Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning disabilities and homelessness
- Authors:
- TICKLE Anna, et al
- Publisher:
- Groundswell
- Publication year:
- 2022
- Pagination:
- 19
- Place of publication:
- London
This toolkit is designed for organisations in England who support people experiencing homelessness and severe multiple disadvantage (SMD), which refers to experiencing some combination of homelessness, mental health problems, substance misuse, offending, and domestic and sexual violence and abuse. Some of the contents may be helpful to those outside England, but information on support services is limited to England. Staff and managers in services supporting individuals facing SMD can use it to identify when learning disability might be a relevant issue for somebody they support. They can use it to help them make appropriate reasonable adjustments, which might include assisted communication, support with activities of daily living, or support to develop social or practical skills. This toolkit offers a starting point in working towards good practice in supporting people with a learning disability, and signposts to further information and resources. Service managers may also use the toolkit to increase awareness of learning disability generally and inform service processes. (Edited publisher abstract)
Delivering high quality end of life care for people who have a learning disability: resources and tips for commissioners, service providers and health and social care staff
- Authors:
- NHS ENGLAND, PALLIATIVE CARE FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 57
- Place of publication:
- Redditch
This ‘top tips’ guide aims to support commissioners, providers and clinicians to reduce inequalities in palliative and end of life for people with a learning disability, focusing on ‘The Ambitions for Palliative and End of Life Care’. These six ambitions, which provide a framework for national and local health and care system leaders to take action to improve palliative and end of life care, are: Each person is seen as an individual; Each person gets fair access to care; Maximising comfort and wellbeing; Care is coordinated; All staff are prepared to care; Each community is prepared to help. This document sets how to achieve each ambition, signposts relevant tools and resources and provides good practice examples. (Edited publisher abstract)
Making written information easier to understand for people with learning disabilities: guidance for people who commission or produce easy read information: revised edition 2010
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2010
- Pagination:
- 37p.
- Place of publication:
- London
- Edition:
- Rev. ed.
Good practice guidance on commissioning and preparing easy read information for people with learning disabilities. Main areas covered include: defining easy read, commissioning material, and involving people with learning disabilities. Short case study examples are included. An additional section briefly covers other formats, such as audio, video/DVD, or interactive CD-ROMs or webpages. Annexes cover: Guidelines for producing Easy Read; Supplementary guidelines for professional typesetting and printing. The document is primarily at local and national public sector organisations who produce public information specifically for people with learning disabilities.
Decisions about technology: principles and guidance on good practice when considering the use of telecare and assistive technology for people with dementia, learning disability and related disorders
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2015
- Pagination:
- 23
- Place of publication:
- Edinburgh
This guidance is for those considering the use of technology to assist with care and maintain independence when the individual concerned may lack the capacity to make the decision. It examines the human right and legal implications of assistive technology and sets out key principles of good practice. These are: the intervention must provide a benefit that cannot otherwise be achieved; it must be the least restrictive in relation to the person’s freedom in order to achieve the desired benefit; the past and present wishes of the person must be taken into account; the views of relevant others should be taken into account; and the intervention should encourage the person to use existing skills and develop new ones. The document examines the use of electronic location devices and the use of CCTV to monitor the actions of an adult or of staff. A brief overview of assistive technology currently available is also included. (Edited publisher abstract)
A guide for advocates: supporting people with learning disabilities who are described as having challenging behaviour
- Author:
- CHALLENGING BEHAVIOUR FOUNDATION
- Publisher:
- Challenging Behaviour Foundation
- Publication year:
- 2010
- Pagination:
- 77p.
- Place of publication:
- Chatham
A practical guide providing key information about best practice in supporting people living with challenging behaviour in England and Wales. The resource is written for both professional advocates and family carers advocating on behalf of people with learning disabilities who are described as having challenging behaviour. The characteristics of good support are identified, with suggested questions for advocates to ask around personalisation, activities and opportunities, staff training and communication skills. The guide also looks at issues such as the use of medication, physical intervention, barriers and seclusion, sectioning under the mental health act and alleged offending. Key bullet points identify the issues that may be encountered, checklists and case studies and a charter for challenging behaviour are included.
Eating well: children and adults with learning disabilities: nutritional and practical guidelines
- Author:
- CRAWLEY Helen
- Publisher:
- Caroline Walker Trust
- Publication year:
- 2007
- Pagination:
- 159p.
- Place of publication:
- Abbots Langley
This report summarises the current evidence on the nutritional needs of children, young people and adults with learning disabilities in the UK. The report looks at issues around nutritional health, food choice and eating well and provides both nutritional and practical guidelines to promote eating well. This report aims to enable all those who support people with learning disabilities to improve their knowledge about what constitutes good nutritional health, to signpost areas where additional support is urgently required and to highlight other resources and support available in this area.
Top tips to help with digital inclusion
- Author:
- VALUING PEOPLE ALLIANCE
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2022
- Pagination:
- 2
- Place of publication:
- Bath
Top tips of how health and social care services, partners and others should work to ensure that people with learning disabilities and autistic people can be digitally included; and to reduce digital exclusion which has negative health inequalities impacts. The eight top tips are: start with people first; design with us, not for us; don't assume we can or can't do things; use social prescribing; build confidence; digital buddies; make it easy; make time to talk. These tips have been developed with people with lived experience and the Valuing People Alliance, on behalf of the Health and Wellbeing Alliance. (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)
Consensus‐based good practice guidelines for clinical psychologists to support care staff in enabling sexual expression in people with intellectual disabilities - a Delphi study
- Authors:
- ENGLISH Brad, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(2), 2020, pp.268-282.
- Publisher:
- Wiley
Background: Care staff supporting people with intellectual disabilities (PWID) report accepting views on PWID's sexual expression, but people with intellectual disabilities report their sexual expression is restricted by care staff. Methods: This study recruited a panel of 17 UK clinical psychologists experienced in helping care staff support PWID's sexual expression. This study used the Delphi Method to develop consensus‐based practice guidelines for UK clinical psychologists supporting care staff in this way. Results: Having proposed three guidelines each in Round One, panel members reached consensus (≥90% agreement) that 12 were important, falling under four themes: “Addressing staff attitudes,” “Addressing uncertainty about rights and responsibilities of people with intellectual disabilities,” “Locating the problem, being part of the solution,” and “Supporting care staff to understand and reflect upon their role.” Conclusions: Clinical psychologists help care staff support PWID's sexual expression by normalizing care staff concerns, encouraging reflection, clarifying PWID's rights, and prompting those at managerial and service level to support care staff. (Edited publisher abstract)
Dignity in health care for people with learning disabilities
- Author:
- HARDY Steve
- Publisher:
- Royal College of Nursing
- Publication year:
- 2017
- Pagination:
- 26
- Place of publication:
- London
- Edition:
- 3rd ed.
This guidance aims to improve dignity in health care for people with learning disabilities. It is designed primarily to support the nursing workforce but may also be useful for other health care and social care staff. The publication focuses on the experiences of people with learning disabilities, areas for improvement in relation to dignity, practical ideas on what nurses can do to improve dignity and sources of further information and support. It covers the importance of understanding people's health needs, respecting individuals, getting to know the person, having choices making decisions, feeling safe and communication. It also includes information relating to the particular health needs that people with learning disabilities may have, and provides guidance on working in collaboration with other service providers. It also includes good practice examples. The guide has been developed with the involvement of people with learning disabilities who use health care services in South East London, who shared their experiences at 3 focus group meetings. (Edited publisher abstract)