Search results for ‘Subject term:"learning disabilities"’ Sort:
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Helping people with a learning disability to give feedback
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 6
- Place of publication:
- Redditch
This guide explains how, with the right support, people with a learning disability can have their say about the NHS. Support for people to give feedback includes: including people with a learning disability in feedback and engagement work; tapping in to local networks and voluntary organisations to ensure a larger number of people with a learning disability can be reached; ensuring information and questions presented as part of a survey or other feedback initiatives are easy to understand; involving people with a learning disability in designing and running feedback events so that they become more engaging and effective sessions; and ensuring people feel more empowered during any event where they are encouraged to have their say about healthcare. (Edited publisher abstract)
Better commissioning for better lives: top tips for commissioners
- Authors:
- NHS CONFEDERATION, FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- NHS Confederation
- Publication year:
- 2022
- Pagination:
- 3
- Place of publication:
- London
These top tips for commissioners are based on roundtable discussions between people with learning disabilities and commissioners in March 2022. They are part of a call to action to move beyond the years of policies and good intentions to now focus on making equality and inclusion for people with learning disabilities a reality. Top tips include: challenge discrimination - understand the barriers and impacts; challenge and support the wider system to make reasonable adjustments; find out what is important to people (but assume basic rights); co-production - nothing about us without us; be brave - stop being so risk averse; empower people with information and with time; develop a shared vision and expectations; more action - get better at making change happen. (Edited publisher abstract)
Authentic dialogue with persons who are developmentally disabled
- Author:
- HILL Jennifer
- Publisher:
- Jessica Kingsley
- Publication year:
- 2009
- Pagination:
- 128p.
- Place of publication:
- London
This book aims to explode the myth that people with developmental disabilities are incapable of expressing the level of emotional insight and sensitivity necessary to engage in therapy. Rather than avoiding painful topics, such as awareness of the loss of a normal life, it is possible to confront these difficult and emotive issues within a therapeutic environment. The author follows the progress of several developmentally disabled individuals who participated in her group psychotherapy sessions over the course of several months and were able to discuss their feelings of sorrow, grief, jealousy and joy within the group. This book will be of interest to social workers, psychologists, and educators in the fields of developmental disability and mental health, as well as families of individuals with developmental disabilities.
Communication is a human right
- Author:
- THURMAN Sue
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2009
- Pagination:
- 20p.
- Place of publication:
- Kidderminster
Communication is recognised as an essential human need and therefore, as a basic human right. People with learning disabilities face many personal, social and physical barriers to communication and may need support to enable them to communicate effectively. This guide recommends the Total Communication approach which uses all available means in order to understand and be understood.
We are the strongest link
- Authors:
- JEFFERSON Emily, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 142p.
- Place of publication:
- London
This is a is a peer support training pack to help young people with learning disabilities feel stronger about themselves as they go through the transition from school to adult life. It was developed by young people who had already experienced transition and covers subjects such as friends, feelings, growing up and where to get support from. The pack provides materials and ideas for groups and group supporters.
Positive approaches to person centred planning: a workbook to support the person centred planning optional units of the Certificates in Working with People who have Learning Disabilities
- Author:
- BRADLEY Alice
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2004
- Pagination:
- 104p.
- Place of publication:
- Kidderminster
Presents an understanding of what Person Centred Planning is and what it is not and how this fits with the role of care manager/social worker. Practical approaches t are employed to help make the practice of care managers / social workers more person centred. A clear understanding is given of of how to support and enable people with disabilities, family, friends and circles to plan themselves.
Making complaints work for people with learning disabilities
- Author:
- THURMAN Sue
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2009
- Pagination:
- 21p.
- Place of publication:
- Kidderminster
Everyone has the right to complain; being denied access to complaints procedures may well be considered a breach of the Human Rights Act. This guide explains the need for an open, responsive culture and a willingness to listen in order to ensure that people with learning disabilities can be confident their complaints and comments will be listened to and acted upon.
Making valuing people work: strategies for change in services for people with learning disabilities
- Authors:
- FYSON Rachel, WARD Linda
- Publisher:
- Policy Press
- Publication year:
- 2004
- Pagination:
- 88p.
- Place of publication:
- Bristol
In its creation, Valuing People represented a radical departure from the traditional processes of Whitehall policy development. For the first time, people with learning disabilities were actively involved in the working parties from which the White Paper was developed; their views, needs, ambitions, and dreams were reflected in the final document. Subsequent to the White Paper’s publication, the involvement of both service users and family carers has continued to be an important element of the implementation process; in particular they have had an important role to play in Learning Disability Partnership Boards. These new structures within local government aim to bring together key local stakeholders, including people with learning difficulties and family carers as well as social services and health and a wide range of providers of services, in order to raise awareness of learning disability issues beyond the specialist services and plan for the implementation of the changes the White Paper required. Taking as its starting point the assumption that effective implementation of Valuing People would require significant changes to services at both a strategic and operational level, the Strategies for Change project posed a number of questions: How can local strategies be developed which reflect the needs, wishes and concerns of local populations? How can people with learning disabilities and family carers be involved effectively in the work of Partnership Boards? How can the types of support offered to people with learning disabilities be changed, to enable people to take more control over their own lives? What role should commissioners of learning disability services play in bringing about these changes? How have people with learning disabilities experienced previous changes to their support services and how can these changes be user-led?