Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 9 of 9
Delivering an equal right to sight
- Author:
- SeeABILITY
- Publisher:
- SeeABILITY
- Publication year:
- 2016
- Pagination:
- 68
- Place of publication:
- Epsom
This report examines evidence, good practice and the views of people with learning disabilities on what is important to them when they go for a sight test and receive eye care. It finds that people with learning disabilities experience high levels of sight problems than the general population and that they often cannot access support to enable them to access the eye care they need. Case studies highlight key issues in accessing and experiencing eye care, including lack of awareness, adjustments in practice, lack of experience and training, and systems barriers. The report also provides good practice examples of projects and initiatives which show what people with learning disabilities, their families, community opticians, and hospitals can do to improve access and experience of services. The report makes a number of recommendations, which include that working age adults with learning disabilities should be eligible for NHS funded sight tests, that eye care should be included in national learning disability policy and programmes, and available NHS funding to enable accredited community optical practices can offer longer or split appointments for people with learning disabilities. The information in the report focuses on England, but many of the findings will also be relevant to the rest of the UK. (Edited publisher abstract)
Statement on restrictive physical interventions with children
- Authors:
- CHALLENGING BEHAVIOUR FOUNDATION, et al
- Publisher:
- Challenging Behaviour Foundation
- Publication year:
- 2016
- Pagination:
- 3
- Place of publication:
- Chatham
While guidance about the use of restrictive physical interventions with children is under development, this statement aims to clarify the current position. It briefly outlines the evidence and policies in England, and argues that prone restriction is extremely distressing, poses risks and its effectiveness is not supported by the evidence. It concludes that positive behavioural support represents the most effective evidence-based approach to supporting people with learning disabilities, and this approach should also be used with children. The statement has been signed by Mencap, the Council for Disabled Children, the Tizard Centre, and the Children's Commissioner for England. (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)
What does good look like? A guide for observing services for people with learning disabilities and/or autism
- Authors:
- BEADLE-BROWN Julie, MURPHY Bev
- Publishers:
- United Response, University of Kent. Tizard Centre
- Publication year:
- 2016
- Pagination:
- 38
- Place of publication:
- Wimbledon
This guide outlines what good support looks like in services for people with learning disabilities and/or autism and provides a set of observable practices that can indicate that a service is implementing person centred approaches. The definition of ‘good’ is based on both research and good practice and emphasises the nature and quality of the support needed to ensure good quality of life outcomes for people with learning disabilities and/or autism. The guide focuses on four different elements: support for engagement in meaningful activities and relationships; support for communication; autism friendly support; and support for individuals who display challenging behaviour. For each of these four elements the guide outlines what good practice looks like and why each element is important. The observable practices include: observations of what the individuals being support are doing, observations of what staff are doing, observations of what managers are doing, and systems and processes that are in place through records and talking to those present during the visit. It also provides advice on the observation process, with information on what to look for and how to evaluate the service. A checklist to help observers to record and rate the support being provided is also included. (Edited publisher abstract)
Education, health and care plans: examples of good practice
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Council for Disabled Children
- Publication year:
- 2016
- Pagination:
- 44
- Place of publication:
- London
A resource to help practitioners to write good quality Education Health and Care (EHC) plans that meet both the letter and the spirit of the Children and Families Act 2014. It aims to help those contributing to EHC needs assessments and those writing EHC plans. Section A includes excerpts from real EHC plans and tips for completing an EHC plan. Section B provides EHC plans for two fictional children, which draw on real examples. Each section covers different areas of EHC plans, including the aspirations of the child; the child or young persons’ special educational needs; health needs; social care needs; the outcomes sought for the child or the young person; and special educational, health and social care provision. The resource aims to encourage discussion about the key features of high quality EHC plans. (Edited publisher abstract)
Closing the disability and employment gap: a case study report
- Author:
- VOLUNTARY ORGANISATIONS DISABILITY GROUP
- Publisher:
- Voluntary Organisations Disability Group
- Publication year:
- 2016
- Pagination:
- 20
- Place of publication:
- London
In response to the recent green paper on work, health and disability, this report outlines some practical solutions to closing the disability employment gap. It highlights why it is important that action is taken now and the looks at the challenges that could undermine these aims. These include austerity measures and changes to specialist employment policy. The report then presents three brief examples of successful employment and training schemes delivered by specialist disability organisations. They cover the areas of: supported employment schemes and social enterprise; disability organisations leading by example and employing disabled people; and supported internships and specialist further education. The report includes recommendations for government, employers and care providers to boost employment for working-age disabled people. (Edited publisher abstract)
Making communication accessible for all: a guide for health and social care (HSC) staff
- Author:
- BELFAST HEALTH AND SOCIAL CARE TRUST
- Publisher:
- Belfast Health and Social Care Trust
- Publication year:
- 2016
- Pagination:
- 48
- Place of publication:
- Belfast
- Edition:
- 2nd ed.
A practical guide providing information to enable health and social care staff communicate more effectively with people who may have a disability or a communication support need. It looks at communicating with people with a range of disabilities, including people who are deaf or have a hearing loss, people who are blind or partially sighted, people who are deafblind, people who have a learning disability, people who have an Autism Spectrum Disorder (ASD), and people living with dementia. It also looks at communicating with someone after a stroke or acquired brain injury. The guide aims to help staff to think differently about communication; highlight current legislation; understand to enable more positive outcomes and experiences for people with communication support needs; and help create communication friendly environments to support people to communicate to the best of their ability. It covers face to face communication, telephone communication, written communication, and providing information on the internet. (Edited publisher abstract)
Policy and literature review for comprehensive needs assessment of the life pathway for people with disabilities
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2016
- Pagination:
- 24
- Place of publication:
- Oxford
This paper, prepared for West Sussex County Council, covers policy and legislation in relation to children and young adults with disabilities. It is comprised of the following parts: a brief overview of the policy and legislative context, together with potential opportunities; a review of the specific learning from transitions research for children and young people with disabilities; a review of the Life Pathway Model and pathway approaches; and examples of good practice models of care in the pathway to adulthood. (Edited publisher abstract)
Reviewing the commissioning of services for children and young people who challenge: end of project report
- Authors:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION, IN CONTROL
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2016
- Pagination:
- 26
- Place of publication:
- London
Summarises some of the learning from a pilot project to review of local commissioning arrangements for children and young people with learning disabilities and/or autism who challenge. The report briefly describes the project, provides feedback from the young people and families consulted, and pulls together key themes from the pilot sites in Newham, Leeds, Cheshire East, and Rutland. The key themes cover education, preparing for adulthood, early intervention and prevention, support for families. The findings from the review included the need for a greater focus on preparing for Adulthood (PfA) from children’s services, the need for more support for families, and to ensure that the ‘Transforming Care Programme’ not just focused on adults but is also linked to wider local commissioning strategies for children and young people. Examples of good practice from the pilot sites in the areas of commissioning, service delivery and support for parents are also included. (Edited publisher abstract)