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What councils need to know about people with learning disabilities: a Local Government Knowledge Navigator evidence review
- Authors:
- BLACK Paula, LOCAL GOVERNMENT KNOWLEDGE NAVIGATOR
- Publisher:
- Local Government Knowledge Navigator
- Publication year:
- 2014
- Pagination:
- 28
- Place of publication:
- London
The Local Government Knowledge Navigator is a two-year initiative (2013-2014) funded by the Economic and Social Research Council (ESRC), and steered by the ESRC, the Local Government Association (LGA) and the Society of Local Authority Chief Executives (SOLACE). The aim is to help local government to make better use of existing national investment in research and research-derived knowledge and evidence, and to influence future research agendas, programmes and investment. Reports in the ‘Need to Know’ series highlight key areas of relevant knowledge; signpost where the evidence can be accessed in more detail; and Identify where research investment has potential to meet any gaps identified in that knowledge and evidence base. This Review summarises available research-derived knowledge and evidence of good practice relevant to informing local government policy and practice in relation to supporting people who experience learning disabilities. It looks at definitions of who and how many, and notes that of the 20 in every 1000 in England with a learning disability (in 2011), only 4.6 are likely to be known to health and social care services and 3.6 likely to receive social care. It points to information sources on the key issues experienced by people with learning disabilities; current and future demand for services; policy; and what can be done by public services to manage demand and provide appropriate levels of support. It assesses recent reviews about the impact and quality of data, and the value of innovation and what works in practice, noting themes from good practice examples. A supporting paper follows, which provides case study examples of innovation and good practice arising from the Review. holistic approaches, transitions, prevention, personalisation, bringing people home, commissioning, redesigning services (including moving away from paid support; and supporting independent living. The focus of the examples is on improving care, but also on reducing costs through avoidance of expensive residential placements. (Edited publisher abstract)
The keys to life: improving quality of life for people with learning disabilities
- Author:
- SCOTLAND. Scottish Government
- Publisher:
- Scotland. Scottish Government
- Publication year:
- 2013
- Pagination:
- 178
- Place of publication:
- Edinburgh
‘The same as you?’ (2000) was the original 10-year programme designed to meet the needs of people with learning disabilities in Scotland. It was highly successful in shifting the balance of care to support more people to live in the community. This new 10-year strategy sets out a vision for improved partnership working to deliver better outcomes for people with learning disabilities, and their families and carers. It has more than 50 recommendations, most of which are aimed at health. The strategy also covers commissioning of public services; independent living; shifting the culture and keeping safe; breaking stereotypes; the needs of people with profound and multiple disabilities; criminal justice; and complex care. It includes good practice examples and case studies. Appendices include a glossary and weblinks to key organisations. (Edited publisher abstract)
Reaching out to people with learning disabilities and their families from black and minority ethnic communities
- Authors:
- POXTON Richard, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 32p.
- Place of publication:
- London
People with learning disabilities and their families from Black and Minority Ethnic (BME) communities continue to experience inequalities in health and social care despite various efforts to improve engagement. The aim of the Reaching out to Families project was to find new ways of addressing this issue - with particular attention to the role of third sector organisations and the use of action learning techniques in order to identify examples of good practice. Four areas agreed to become ‘development sites’: two London boroughs and two English cities, all with very diverse populations. The project used a broad action learning approach, supporting participants to work together to solve real work-based problems, acknowledging and building on actions already being taken in each site. A number of themes were identified through analysis of the interviews with families and in-depth discussion about the issues: effective identification of the needs, concerns and aspirations of different local communities; making sure that people understand what’s available and how local systems work; getting to grips with ‘personalisation’; developing local responses with community organisations; a competent workforce; working together; and being able to measure the impact of policies and practices on different BME communities. This report focuses on these aspects.
