Search results for ‘Subject term:"learning disabilities"’ Sort:
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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.
A better way
- Author:
- SYMONS Rob
- Journal article citation:
- Llais, 89, Autumn 2008, pp.14-16.
- Publisher:
- Learning Disability Wales
Links-Wales aims to improve the effectiveness of organisations working to improve the lives of people with learning disabilities by including them in a network that shares and learns from best practise, knowledge and information. The author describes how Links encouraged trading between organisations in the sector, and a project to improve the employment prospects of young people.
National Mental Capacity Forum: Chair's annual report 2017
- Author:
- FINLAY Baroness
- Publisher:
- Great Britain. Her Majesty's Government
- Publication year:
- 2018
- Pagination:
- 41
- Place of publication:
- London
Annual report of the Chair of the National Mental Capacity Forum, covering the Forum’s work over the year, the Chair’s priorities for the coming year, and details of Forum members. Each chapter describes the achievements and ongoing work against the four priorities for 2017: Improving understanding; Hearing the voice of the person; Supporting carers; and Reducing and preventing exploitation. Achievements include the development of guidelines and training material for front line staff in the financial and banking sector and increased awareness of fraud and scam and the risks for people ‘in vulnerable circumstances.’ The report includes illustrative good practice examples of initiatives relevant to the implementation of the Mental Capacity Act. (Edited publisher abstract)
Homes for people with learning disabilities and sight loss: a guide to providing safe and accessible environments
- Author:
- RNIB CYMRU
- Publisher:
- RNIB
- Publication year:
- 2016
- Pagination:
- 184
- Place of publication:
- London
This guide, provides advice on the design and refurbishment of supported housing schemes for people with sight loss and learning disabilities. It provides advice on lighting, colour and contrast, acoustics, wayfinding and signage, handrails, assistive technology, and accessible gardens and external areas. It also considers how well trained staff can maintain accessible environments. Photographs and case studies are used to illustrate good and poor practice examples of how to achieve an accessible environment. It has been developed to support housing providers to address the needs of people with learning disabilities and sight loss, improve their quality of life and support then to be as safe and independent as possible. (Edited publisher abstract)
Behaviour that challenges: planning services for people with learning disabilities and/or autism who sexually offend
- Authors:
- HOLLOMOTZ Andrea, et al
- Publisher:
- University of Leeds
- Publication year:
- 2018
- Pagination:
- 40
- Place of publication:
- Leeds
This briefing paper looks at what needs to be done to improve services for people with learning disabilities and/ or autism engage in sexually offending and risky behaviour. It draws on discussions from a seminar held by the University of Leeds, in collaboration with the Prison Reform Trust, The National Autistic Society and NHS Improvement. The seminar explored health and justice pathways for people with learning disabilities and/or autism who display sexually offending behaviour and also looked at service design and delivery, including practical examples and a ‘whole system’ approach. This paper provides background information on learning disabilities and autism, challenging behaviour and sexual offending and the different pathways that they may take, through the criminal justice, forensic or social care system. It also provides an overview of the legislative and policy framework that underpins these pathways, including how the Mental Health Act 1983 and the Transforming Care agenda shape current forensic pathways. The paper makes 13 key recommendations which relate to prevention and early intervention, contact with criminal justice services and further research. (Edited publisher abstract)
A human rights perspective on reducing restrictive practices in intellectual disability and autism
- Editor:
- KARIM Sam
- Publisher:
- BILD
- Publication year:
- 2014
- Place of publication:
- Birmingham
This book explores the importance of human rights legislation and ethical decision making on reducing the use of restrictive practices when supporting people with an intellectual disability and people with autism. It provides examples of how legislation, case law and guidance have been used in the countries of England, Wales, Australia and North America to uphold people’s rights and challenge abusive practices. Chapters include: legal reflections on the human rights of restraint reduction; the importance of safeguarding rights and the role of legislation: the Australian perspective; ethical principles and good practice in reducing restrictive practices; replacing restraint: good practices in North American human service programmes for persons with intellectual disabilities and autism; and good practices in Australia in the use of restraint reduction practices for people with intellectual disabilities and autism. (Edited publisher abstract)
A joint inspection of the treatment of offenders with learning disabilities within the criminal justice system: phase 1 from arrest to sentence
- Authors:
- HM INSPECTORATE OF PROBATION, et al
- Publisher:
- Criminal Justice Joint Inspection
- Publication year:
- 2014
- Pagination:
- 44
- Place of publication:
- London
