Search results for ‘Subject term:"learning disabilities"’ Sort:
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Older and out
- Author:
- SNELL Janet
- Journal article citation:
- Community Care, 4.10.07, 2007, pp.28-29.
- Publisher:
- Reed Business Information
Older people with learning disabilities are having their hard won independence taken from them as they reach 65. This article look at the importance of providing services to older people with learning disabilities. It also includes a short case study.
Independent state?
- Authors:
- BRADFORD Jeff, HUFF Marlene Belew
- Journal article citation:
- Community Care, 26.2.04, 2004, p.41.
- Publisher:
- Reed Business Information
Reports from Kentucky in the USA where people with learning difficulties often have problems in accessing programmes that could help them live independently.
Room to move: a book for parents of young people with learning disabilities leaving home
- Author:
- COWEN Alison
- Publisher:
- Pavilion,|Joseph Rowntree Foundation
- Publication year:
- 2001
- Pagination:
- 114p., bibliog.
- Place of publication:
- Brighton
Leaving home is a rite of passage which most young people take for granted. For young people with learning disabilities, the decision to leave home usually has to be taken in a more carefully planned way. The book looks at the practical and emotional issues involved when a young person leaves home to live independently of their family. The book draws on the experiences of parents and young people, showing how they cope during and after the move. There are practical tips for parents and also views from the people who are the focus of the book, the young people themselves.
Bridging the divide at transition: what happens for young people with learning difficulties and their families?
- Authors:
- HESLOP Pauline, et al
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2002
- Pagination:
- 140p.,bibliog.
- Place of publication:
- Kidderminster
This report is based on a survey of 283 families, interviews with parents and young people with learning difficulties. Contents include: the need for transition planning; moving between children's and adult services; what affects a young person's move towards independence; what families and young people themselves say would improve the transition experience; examples of innovative practice.
Journey to independence: what self-advocates tell us about direct payments; a joint research project from Swindon People First and the Norah Fry Research Centre
- Authors:
- GRAMLICH Stacey, et al
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2002
- Pagination:
- 137p.
- Place of publication:
- Kidderminster
Very few people with learning disabilities get direct payments, yet many see it as an Important part of their journey to independence. This report examines: the best ways to support people with learning disabilities to get direct payments; how people with learning difficulties have gained from direct payments; and the best ways of giving information and publicising direct payments.
The importance and availability of peer support for people with learning difficulties accessing direct payments
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2004
- Pagination:
- 4p.
- Place of publication:
- York
New regulations which came into force in 2003 in England (and similar measures in Wales in 2004) mean that local authorities do not just have the power to offer direct payments; they now have a duty to offer them to eligible people. In theory, this should mean far higher numbers of people receiving direct payments, including people with learning difficulties. But key to take-up of direct payments is the availability of effective support to access and manage them. There are very few independent direct payments support schemes run by and for people with learning difficulties. Most independent direct payments support is provided by existing disabled people's organisations or direct payments schemes set up for the purpose. There are some very good examples but most independent direct payments support schemes have limited or no involvement by people with learning difficulties. There are different views and expectations about what 'independent' support means. The quality of support is crucial, not just its independence from statutory services. Assumptions about consent and ability to manage direct payments can block people with learning difficulties from accessing support and these can be held equally by independent support schemes as by statutory services. Sometimes an individual with appropriate attitudes, information and experience, whether based in independent support agencies or within social services, can have more effect in enabling people with learning difficulties to access direct payments than an independent contract that is given to those with little knowledge or experience about including people with learning difficulties. Local issues and assumptions around funding, tendering and contracts have a big influence on whether people with learning difficulties are included in support schemes and whether contracts are given to groups of people with learning difficulties.
Ignored or ineligible: the reality for adults with autism spectrum disorders
- Authors:
- BARNARD Judith, et al
- Publisher:
- National Autistic Society
- Publication year:
- 2001
- Pagination:
- 28p.,tables,bibliog.
- Place of publication:
- London
Argues that people with autism or Asperger syndrome suffer from social exclusion and barriers to accessing services. Surveys problems relating to their rights to assessment and support; the difficulties they experience in maintaining independent living; their lack of choice in employment and housing; their exclusion from social relationships; and the consequences for them in impaired mental health. Makes recommendations for improved practice, particularly the breaking down of eligibility criteria which may exclude them from learning disability services, and the improvement of transition plans for young people moving into adulthood.