People with learning disabilities, AT and telecare
- Authors:
- TATE PROJECT, (Producer)
- Publisher:
- Home Farm Trust
- Publication year:
- 2008
- Pagination:
- DVD
- Place of publication:
- Bristol
The Through Assistive Technology to Employment (TATE) project is using current and advanced assistive technology to increase employability for people with learning disabilities and support independent living within a residential care or family home setting An estimated 1.4 million people in England live with a learning disability - around 25 per 1000 of the population - and the project aims to develop and mainstream assistive technology devices combined with telecare to meet the needs of these individuals. It will disseminate examples of best practice amongst health and social care providers.
Planning for life: involving adults with learning disabilities in service planning
- Author:
- CONCANNON Liam
- Publisher:
- Routledge
- Publication year:
- 2005
- Pagination:
- 211p.
- Place of publication:
- London
Can social care practitioners effectively involve people with learning disabilities in planning their services? Does user involvement for people with learning disabilities really benefit anyone? Policy and practice guidelines for working with people with learning disabilities state that users and carers must be consulted in the provision of services. However, whether this is useful or effective in practice has not yet been adequately considered. This book traces the development of services for people with disabilities and discusses how much things have really changed for today's 'service users' since the days of asylums. It also assesses whether the policy of involvement, such as that outlined in Valuing People, is achievable in practice or simply places unrealistic burdens on professionals and service users. Based on findings from original research and interviews, the author argues that involving people with learning disabilities in service planning is difficult to achieve successfully and is currently, to a large extent, tokenistic. This area of challenging practice and emotive debate is brought to life by the voices of service providers, carers and the service users themselves, and illustrates the realities of working with people with learning disabilities.
Hate crime against people with learning difficulties: the role of the Crime and Disorder Act and No Secrets in identification and prevention
- Author:
- PERRY Joanna
- Journal article citation:
- Journal of Adult Protection, 6(1), April 2004, pp.27-34.
- Publisher:
- Emerald
Considers the experiences of people with learning difficulties as victims of hate crime. Looks at how the Crime and Disorder Act and No Secrets can help identify and prevent hate crime, looks at the role of the Human Rights Act 1998, contrasts the legislative approach of the United States and examines an example of good practice designed to produce an effective response.
Home at last?: the same as you?: National Implementation Group report of the short-life working group on hospital closure and service reprovision
- Author:
- SCOTLAND. Scottish Executive. Community Care Division. National Implementation Group
- Publisher:
- Scotland. Scottish Executive,|Stationery Office
- Publication year:
- 2004
- Pagination:
- 63p.
- Place of publication:
- Edinburgh
The same as you? review of services for people with learning disabilities was published in May 2000. A key recommendation was that all long-stay learning disability hospitals should close by 2005. People should not have a hospital as their home. In order to achieve this successfully, appropriate arrangements have to be in place in the community, not just for people leaving hospital, but also for those who in the past would have relied on hospitals for support. The needs of all people with learning disabilities should be considered as part of the hospital closure strategy. This recommendation is only one of 14 recommendations that relate directly to hospital closures, and implementation of these other recommendations impact on this programme. This report starts with a brief look at the role of learning disability hospitals in Scotland. It goes on to describe the work of the short-life working group, the information gathered, and the recommended action to ensure successful implementation by the end of 2005. It includes real stories from people with learning disabilities and carers. Their views and experiences have influenced the key objectives in setting out what now needs to happen.
Use of seclusion: good practice guide
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2019
- Pagination:
- 26
- Place of publication:
- Edinburgh
Updated good practice guidance for health and social care professionals in Scotland on the use of seclusion when working with people who are being treated for mental illness, dementia, learning disability or related conditions in health and social care settings. The view of the Mental Welfare Commission is that services should minimise the use of all forms of restrictive practice, and that in most cases, proactive behavioural support plans would mean that the use of seclusion would be unnecessary. The guidance aims to ensure that where seclusion takes place, the safety, rights and welfare of the individual are safeguarded. It looks at what any policy for seclusion should cover, including: maintaining the safety of the secluded person, care planning, record keeping, assessment and review during a period of seclusion, the impact of seclusion and staff training. The guide also provides a summary of good practice points, a summary of relevant legislation in Scotland and case studies to illustrate areas of good and poor practice. (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)