Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Extended abstract:
Author:MALLETT Robina; POWER Margaret; HESLOP Pauline Title: All change: transition into adult life: a resource for young people with learning difficulties, family carers and professionals Publisher: Pavilion, 2003
Summary
This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available.
Context
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families.
Contents
An introduction describes new Government initiatives (Valuing people, The SEN Code of Practice, and the new Connexions service), explains how to use the guide, and lists useful resources. Part 1 consists of information for adults who are supporting a young person with learning difficulties during transition and has chapters on planning for transition, changing roles (from parent to carer, and being a young adult with learning difficulties); choices for the future (about further education, work, daytime activity and where to live); using adult services (social services; health services; technology, aids and equipment; getting around; and knowing where you stand: rights and entitlements); and living life to the full (making friends, sex matters: developing personal and intimate relationships, and having fun: leisure, sport and holidays). Useful resources are listed throughout. This part ends with a glossary and its own index. Part 2 is the young people's pages and is written in accessible language. It begins with notes on how to use the part and an introduction, and has chapters on transition, planning for the future, new choices to think about, and becoming an adult – what changes?
Subject terms:
learning disabilities, service transitions, young people, families;
Highlights the person-centred planning tool developed by National Development Team and Helen Sanderson & Associates, specifically for families and young people with learning difficulties involved in transistion. The tool was developed with a funding grant from the Department of Health. Also describes other outcomes from the grant including two launch days and a website.
Highlights the person-centred planning tool developed by National Development Team and Helen Sanderson & Associates, specifically for families and young people with learning difficulties involved in transistion. The tool was developed with a funding grant from the Department of Health. Also describes other outcomes from the grant including two launch days and a website.
Subject terms:
learning disabilities, planning, young people, families;
Dimensions has been running parent focused seminars bringing parents and local social service providers together to share experiences about what and is and what isn't working in the transition process locally. Reports on the difficulties of transition and the purpose of the seminars.
Dimensions has been running parent focused seminars bringing parents and local social service providers together to share experiences about what and is and what isn't working in the transition process locally. Reports on the difficulties of transition and the purpose of the seminars.
Subject terms:
learning disabilities, social services, service transitions, young people, families;
This summary report brings together the main findings from an evaluation of three Action for Children services in Cardiff, Glasgow and Edinburgh. These services provide specialist short breaks and intensive support services to families and learning disabled young people with severely challenging behaviours. The report provides a literature review and a detailed analysis of the model of service that has evolved at the three locations. An overview of staff employed by the services shows that most have some form of higher qualification and access to regular training. Families using the service tend to be from poor backgrounds, with many being lone parent families, and many living in rented accommodation and dependent on benefits. More boys than girls accessed the services. Most were teenagers and most attended special schools, with many also being diagnosed with autism. About a quarter were dependent on others for feeding, dressing and toileting. Key workers rated the changes in children and families over the preceding six months and reported that a sizeable proportion had shown some improvements in communication and personal care. Interviews with stakeholders involved with a sample of children revealed a very positive evaluation of the services. The children benefitted from participating in a range of activities, but their social inclusion remains limited. The report concludes with recommendations on the future developments of these services.
This summary report brings together the main findings from an evaluation of three Action for Children services in Cardiff, Glasgow and Edinburgh. These services provide specialist short breaks and intensive support services to families and learning disabled young people with severely challenging behaviours. The report provides a literature review and a detailed analysis of the model of service that has evolved at the three locations. An overview of staff employed by the services shows that most have some form of higher qualification and access to regular training. Families using the service tend to be from poor backgrounds, with many being lone parent families, and many living in rented accommodation and dependent on benefits. More boys than girls accessed the services. Most were teenagers and most attended special schools, with many also being diagnosed with autism. About a quarter were dependent on others for feeding, dressing and toileting. Key workers rated the changes in children and families over the preceding six months and reported that a sizeable proportion had shown some improvements in communication and personal care. Interviews with stakeholders involved with a sample of children revealed a very positive evaluation of the services. The children benefitted from participating in a range of activities, but their social inclusion remains limited. The report concludes with recommendations on the future developments of these services.
