Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 93
Inclusion or outcomes? Tensions in the involvement of people with learning disabilities in strategic planning
- Authors:
- FYSON Rachel, FOX Liz
- Journal article citation:
- Disability and Society, 29(2), 2014, pp.239-254.
- Publisher:
- Taylor and Francis
Social inclusion is a key principle that underpins the provision of services for people with learning disabilities in England. Learning Disability Partnership Boards, which are responsible for local strategic planning of learning disability services, hold a particular role in promoting inclusion since they are required both to operate inclusively and to achieve inclusive outcomes. This study sought to explore the extent to which these ambitions for inclusion were being achieved. It consisted of three phases: a scoping exercise to elicit the views of key stakeholders; a postal survey of Partnership Boards (response rate 51%); and semi-structured interviews with Partnership Boards members in six local authorities. Findings suggest that Partnership Boards are struggling to fulfil their dual role, with tensions emerging between the desire to operate in fully inclusive ways and the ability to affect strategic change within local services. (Publisher abstract)
Learning disabilities: good practice project
- Authors:
- HOUGH Jo, MARTIN Kerry
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2013
- Pagination:
- 57
- Place of publication:
- London
This report gives people who commission, design and deliver services a better understanding of how to improve the lives of people with learning disabilities. It is partly based on these good practice indicators: co-production; a capabilities approach to disability; community capacity building; a move towards more integrated services; and a commitment to personalisation. It presents six examples of good practice: Public Health Norfolk & Equal Lives (formerly Norfolk Coalition of Disabled People) and its provision of easy-to-access information on local health services; the Quality Checking project in Gloucestershire; London Borough of Hackney and Advance Support and supported living for people with complex needs; MacIntyre Care in Oxfordshire, representative of transition support for young people with complex needs; the Open University’s Social History of Learning Disability Group on sharing life stories; and Merseycare NHS Rebuild Service, which offers support for people with Down’s Syndrome and early onset dementia. It gives briefer details for other shortlisted projects. The report also includes an EasyRead summary. The project was completed under an action from ‘Transforming Care: A national response to Winterbourne View Hospital’. (Original abstract)
Manchester's best-kept secret
- Authors:
- BLYTH Craig, CHAPMAN Rohhss
- Journal article citation:
- Learning Disability Today, June 2008, pp.36-37.
- Publisher:
- Pavilion
- Place of publication:
- Hove
A Learning Disabilities Studies Degree was launched in Manchester in September 2001, aimed at students who were already working, or wanted to begin a career working, with people with learning disabilities. Discusses how service users have been involved in the Steering Group delivering degree.
Responsive services for people with learning disabilities from minority ethnic communities
- Authors:
- CATON Sue, et al
- Journal article citation:
- British Journal of Learning Disabilities, 35(4), December 2007, pp.229-235.
- Publisher:
- Wiley
This article reports the results of a postal questionnaire survey carried out to explore the responsiveness and appropriateness of services for people with learning disabilities from minority ethnic communities in the North West of England. Twenty-one learning disability service commissioners or service providers completed the questionnaire. Results indicated that services were influenced by legislation and guidelines which help services develop specific programmes. Organizational culture also played a role in how services respond. Respondents reported that a variety of new services were currently being developed. Individual staff members and good organizational support were most cited as the factors that facilitate effective policies, practices, and procedures whereas problems regarding funding were most frequently cited as barriers. The respondents detailed evidence of some work being carried out at the grass roots level, but the responses indicate that a core theme is the marginalization of the issue of meeting the needs of people from minority ethnic groups.
