Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning the way to journey's end
- Author:
- TAYLOR Amy
- Journal article citation:
- Community Care, 12.2.09, 2009, pp.28-29.
- Publisher:
- Reed Business Information
Reports on an initiative in the London Borough of Merton that is training people with learning disabilities to use public transport, thus allowing them to travel independently on specific journeys.
Independent travel training
- Author:
- GERRARD Stephen
- Journal article citation:
- Llais, 108, Autumn 2013, pp.12-14.
- Publisher:
- Learning Disability Wales
The Independent Travel Training Scheme (ITTS) operates in Cardiff and the Vale of Glamorgan. It provides acces to specialised travel training to help young people with additional education needs to travel independently to school, college, training and other social venues using bus, train and pedestrian skills. This article discusses the success of the scheme. (Edited publisher abstract)
Get 'Streetwise' and be safe when out and about
- Author:
- WHEATLEY Sarah
- Journal article citation:
- Community Living, 26(2), 2013, p.13.
- Publisher:
- Hexagon Publishing
Streetwise was a four day course for people with learning disabilities who want to feel safe going out by themselves. It was run by Connect in the North, a user-led organisation, which works to improve the lives of people with learning disabilities. This article provides a short overview of what the course covered and how it was delivered. At the start of the course participants shared their experiences and ambitions for the future. Participants were also asked to complete journeys between each session and were able to gradually increase in confidence. Connect in the North are hoping to run a second course as Streetwise proved so popular.
Self-advocacy for people with learning difficulties: does it have a future
- Author:
- ASPIS Simone
- Journal article citation:
- Disability and Society, 12(4), September 1997, pp.647-654.
- Publisher:
- Taylor and Francis
Discusses self-advocacy for people learning difficulties and presents a self-advocacy framework model which includes all the elements needed to advocate and achieve permanent change.
Effects of a self‐management training for people with intellectual disabilities
- Authors:
- SANDJOJO Janice, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.390-400.
- Publisher:
- Wiley
Background: To help people with intellectual disabilities lead a more independent life, it is important to promote their self‐management. This study evaluated the effectiveness of a self‐management training for people with intellectual disabilities directed at independent functioning in daily life. Method: In the training, 17 people with intellectual disabilities worked on personal self‐management goals covering a wide range of everyday affairs. Primary outcome measures focused on goal attainment, independence and support needs. Moreover, outcomes regarding psychopathological behaviour and quality of life were explored. Data were collected before and at the start of the training, and 3, 6, 9 and 12 months later. Results: The training contributed to the attainment of self‐management goals and to the reduction in support needs (p < 0.01). There were no changes in independence, psychopathological behaviour and quality of life. Conclusions: Results indicate that the training supports people with intellectual disabilities to self‐manage their daily affairs. (Edited publisher abstract)
Training staff to promote self‐management in people with intellectual disabilities
- Authors:
- SANDJOJO Janice, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.840-850.
- Publisher:
- Wiley
Background: People with intellectual disabilities have increasing difficulties managing their daily affairs. This study examined the effectiveness of a staff training, which teaches staff to promote self‐management in people with intellectual disabilities. Method: Effectiveness was assessed with questionnaires addressing clients’ (n = 26) independence and self‐reliance, support needs and challenging behaviour, using a pre–posttest control group design. Additionally, focus groups were conducted with trained staff members 6 months after the training. Results: In the long term, the intervention group showed a significant increase in independence and self‐reliance, in contrast to the comparison group. No effect was found on support needs and challenging behaviour. Trained staff members reported limited benefits of the training, but had noticed changes in their attitude and method of working afterwards. Conclusions: Further self‐management research is required to investigate how independence and self‐reliance can be promoted more effectively in this population. Future training should carefully consider their content, format, and implementation. (Edited publisher abstract)
An examination of the addition of video informed reflective practice to the active support toolkit
- Authors:
- BAKER Peter, APPLETON Philippa, WILLIAMS Rosie
- Journal article citation:
- British Journal of Learning Disabilities, 45(3), 2017, pp.180-189.
- Publisher:
- Wiley
Background: This study evaluated a package of Active Support (AS), which included standard training with additional video informed reflective practice. Materials and Methods: The training package was implemented as part of a service improvement initiative in four residential intellectual disability homes, using a concurrent multiple baseline across environments design. Training consisted of a 1-day workshop, and follow-up coaching. Momentary time sampling was used to measure engagement levels and staff assistance. A new observational tool was piloted to code the presence of positive and negative interactions between staff and the people with intellectual disabilities. Results: Results showed that service user engagement levels and staff assistance increased significantly following the training. There was also a significant increase in positive interactions and a significant decrease in negative interactions between staff and service users. Conclusion: The implications of these results are discussed. (Publisher abstract)
Learning outcomes for students of school leaving age in special schools: a preliminary study of stakeholders' perceptions
- Author:
- DOWRICK Magaret K.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(4), December 2004, pp.293-305.
- Publisher:
- Taylor and Francis
A process was developed for ascertaining and measuring desirable learning outcomes for Australian students of school leaving age attending special schools. This paper reports upon the first part of the process, which involved a wide range of stakeholder representatives (including teachers, teachers' aides, principals, parents, Technical and Further Education (TAFE) teachers, community representatives and the students) being brought to the point of consensus as to what the outcomes should be. The process was applied in three special schools and the overall findings are discussed. While the three stakeholder groups identified over 30 outcomes as desirable for their students, the seven most important learning outcomes were Communication, Community Living, Financial Management, Independent Living, Interpersonal Skills, Literacy and Personal Development. The stakeholder representatives collectively identified 93 representative indicators (or teaching objectives) from these seven outcomes.
Making change happen: the government's annual report on learning disability 2003
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Stationery Office
- Publication year:
- 2003
- Pagination:
- 90p.
- Place of publication:
- Norwich
This report is the Government's Annual Report to Parliament which gives our reply to the Learning Disability Task Force report 'Making Things Happen'. Reports on the work that has been done since the White Paper 'Valuing People:A New Strategy for Learning Disability for the 21st Century' launched in March 2001.
Making change happen: the government's annual report on learning disability 2003; easy read version
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Stationery Office
- Publication year:
- 2003
- Pagination:
- 23p.
- Place of publication:
- Norwich
This report is the Government's Annual Report to Parliament which gives our reply to the Learning Disability Task Force report 'Making Things Happen'. Reports on the work that has been done since the White Paper 'Valuing People:A New Strategy for Learning Disability for the 21st Century' launched in March 2001.