Subject terms:
learning disabilities, short break care, young people, carers, challenging behaviour, children, families;
Advances in Mental Health and Learning Disabilities, 1(3), September 2007, pp.27-31.
Publisher:
Emerald
Children and young people with learning disabilities and mental health problems from black and minority ethnic communities face barriers in accessing services. This article describes a mapping of services used by young people with learning disabilities and mental health problems from Pakistani and Bangladeshi communities in Bradford city. Overall the participants accessed primary health care services through their GPs, had contact with social services for support and benefits and the voluntary sector for culturally appropriate services. Most participants did not access statutory child or adult mental health services, or professionals such as psychologists or behaviour nurse specialists. Families reported key barriers such as lack of awareness of services, language difficulties in communication and lack of culturally sensitive services.
Children and young people with learning disabilities and mental health problems from black and minority ethnic communities face barriers in accessing services. This article describes a mapping of services used by young people with learning disabilities and mental health problems from Pakistani and Bangladeshi communities in Bradford city. Overall the participants accessed primary health care services through their GPs, had contact with social services for support and benefits and the voluntary sector for culturally appropriate services. Most participants did not access statutory child or adult mental health services, or professionals such as psychologists or behaviour nurse specialists. Families reported key barriers such as lack of awareness of services, language difficulties in communication and lack of culturally sensitive services.
Subject terms:
learning disabilities, mental health problems, service uptake, South Asian people, young people, access to services, families;
Details experiences of families who have a teenager or young adult who is severely or profoundly mentally handicapped and who also has serious behavioural problems. Focuses primarily on the nature of short term respite care received and the problems the families found with this. Concludes with recommendations for improving such services.
Details experiences of families who have a teenager or young adult who is severely or profoundly mentally handicapped and who also has serious behavioural problems. Focuses primarily on the nature of short term respite care received and the problems the families found with this. Concludes with recommendations for improving such services.
Subject terms:
learning disabilities, short break care, social care provision, young people, community care, conduct disorders, families;
A review of available information resources on transition for young people with learning difficulties, families and professionals.The report for the Social Care Institute for Excellence (SCIE) brings together the findings from three inter-linked investigations relating to the information needs of young people, their parents and supporters at transition. It was undertaken over a six month period between October 2003 and March 2004 and included: focus group interviews with young people, their parents and supporters; a systematic review of the literature on transition; and a review of the information already available for young people, parents and professionals, including an evaluation of materials by young people and parents. The project was carried out by the Norah Fry Research Centre (NFRC) in partnership with North Somerset People First (NSPF) and the Home Farm Trust (HFT).
A review of available information resources on transition for young people with learning difficulties, families and professionals.The report for the Social Care Institute for Excellence (SCIE) brings together the findings from three inter-linked investigations relating to the information needs of young people, their parents and supporters at transition. It was undertaken over a six month period between October 2003 and March 2004 and included: focus group interviews with young people, their parents and supporters; a systematic review of the literature on transition; and a review of the information already available for young people, parents and professionals, including an evaluation of materials by young people and parents. The project was carried out by the Norah Fry Research Centre (NFRC) in partnership with North Somerset People First (NSPF) and the Home Farm Trust (HFT).
Subject terms:
service transitions, information services, learning disabilities, systematic reviews, user participation, young people, access to information, families;
This report for the Social Care Institute for Excellence (SCIE) brings together the findings from three inter-linked investigations relating to the information needs of young people, their parents and supporters at transition. It was undertaken over a six month period between October 2003 and March 2004 and included: focus group interviews with young people, their parents and supporters; a systematic review of the literature on transition; and a review of the information already available for young people, parents and professionals, including an evaluation of materials by young people and parents. The project was carried out by the Norah Fry Research Centre (NFRC) in partnership with North Somerset People First (NSPF) and the Home Farm Trust (HFT).
