up to the age of 17, and by 2015 up to the age of 18. This briefing considers how this will affect disabled young people.
The Education and Skills Act places a duty on all young people in England to participate in education or training until the age of 18. By 2013 it will be compulsory for young people to participate in education or training up to the age of 17, and by 2015 up to the age of 18. This briefing considers how this will affect disabled young people.
Subject terms:
learning disabilities, special educational needs, training, service transitions, young people, disabilities, education;
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.
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.
Subject terms:
learning disabilities, social inclusion, social work, training, education, employment, health care;
GREAT BRITAIN. Department for Children, Schools and Families
Publisher:
Great Britain. Department for Children, Schools and Families
Publication year:
2008
Pagination:
55p.
Place of publication:
London
As part of the drive to stop persistent bullying in schools, the DCSF has published new guidance, to join the suite of materials Safe to Learn which look at tackling all forms of bullying. This new advice looks at the issue of the bullying of children with SEN and disabilities. It is designed to help school staff understand and address the particular issues that surround sustained bullying of this type, and recommends strategies to stamp out persistent bullying of all kinds.
As part of the drive to stop persistent bullying in schools, the DCSF has published new guidance, to join the suite of materials Safe to Learn which look at tackling all forms of bullying. This new advice looks at the issue of the bullying of children with SEN and disabilities. It is designed to help school staff understand and address the particular issues that surround sustained bullying of this type, and recommends strategies to stamp out persistent bullying of all kinds.
Subject terms:
learning disabilities, prevention, schools, special educational needs, training, bullying, education;
British Journal of Learning Disabilities, 28(4), December 2000, pp.129-136.
Publisher:
Wiley
The launch of the National Learning Disability Strategy (NLDS) in England (and parallel initiatives in Scotland and Wales) provides the best opportunity for a generation to close the huge gap between the aspirations of people with learning disabilities and their families for a full life, and most people's current experience. The implementation of the NLDS is a complex challenge, requiring new forms of partnership among a wide range of stakeholders to deliver sustainable change. The present paper describes an enhanced role for universities as champions of local progress, promoting, supporting and evaluating informed change through a range of functions which go well beyond the traditional focus on research and teaching. It is also an invitation to relevant centres, or coalitions of centres on a regional basis, to explore with people, families and public agencies the optimum form of their contribution to these new partnerships.
The launch of the National Learning Disability Strategy (NLDS) in England (and parallel initiatives in Scotland and Wales) provides the best opportunity for a generation to close the huge gap between the aspirations of people with learning disabilities and their families for a full life, and most people's current experience. The implementation of the NLDS is a complex challenge, requiring new forms of partnership among a wide range of stakeholders to deliver sustainable change. The present paper describes an enhanced role for universities as champions of local progress, promoting, supporting and evaluating informed change through a range of functions which go well beyond the traditional focus on research and teaching. It is also an invitation to relevant centres, or coalitions of centres on a regional basis, to explore with people, families and public agencies the optimum form of their contribution to these new partnerships.