Search results for ‘Subject term:"learning disabilities"’ Sort:
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Inclusive research with people with learning disabilities: past, present and futures
- Authors:
- WALMSLEY Jan, JOHNSON Kelley
- Publisher:
- Jessica Kingsley
- Publication year:
- 2003
- Pagination:
- 256p.,bibliog.
- Place of publication:
- London
The authors explain how lessons learnt from inclusive research in the learning disability field are applicable to others working with marginalized groups. They examine the origins and the process of inclusive research, describing how and why it takes place, who carries it out, who funds it, how it is designed and how it relates to policy and practice. They look at the challenges inherent in this work, such as balancing the voice of the researcher with that of disabled participants and clarifying roles within research projects, and explore how it can become more inclusive and empowering. Providing information and advice to researchers, policy makers and students as well as other health and social care professionals, this book presents a comprehensive examination of participative research in social care.
The need for community: a study of housing for adults with learning disabilities
- Author:
- CENTRE FOR SOCIAL JUSTICE
- Publisher:
- Centre for Social Justice
- Publication year:
- 2016
- Pagination:
- 38
- Place of publication:
- London
This report analyses whether the current system of residential care and supported living schemes enable people with learning disabilities to develop autonomy and independence, whilst also providing the support when it is needed. It focuses on the problems of accommodation facing people with severe learning disabilities. It takes the view that both supported living and residential care have an important role to play in meeting the variety of needs and preferences of people with learning disabilities and supporting them to participate fully in society. The report argues that there has been shift from residential care to supported living, which can result in placements not always being available to those who need them. Chapter one outlines the benefits that care in a residential or communal setting can have for people with complex learning disabilities. It also presents evidence to suggest that there has been an overall reduction in the amount of funding provided to residential care. Chapter two looks at the commission process and identifies a commissioning preference which favours supported living over residential care. Chapter three considers how funding pressures may be putting people further at risk by compromising the standards of needs assessment and the advocacy available to help people with learning disabilities and their families choose appropriate provision. The final chapter outlines recommendations for solving these issues. (Edited publisher abstract)
The Netherlands
- Authors:
- VLASKAMP Carla, POPPES Petra
- Journal article citation:
- Tizard Learning Disability Review, 9(1), January 2004, pp.54-60.
- Publisher:
- Emerald
The policy on care for people with intellectual disabilities in the Netherlands has developed away from segregation and towards integration and inclusion. Changes have led to improvement for people with mild and moderate disabilities. At the same time, the situation for people with profound and multiple disabilities has deteriorated. For a real change in the support system, client-held budgets are believed to be of primary importance. However, this is still a slow development. This article covers: definition, legal status and eligibility; policy framework; service structures and funding of services.
Too little, too slowly: report on direct payments for people with learning difficulties in Scotland
- Authors:
- HENDERSON Elizabeth, BEWLEY Catherine
- Publisher:
- Values into Action
- Publication year:
- 2000
- Pagination:
- 32p.
- Place of publication:
- London
Report on actively promoting direct payments for people with learning difficulties with four local authorities in Scotland. The report identifies barriers to the provision and comments on the need for further development.
Innovation: inspiring stories, radical shifts in power, exciting ideas for change
- Authors:
- PARADIGM, CHOICE SUPPORT
- Publisher:
- Paradigm
- Publication year:
- 2003
- Pagination:
- 15p.
- Place of publication:
- Lincoln
This booklet deals with the rights of people with learning difficulties to assume full citizenship. It argues that the legacy and institutionalisation of the existing welfare system make changes necessary. It argues that people with learning difficulties need to break new ground to achieve ordinary things others take for granted.
Direct payments:commentary and review
- Author:
- HOLMAN Andrew
- Journal article citation:
- Tizard Learning Disability Review, 7(4), October 2002, pp.17-20.
- Publisher:
- Emerald
Proposes measure to help raise the level of direct payment provision to people with learning disabilities and discusses the use of Independent Living Trusts.
The centre cannot hold
- Author:
- VALIOS Natalie
- Journal article citation:
- Community Care, 30.5.02, 2002, pp.32-33.
- Publisher:
- Reed Business Information
The government is looking to move away from the traditional day centre, which has been criticised as inflexible and monotonous, towards day services directed at individuals. Asks whether the funding will be sufficient to make a real difference.
Learning disability and advocacy: obstacles to client empowerment
- Author:
- JACKSON R.
- Journal article citation:
- Journal of Learning Disabilities for Nursing Health and Social Care, 3(1), March 1999, pp.50-55.
Citizen Advocacy, with its aim to empower, has the potential to transform the lives of people with learning disabilities, but an inevitable consequence of client empowerment is professional disempowerment. Professional workers are unlikely to relinquish power, control and influence without some resistance. This article seeks to show there are a number of ways for statutory agencies to neutralise the effect of citizen advocacy.
Further education for people with learning difficulties: findings
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 1996
- Pagination:
- 4p.
- Place of publication:
- York
The Further and Higher Education Act (1992) brought major changes to the way that continuing education is delivered for adults. The 'Still a Chance to Learn?' Project explored the impact of these changes specifically on adults with learning difficulties. The study found that the Act has had a mixed impact, with younger people and those with less severe learning difficulties often gaining, while the position for those with profound leaning difficulties has worsened.
Projections of demand for social care and disability benefits for younger adults in England: report of research conducted for the Commission on Funding of Care and Support
- Authors:
- SNELL Tom, et al
- Publisher:
- Personal Social Services Research Unit
- Publication year:
- 2011
- Pagination:
- 17p.
- Place of publication:
- Canterbury
Using an adapted version of a projections model for younger adults developed by the Personal Social Services Research Unit (PSSRU), this paper provides projections of demand and future public expenditure for social care and disability benefits for younger adults (aged 18 to 64) in England to 2030. Projections are broken down in the categories of: people with learning disabilities; people with physical or sensory impairments; other groups (such as people with mental health problems) combined. The paper describes the various data used in the modelling; presents a set of base case assumptions: presents the projections obtained using those assumptions: and investigates the sensitivity of the projections to changes in those assumptions. A final section sets out some conclusions.