Safe, sustainable and productive staffing: an improvement resource for learning disability services
- Author:
- NATIONAL QUALITY BOARD
- Publisher:
- National Quality Board
- Publication year:
- 2016
- Pagination:
- 23
A guide to help standardise staffing decisions for learning disability services in community and inpatient settings. This resource is designed to help commissioners and providers of NHS commissioned services, create, review and sustain safe and effective specialist health services for people with a learning disability, who have a wide range of needs and varying levels of disability. The resource draws on evidence from a commissioned rapid review of literature and professional review of practice. It aims to provide principles and an assurance framework to help standardise approaches to making decisions about staffing in a multidisciplinary learning disability setting, within organisations and across the system supporting the patient experience and outcomes. (Edited publisher abstract)
Learning disabilities: challenging behaviour: QS101
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2015
- Place of publication:
- London
This quality standard covers the care of children, young people and adults with a learning disability and behaviour that challenges. It is focused on ensuring that assessment leads to personalised care planning and access to meaningful activities. It consists of eight quality statements, aiming to ensure that the approaches used by staff to support people with a learning disability follow the least restrictive practice and promote privacy and dignity. The statements cover: comprehensive health assessment; initial assessment of behaviour that challenges; designated coordinator; personalised daily activities; review of restrictive interventions; use of medication; review of medication; and family and carer support. (Edited publisher abstract)
Changes to special educational needs and disability support: easy read guide for parents
- Authors:
- GREAT BRITAIN. Department for Education, MENCAP
- Publishers:
- Great Britain. Department for Education, Mencap
- Publication year:
- 2014
- Pagination:
- 52
- Place of publication:
- London
Guide for parents with learning disabilities, explaining changes to the special educational needs and disabilities (SEND) system as set out in the Children and Families Act 2014. The guide covers: decision making; the local offer; support for children and young people in schools and colleges; education, health and care plans and assessments; preparing for the future; and disagreeing with decisions made about support offered. (Edited publisher abstract)
Changes to special educational needs and disability support: easy read guide for children and young people
- Authors:
- GREAT BRITAIN. Department for Education, MENCAP
- Publishers:
- Great Britain. Department for Education, Mencap
- Publication year:
- 2014
- Pagination:
- 51
- Place of publication:
- London
A guide for children and young people with learning disabilities on changes to the special needs educational and disability (SEND) system. These changes have been brought about the Children and Families Act 2014. The guide covers: decision making; the local offer; support for children and young people in schools and colleges; education, health and care plans and assessments; preparing for the future; and disagreeing with decisions made about support offered. (Edited publisher abstract)
Reasonably adjusted? Mental health services and support for people with autism and people with learning disabilities
- Authors:
- BATES Peter, TURNER Sue, NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2012
- Pagination:
- 65
- Place of publication:
- Bath
The law requires mental health services to make reasonable adjustments so that they stop discriminating against people with autism or learning disabilities. ‘Reasonably adjusted?’ describes the reasonable adjustments mental health services have put in place for people with learning disabilities and people with autism. It is organised in three sections, starting with a summary of the context. The second section follows a care pathway from first contact with primary care services through referral to specialist help and on to discharge, reporting on the adjustments made by individuals and organisations that are trying to provide high quality services to people and their families The third section: ‘Effective services in a flourishing community’ begins with a broad view of active citizenship and follows an organisational pathway. ‘Reasonably adjusted?’ offers practical examples and includes an easy ready summary. Its content forms the basis of a subsequent NDTi publication, ‘The green light toolkit’ (2013). (Edited publisher abstract)
All planned out
- Author:
- WILTON Melissa
- Journal article citation:
- Learning Disability Today, 13(2), March/April 2013, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Learning disability nurses in the Community Assessment and Treatment Service with the Hertfordshire Partnership NHS Foundation Trust have been working in partnership with service users to make care plans more personalised and meaningful. The accessible care planning project redesigns care plan's so they are original and based on an individual's likes, interests and strengths. The project has has resulted in care plans being designed in a number of different formats, for example in the style of newspapers, comic books and on an interactive touchscreen computer. The development of the care plans has also increased the participation of service users working with professionals and the team has also experienced improved completions and achievements within the care plans. The project has been recognised nationally and was shortlisted for the Learning Disabilities Nursing category at the Nursing Times awards 2012. (Original abstract)