This report for the Social Care Institute for Excellence (SCIE) brings together the findings from three inter-linked investigations relating to the information needs of young people, their parents and supporters at transition. It was undertaken over a six month period between October 2003 and March 2004 and included: focus group interviews with young people, their parents and supporters; a systematic review of the literature on transition; and a review of the information already available for young people, parents and professionals, including an evaluation of materials by young people and parents. The project was carried out by the Norah Fry Research Centre (NFRC) in partnership with North Somerset People First (NSPF) and the Home Farm Trust (HFT).
Subject terms:
service transitions, information services, learning disabilities, literature reviews, systematic reviews, user participation, young people, access to information, families;
A review of the literature on transition for young people with learning difficulties, families and professionals.The report for the Social Care Institute for Excellence (SCIE) brings together the findings from three inter-linked investigations relating to the information needs of young people, their parents and supporters at transition. It was undertaken over a six month period between October 2003 and March 2004 and included: focus group interviews with young people, their parents and supporters; a systematic review of the literature on transition; and a review of the information already available for young people, parents and professionals, including an evaluation of materials by young people and parents. The project was carried out by the Norah Fry Research Centre (NFRC) in partnership with North Somerset People First (NSPF) and the Home Farm Trust (HFT).
A review of the literature on transition for young people with learning difficulties, families and professionals.The report for the Social Care Institute for Excellence (SCIE) brings together the findings from three inter-linked investigations relating to the information needs of young people, their parents and supporters at transition. It was undertaken over a six month period between October 2003 and March 2004 and included: focus group interviews with young people, their parents and supporters; a systematic review of the literature on transition; and a review of the information already available for young people, parents and professionals, including an evaluation of materials by young people and parents. The project was carried out by the Norah Fry Research Centre (NFRC) in partnership with North Somerset People First (NSPF) and the Home Farm Trust (HFT).
Subject terms:
service transitions, information services, learning disabilities, literature reviews, systematic reviews, user participation, young people, access to information, families;
Children and Youth Services Review, 104, 2019, p.104404.
Publisher:
Elsevier
Background: Children and young people with intellectual disability experience high rates of abuse and neglect. In this Australian study, both children and young people with disability and their supporters shared their perspectives on safety and harm. This paper discusses how family members and professionals perceived and responded to priorities that had been separately identified by children and young people. Method: Semi-structured interviews were conducted with six family members and ten disability support professionals working in a range of contexts. Data was coded and thematically analysed. Results: Participants identified strategies that children and young people used when they felt unsafe, and tensions they regularly faced that made it difficult for them to be safe. Both family members and support professional perceived a need to build confidence and capability, embed support, and act on behalf of children and young people. Relationships were a priority for families, while professionals focused more on skill development. Systems were seen to play a causative role in impairing the capacity of children and young people to stay safe, through overly bureaucratic risk orientation, using too many staff young people didn't know, and poor understanding of disability-related needs in mainstream settings. Conclusions: The key role of supporters in building capability and advocating for children and young people is affirmed, along with the need for accessible, evidence-informed education around safety and positive relationship building, and ways to promote the agency of children and young people.
(Edited publisher abstract)
Background: Children and young people with intellectual disability experience high rates of abuse and neglect. In this Australian study, both children and young people with disability and their supporters shared their perspectives on safety and harm. This paper discusses how family members and professionals perceived and responded to priorities that had been separately identified by children and young people. Method: Semi-structured interviews were conducted with six family members and ten disability support professionals working in a range of contexts. Data was coded and thematically analysed. Results: Participants identified strategies that children and young people used when they felt unsafe, and tensions they regularly faced that made it difficult for them to be safe. Both family members and support professional perceived a need to build confidence and capability, embed support, and act on behalf of children and young people. Relationships were a priority for families, while professionals focused more on skill development. Systems were seen to play a causative role in impairing the capacity of children and young people to stay safe, through overly bureaucratic risk orientation, using too many staff young people didn't know, and poor understanding of disability-related needs in mainstream settings. Conclusions: The key role of supporters in building capability and advocating for children and young people is affirmed, along with the need for accessible, evidence-informed education around safety and positive relationship building, and ways to promote the agency of children and young people.
(Edited publisher abstract)
Subject terms:
learning disabilities, user views, qualitative research, safety, vulnerable children, young people, families, social care professionals, family members, advocacy;