Search results for ‘Subject term:"learning disabilities"’ Sort:
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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)
Making meetings accessible for people with learning difficulties
- Author:
- MERCIER Cecilia
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2015
- Pagination:
- 3
- Place of publication:
- London
People with learning difficulties may need extra support when attending meetings. In her second SCIE Opinion, Cecilia looks at how this can be done, and introduces the ‘traffic light’ system of using cards; these cards help people with learning difficulties to take part in meetings and communicate whether they have something to say, they want something to be explained again or that they agree with what has been said. (Edited publisher abstract)
Achieving successful transitions for young people with disabilities: a practical guide
- Authors:
- HUGHES Jill, LACKENBY Natalie
- Publisher:
- Jessica Kingsley
- Publication year:
- 2015
- Pagination:
- 208
- Place of publication:
- London
This best practice guide provides a blueprint for managing seamless transitions between services for young people aged 16-25 with additional needs, including learning disabilities, physical disabilities, complex health needs and sensory impairments. The authors cover a wide range of transitions, including moving from children's to adult's services, from school to college, leaving education and gaining work experience and employment and supporting young people to live independently. They include key information on policy and legislation, the statutory duty of local authorities and health, housing and education agencies, and describe the impact of the new Education, Health and Care (EHC) Plans. With a wealth of practical, common sense guidance for navigating this complex area of work in a timely, efficient and cost-effective manner, the book will guide practitioners and students step-by-step through the process of managing transitions, highlighting best practice and providing evidence-based models to ensure the best possible outcomes for service users and their families. (Edited publisher abstract)
A review of the literature concerning learning disability, challenging behaviour and social work
- Authors:
- TILLEY Elizabeth, LEDGER Sue, BARDSLEY Janet
- Publisher:
- The College of Social Work
- Publication year:
- 2015
- Pagination:
- 73
- Place of publication:
- London
This literature review outlines the key findings and 'headlines' from the empirical research on learning disability and challenging behaviour, contextualised within significant policy developments. The review covers: value base and best practice in supporting people with learning disabilities; best practice in mental health in relation to people whose behaviour is labelled as challenging and including links with mainstream mental health services; supporting people with Autistic Spectrum Disorders (ASDs) and challenging behaviour; engaging with the perspectives of and understanding the experiences of people with challenging behaviour; the experiences of family carers of people with challenging behaviour; person-centred planning with people with challenging behaviour; self-directed support (SDS) and challenging behaviour; the practice of out-of-area placements and returning people to their local area; transition and learning disability; the organisational context for social workers in supporting people with learning disabilities and challenging behaviour; quality of life, wellbeing and learning disability; building community capacity for inclusion of people with challenging behaviour; and good practice guidance prepared by other professional bodies of relevance to the social work role with people with challenging behaviour. (Edited publisher abstract)
Learn from others
- Author:
- SKILLS FOR CARE
- Publisher:
- Skills for Care
- Publication year:
- 2015
- Place of publication:
- Leeds
With a growing number of case studies across a range of social care subjects, related training materials, films and other learning, this free resource is intended to help employers wishing to address similar needs. It contains good practice resources based around specialist areas of care, including: assisted living technologies, dementia care, end of life care, integrated care, learning disabilities, and employing one’s own care and support. Much of the learning originates from projects supported by the Skills for Care's Workforce Development Innovation Fund (WDIF). In addition to learning from other people and organisations, this resource highlights Skills for Care products, qualifications and funding opportunities to help to address similar issues. (Edited publisher abstract)
The heart of the matter
- Author:
- PARTON Dan
- Journal article citation:
- Learning Disability Today, 15(3), May/June 2015, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Ridgeway, a supported living service for four young people with a range of physical and learning disabilities, was rated 'outstanding by the Care Quality Commission under the CQC's new inspection system. The article looks some of the factors that contribute to the success of the service which aims to put the people it supports at the heart of everything it does: supporting its residents to find employment; planning goals with residents and their families; matching staff and residents who have similar interests; involving residents in the induction of new staff. (Edited publisher abstract)
Supporting people with a learning disability and/or autism who display behaviour that challenges, including those with a mental health condition: service model for commissioners of health and social care services
- Authors:
- NHS ENGLAND, LOCAL GOVERNMENT ASSOCIATION, ASSOCIATION OF DIRECTORS OF ADULT SOCIAL SERVICES
- Publishers:
- NHS England, Local Government Association, Association of Directors of Adult Social Services
- Publication year:
- 2015
- Pagination:
- 41
- Place of publication:
- London
This service model brings together good practice taking place in local areas to describe what good services should look like for children, young people and adults with a learning disability and/or autism who display behaviour that challenges. It covers all aspects of commissioning: strategic, operational and individual/micro commissioning. The model is organised around nine principles from the perspective of the people using services. These are: a good and meaningful life; person-centred care and support; choice and control; support for family carers and care staff; choice of housing; good health care; access to specialist community health and social care; getting support in staying out of trouble when at risk of being in contact with the criminal justice system; and having access to high quality assessment and treatment in a hospital setting where necessary. The model gives people a clear picture of what they can expect from the services they use. It also allows those designing and commissioning services flexibility to ensure services work for local areas. The new model, which was co-produced by people using services, commissioners and health and social care system leaders, has been finalised using the feedback from early implementation by six ‘fast track’ areas. (Edited publisher abstract)