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Learning disability policy and practice: changing lives?
- Author:
- WILLIAMS Valerie
- Publisher:
- Palgrave Macmillan
- Publication year:
- 2012
- Pagination:
- 248p.
- Place of publication:
- Basingstoke
This book explores working with people with learning disabilities at all life stages. With contributions from people with learning disabilities and their families, its person-centred approach illustrates how policy can be translated into practice with life-changing consequences. It outlines the role of key agencies and professionals, and emphasises the importance and relevance of partnership working. The book promotes reflection on some of key policy concepts, and to critically evaluate each one in relation to the evidence about the lives of people with learning disabilities. Contents include: introduction and overview people with learning disabilities; taking a human rights approach to health; inclusion in education partnership with families identity, relationships, sexuality and parenting; person-centred planning for life making decisions about where to live; getting good support to be in control citizenship; and inclusion in communities promises, practices and real lives references index.
Anticipating challenges: school-based social work intervention research
- Authors:
- MISHNA Faye, MUSKAT Barbara, COOK Charlene
- Journal article citation:
- Children and Schools, 34(3), July 2012, pp.135-144.
- Publisher:
- Oxford University Press
Intervention research is vital for social work, as it provides evidence to understand which interventions are effective and for whom. Despite this, little social work research exists that evaluates interventions. Among the reasons for this are the challenges associated with the longitudinal, large-scale, and rigorous nature of intervention research. The purpose of this article is to examine the challenges to conducting intervention research encountered while implementing a school-based intervention study designed to improve the self-reported self-advocacy of middle school children with learning disabilities. The challenges included: obtaining support from multiple levels within the school; minimising extra work for teachers; anticipating student dropout; accommodating and tailoring the intervention to fit the school; and providing recognition to staff. The article discusses these challenges and how they were addressed both in anticipation of the specific difficulty and as they appeared. The findings highlight that prioritising development of effective partnerships is pivotal to the success of any evaluative research project.
For the record: the lived experience of parents with a learning disability – a pilot study examining the Scottish perspective
- Authors:
- MACINTYRE Gillian, STEWART Ailsa
- Journal article citation:
- British Journal of Learning Disabilities, 40(1), March 2012, pp.5-14.
- Publisher:
- Wiley
There are increasing numbers of parents with a learning disability living in the community. Research suggests that this group of parents faces disadvantage on multiple levels relating to poverty, social exclusion and discrimination. This small pilot study aimed to examine the lived experiences of 5 parents with a learning disability, to identify the needs of these parents, and to explore the potential role of advocacy in assisting these parents. The 5 parents had all been referred for advocacy support following the instigation of child protection proceedings. The study adopted a mixed methods approach including: a survey of relevant local organisations; interviews with the 5 parents; interviews with their 5 advocates; and interviews with 4 stakeholders. The findings showed that the parents faced a number of challenges not only in relation to their parenting role but also in the circumstances characterising their lives more generally. Parents were likely to be socially isolated and had limited support networks. Support services did not always meet the needs of parents with a learning disability, and joint working between agencies appeared to be particularly problematic. The study concludes that there is a clear role for advocacy in enabling these parents to have their voices heard.
Capacity to choose and refuse? A case study
- Authors:
- GUTHRIE Susan, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(6), 2012, pp.293-300.
- Publisher:
- Emerald
This case study reflects on the risk assessment, treatment, and care issues for a man in his late thirties with a learning disability, mental illness and a degenerative neurological condition who was under Section by the Mental Health Act. It focuses on the distinctive roles and perspectives of the members of the multidisciplinary team supporting him. The management of risk for this man was particularly complex due to his self-harming and impulsivity. The article focuses on issues around referral to speech and language assessment for dysphagia and management advice. Each specialist clinician (nurse, speech and language therapist, psychiatrist) reflects on their role as a member of a team. The perspective of the man himself is represented, although he was unable to give a consistent descriptive self report. For people with mental illness and intellectual disability the capacity to understand and retain information about their condition may be limited and variable. The authors discuss the multiple ethical issues in attempting to preserve a modified autonomy and in decision making around best interests. They look at the particular challenges encountered when supporting someone with dysphagia if the person is unable to understand and refuses to comply with guidelines outlining restrictions to mealtime choices.