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Learning disability strategic action plan 2022 to 2026
- Author:
- WALES. Welsh Government
- Publisher:
- Wales. Welsh Government
- Publication year:
- 2022
- Pagination:
- 20
- Place of publication:
- Cardiff
This action plan sets out the Welsh Government's overarching strategic agenda for the development and implementation of learning disability policy for the remainder of the current term of government, 2022 to 2026. The action plan (and associated delivery plan) is a living document and will be updated to reflect any changes to priorities and circumstances as they arise. It is designed to be flexible and contains actions that can reasonably be expected to be achieved given the ongoing focus on pandemic recovery and limits on available resources. Priority areas identified in the plan include: overarching/cross-cutting, including cross-government activity that may not sit in one specific area; COVID recovery; health, including reducing health inequalities and avoidable deaths; social services and social care; facilitating independent living and access to services through increased access to advocacy and self-advocacy skills, engagement and collaboration; education including children and young people's services; employment and skills; housing - appropriate housing, close to home, access to joined-up services; and transport. (Edited publisher abstract)
The Government's annual report on learning disability 2005: valuing people: making things better
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Stationery Office
- Publication year:
- 2005
- Pagination:
- 54p.
- Place of publication:
- London
The Government has to give Parliament a report on learning disability each year. This is the third report since Valuing People
Mental handicap: progress, problems and priorities; a review of mental handicap services in England since the 1971 White Paper "Better services for the mentally handicapped"
- Author:
- GREAT BRITAIN. Department of Health and Social Security
- Publisher:
- HMSO
- Publication year:
- 1987
- Pagination:
- 105p., tables, diags.
- Place of publication:
- London
Mental handicap: progress, problems and priorities: a review of mental handicap services in England since the 1971 white paper 'Better services for the mentally handicapped'
- Author:
- GREAT BRITAIN. Department of Health and Social Security
- Publisher:
- HMSO
- Publication year:
- 1980
- Pagination:
- 131p.,diags.,tables.
- Place of publication:
- London
Includes list of circulars and notes for guidance.
Mental Health Action Plan
- Author:
- NORTHERN IRELAND. Department of Health
- Publisher:
- Northern Ireland. Department of Health
- Publication year:
- 2020
- Pagination:
- 60
- Place of publication:
- Belfast
This Mental Health Action Plan aims to improve people’s experience of mental health services in Northern Ireland and ensure the health and social care system work better to be able to improve people’s experience. The actions in this plan fall into three broad categories: immediate service developments, longer term strategic objectives and preparatory work for future strategic decisions. The first category aims to provide fixes to immediate problems and immediate service developments where there has been an identified immediate need. This includes, for example, consideration of alternative methods of working for the mental health workforce to respond to the immediate, and significant, workforce pressures. The longer-term strategic objectives aim to fulfil future strategic needs and includes, for example, a workforce review to consider how the mental health workforce should be structured. The third category relates to preparatory work for future strategic directions. This includes, for example, development of an action plan for the use of technology and creating better governance structures. The document also contains a COVID-19 Mental Health Response Plan as an annex, which outlines key areas of intervention during the pandemic to help and support the population as a whole. (Edited publisher abstract)
Learning disability: Improving Lives programme
- Author:
- WALES. Welsh Government
- Publisher:
- Welsh Government
- Publication year:
- 2018
- Pagination:
- 22
- Place of publication:
- Cardiff
This review was set up to better understand whether people with a learning disability in Wales have what they need to lead successful lives and to examine how services could be strengthened. It involved a desk top review of information and meetings with over 2,000 people, including people with a learning disability, parents and carers. The review took a life course approach and maps key issues, risk and protective factors for: Early years, Adolescence, Early adulthood, Mid life and Later life. The recommendations are focused on the Prosperity for All five cross cutting themes of: early years, housing, social care, health, and education and employment. The findings from the experts by experience are that there are pockets of good practice and strong services, however, too many have to fight for support to enable them to have an ordinary life. The three priorities of the recommendations are: to reduce health inequalities, improve community integration, and to enable improved strategic and operational planning and access to services. (Edited publisher abstract)
The Special Educational Needs and Disability Pathfinder Programme evaluation: final impact research report
- Authors:
- THOM Graham, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 238
- Place of publication:
- London
The final report from the evaluation of the special educational needs and disabilities (SEND) pathfinder programme. The programme, which was established in 2011 to explore how to reform the statutory SEN assessment and statement framework, involved the development and delivery of alternative approaches that could enhance or replace the existing system. Each Pathfinder was tasked to develop and trial an assessment process; a single, joined up EHC plan; and personal budgets across education, social care and health, and adult services as appropriate for children and young people from birth to 25 years. This report covers the second 18 months of the pathfinder programme, ending in September 2014, and looks at its effect on: families’ satisfaction with the systems and processes in place to obtain support for their child; families’ views about the amount and quality of support available to them; families’ views about their own and their child’s health and wellbeing; and the cost of the assessment and planning processes for obtaining SEND support. The data suggest that the process has improved for families, often in ways that are incremental but still statistically significant. Despite the improvement around the process, however, there was no statistical change in the extent to which families thought the decisions reached were fair. The family survey found little evidence of significant improvements in parental outcomes or in either children’s health or quality of life. (Edited publisher abstract)
Supported employment and job coaching: best practice guidelines
- Author:
- VALUING PEOPLE NOW
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2011
- Pagination:
- 7p.
- Place of publication:
- London
Employment is a priority for people with a learning disability as set out in Valuing People Now. Supported employment is a well-evidenced, personalised approach to working with people with significant disabilities, including people with learning disabilities and autism, to access and retain open employment, with support. The purpose of this document is to give the final definition of supported employment after consultation with a range of stakeholders (including people with learning disabilities, family carers, providers of supported employment and employers) following publication of the draft definition in March 2010. It covers what supported employment is and its guiding principles, who provides supported employment, and the supported employment model. This document is primarily aimed at supported employment practitioners and commissioners to ensure that more people with significant impairments get and keep jobs.
Increasing the numbers of people with learning disabilities in employment: the evidence base: best practice guidance for local commissioners
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2011
- Pagination:
- 22p.
- Place of publication:
- London
A set of principles to guide how people with learning disabilities are supported in relation to employment are set out in this document. It also considers the provision or commissioning of employment services by local authorities and the business case for investment in these services. It covers the policy context, problems for people with learning disabilities in gaining employment, supported employment, the importance of welfare benefits advice, issues for local authorities and commissioners to consider, work experience, volunteering, micro-enterprise and self-employment, social enterprise, and links to economic regeneration. Best practice guidelines on supported employment and job coaching are also included.
Let me in I'm a researcher!: getting involved in research
- Author:
- GREAT BRITAIN. Department of Health. Learning Disabilities Research Team
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2006
- Pagination:
- 116p.
- Place of publication:
- London
This report is about how to involve people with learning difficulties in research. It is for anyone and everyone who does research, takes part in research or pays for research. It is for people in universities, people in government, people in policy organisations, those who give grants for research and, of course, people with learning difficulties. This report was produced by a team of researchers with learning disabilities. In 2002, the DH Policy Research Programme funded twelve academic research studies designed to assess the impact of the Valuing People White Paper. Each of the research teams had indicated it would involve people with learning disabilities in the research process. The authors of the report were funded by DH to assess the extent and nature of this involvement, and to make recommendations based on lessons learned. The team of people with learning disabilities were provided with training and logistic support by Values into Action, but otherwise took full control of the whole research process.