Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 4 of 4
Learning disability and the Scottish Mental Health Act
- Authors:
- WELSH Heather, MORRISON Gary
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 11(2), 2017, pp.72-82.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to investigate the use of the Mental Health (Care and Treatment) (Scotland) Act 2003 for people with learning disabilities in Scotland, in the context of the recent commitment by the Scottish Government to review the place of learning disability (LD) within the Act. Design/methodology/approach: All current compulsory treatment orders (CTO) including LD as a type of mental disorder were identified and reviewed. Data was collected on duration and type of detention (hospital or community based) for all orders. For those with additional mental illness and/or personality disorder, diagnoses were recorded. For those with LD only, symptoms, severity of LD and treatment were recorded. Findings: In total, 11 per cent of CTOs included LD as a type of mental disorder. The majority of these also included mental illness. The duration of detention for people with LD only was almost double that for those without LD. A variety of mental illness diagnoses were represented, psychotic disorders being the most common (54 per cent). Treatment was broad and multidisciplinary. In all, 87 per cent of people with LD only were prescribed psychotropic medication authorised by CTO. Originality/value: There has been limited research on the use of mental health legislation for people with learning disabilities. This project aids understanding of current practice and will be of interest to readers both in Scotland and further afield. It will inform the review of LD as a type of mental disorder under Scottish mental health law, including consideration of the need for specific legislation. (Publisher abstract)
Inclusion of persons with disabilities in mainstream employment: is it really all about the money? A case study of four large companies in Norway and Sweden
- Authors:
- KUZNETSOVA Yuliya, YALCIN Betul
- Journal article citation:
- Disability and Society, 32(2), 2017, pp.233-253.
- Publisher:
- Taylor and Francis
This study investigates how large companies respond to public policy measures to ensure the inclusion of persons with disabilities in mainstream employment based on a case study of four companies in Norway and Sweden. The qualitative interviews, which were conducted with company managers, government representatives in Norway, and non-governmental organisations in Sweden, revealed three overarching themes: (1) ‘legitimacy’, (2) ‘financial interests’ and (3) ‘non-financial support’. The results indicate a more proactive response from the Swedish companies, especially regarding persons with intellectual and learning difficulties. The Norwegian companies reveal a high commitment to their own employees. These findings cannot be explained solely using neo-institutional theory, which holds that organisations demonstrate ‘conformity with powerful institutional myths to strengthen support and secure survival'. The results indicate that inclusive targeted corporate policies and programmes, advisory support, and the agency and value choices of the management might matter more. (Publisher abstract)
SEND: 19- to 25-year-olds' entitlement to EHC plans
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Place of publication:
- London
An online guide for local authorities providing advice on what they need to do to maintain EHC (education, health and care) plans for 19- to 25-year-olds with special educational needs and disability (SEND). Although young people with SEND are not automatically entitled to maintain their EHC plans after they turn 19, some may need more support to complete their education and training and successfully transition to adulthood. The guide provides advice on how to support 19- to 25-year-olds to meeting their educational and training needs, such as a finding supported internship, access further education; access to funding for those with no EHC plan; supporting a young person’s health and social care; and including young people in decision making. (Edited publisher abstract)
Staying put: developing dementia-friendly care and support for people with a learning disability
- Author:
- VOLUNTARY ORGANISATIONS DISABILITY GROUP
- Publisher:
- Voluntary Organisations Disability Group
- Publication year:
- 2017
- Pagination:
- 18
- Place of publication:
- London
This report, produced in partnership by VODG, Alzheimer’s Society, Foundation for People with Learning Disabilities, MacIntyre and the National Care Forum (NCF), looks at how best to develop support and services for the growing number of people with a learning disability and dementia. It draws on the results of a workshop which explored how organisations are working to improve the quality of life of people with a learning disability and dementia and the challenges they are facing. The report address three key perspectives: policy, research and the practice. The policy perspective discusses the Prime Minister’s challenge on dementia 2020, what it means for care providers and what providers can do to improve their services. The research perspective focuses on a recent study to identify a biomarker to help identify those individuals who are most likely to benefit from treatment. The practice perspective highlights work carried out as part of the MacIntyre Dementia Project to support people with a learning disability and dementia. The report highlights the importance of timely diagnosis, of keeping people in familiar environments for as long as possible, of services designed to be responsive to the progressive nature of dementia, and of skills development for staff to enable them to support people with a learning disability and dementia. (Edited publisher abstract)