This report is the first of two joint inspections about the treatment of people with learning disabilities within the criminal justice system. The inspection covered activity at police stations, the prosecution and court process, pre-sentence report (PSR) preparation, and the assessment and planning undertaken at the start of the community order. The inspection found that offenders with learning disabilities were not always afforded the level of service appropriate to the risk of harm they presented or to their needs. Problems included a failure to recognise a learning disability, and failure to refer the offender to specialist services for assessment. The inspection regularly found an absence of access to specialist support that would tackle offending behaviour and manage the risk of harm posed to the public. There was concern that the processes, absence of services or a simple lack of knowledge and training often led to offenders with a learning disability being perceived as a problem to be processed, rather than an individual with particular needs requiring individual treatment. Although there were some pockets of good practice and examples of practitioners ‘going the extra mile’ to ensure that these offenders received the support and treatment they needed, the examples of good practice cited in the report were the exception rather than the norm. The report concludes that people with a learning disability have very different learning needs from the majority of the population. The failure to properly consider the implications of an offender’s learning disability in PSRs and initial assessments meant that there was less chance of the offender successfully engaging in activities designed to reduce the likelihood of reoffending or reduce their risk of harm. (Edited publisher abstract)
Integrated Care Fund: annual report 2018-2019
- Author:
- WELSH GOVERNMENT
- Publisher:
- Welsh Government
- Publication year:
- 2020
- Pagination:
- 70
- Place of publication:
- Cardiff
Annual report providing an overview of the Integrated Care Fund (ICF) across Wales in 2018-19. It describes how regional partnership boards have used ICF funding to develop the integration of health, social care and housing. It also highlights some of the innovative projects and services supported by the Fund. They cover services for older people with complex needs and long-term conditions, including dementia; people with learning disabilities; children with complex needs; and support for carers. The services include providing care at or close to home; providing information, advice and assistance to promote self-help; integrating and co-ordinating health and care services to support children and adults with complex needs; telecare improvements; specialised accommodation for older people and people with specific support needs; step up and step down accommodation for transition in or out of hospital or care; housing adaptations to enable older people to remain independent; and community based rapid response teams. The case studies include information on the ICF budget allocation, service description, and brief details of performance outcomes. The report also provides an update on the Integrated Autism Service (IAS) and the implementation of the Wales Community Care Information System (WCCIS), which are also supported by the ICF. (Edited publisher abstract)
Research on the number of children in Wales placed into care from parents with learning disability and the reasons behind their removal
- Authors:
- BIRCH Katy, et al
- Publisher:
- Welsh Government
- Publication year:
- 2019
- Pagination:
- 61
- Place of publication:
- Cardiff
This study, carried out by the Institute of Public Care at the University of Oxford, examines the extent to which parents with a learning disability in Wales are involved with Children’s Social Care Services and the factors driving their involvement. The research includes a rapid research and practice review, an analysis of All Wales data and interviews with parents and professional stakeholders in five local authority areas across Wales. The research found insufficient reliable information to say whether parents with a learning disability in Wales are over-represented within Children’s Social Care Services. Learning disability was rarely the only reason for parents being referred to Children’s Social Care Services. Other common risk factors included parental substance misuse, domestic abuse, parental mental health problems, poor home conditions, or parental vulnerability to abusive adults in the community. It identifies some examples of good practice in providing support to parents with learning disability and areas for improvement. The report makes seven recommendations for the development of practice. These include: developing national guidance and mandatory training for social workers; developing effective protocols between Adults and Children’s Social Care Services to improve joint working; and the promotion of more consistent provision of support for adults with learning disability. (Edited publisher abstract)
Guidance: commissioning accommodation and support for a good life for people with a learning disability
- Author:
- WELSH LOCAL GOVERNMENT ASSOCIATION
- Publisher:
- Welsh Local Government Association
- Publication year:
- 2019
- Pagination:
- 88
- Place of publication:
- Cardiff
This guidance, commissioned by the National Commissioning Board, provides advice on commissioning accommodation and support services for people with a learning disability that support independent living promote well-being. It aims to redefine the accommodation and support model to a more person-centred, flexible set of principles which considers a wide range of places to live and deliver the support person want and need. It builds upon the overarching guidance on ‘Commissioning Services for People with Learning Disabilities’ published in November 2017 and will contribute to Welsh Government’s ‘Learning Disability Improving Lives Programme’. The guidance is structured around 12 questions across five themes which cover: person centred pathway; models of accommodation and support; what makes good quality support; developing innovative and progressive procurement processes; effective strategic commissioning, including commissioning services that improve well-being and that are cost effective. (Edited publisher abstract)