Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 13
Screening support for women with learning disabilities
- Author:
- RAMESSUR-MARSDEN Heather
- Journal article citation:
- Nursing Times, 26.8.08, 2008, pp.26-27.
- Publisher:
- Nursing Times
Breast and cervical screening can be a daunting, traumatic and often confusing process for women with learning disabilities. In North Wales, Breast Test Wales and Cervical Screening Wales have worked with the North East Wales community learning disability teams to address this issue. The article describes an initiative to produce a health education package for community learning disability teams to guide and support service users through the screening process.
Specialist staff: understanding the challenges in supporting people in their communities
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2018
- Pagination:
- 2
- Place of publication:
- London
Summarises learning from National Development Team for Inclusion Community is for All programme, where specialist staff in learning disability services explored the differences in what they do to support people and families how this fits with asset-based and community focussed work. The main findings were that specialist staff provide a long-term nurturing relationship that someone with multiple impairments and a history of institutionalisation requires. This contrasts to the work of colleagues whose main focus is more immediate needs, such as helping someone get home from hospital. (Edited publisher abstract)
Additional support for individuals with intellectual disabilities and challenging behaviors in regions of northwest Europe
- Authors:
- LUNENBORG Carolien B., et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(2), June 2011, pp.92-103.
- Publisher:
- Wiley
About 10% of individuals with intellectual disability (ID) exhibit challenging behaviours. To support parents and care staff when they are unable to find a solution to overcome or reduce these behaviours, some countries provide additional professional support. In the Netherlands, 5 regional Centres for Consultation and Expertise (CCEs) offer supplemental support as part of their consultation programme. This study was undertaken to determine if additional professional support occurs in other regions of northwestern Europe and, if so, how was is organised. The regions which were looked at were Norway, Flanders, England, Wales, and the German regions of the Rhineland. Key informants in each region completed questionnaires about additional support services. The findings showed a diversity of approaches addressing additional support services. In most regions, there is no general formal policy on providing such support for individuals with ID, their parents, or care staff. Instead, either a range of local initiatives have been developed or there are no initiatives. In these instances, persons with ID or their carers have to rely on regular support services to address their mental health needs. The article concludes that organising additional support as part of a formal services will increase the likelihood that, when regular support has failed, individuals with ID or their carers will be able to obtain supports to find solutions for reducing problematic challenging behaviours.
Your life, your choices
- Author:
- LOGAN Mike
- Journal article citation:
- Llais, 95, Spring 2010, p.20.
- Publisher:
- Learning Disability Wales
A brief description is given of the Your Life, Your Choices project that has been set up to improve transition planning in Torfaen, Monmouthshire and Blaenau Gwent. The team started work in March 2009 and the project will finish in March 2011. The project has 3 transition coordinators who are working with a pilot group of 36 young people with learning disabilities aged 14-25 years. The coordinators are helping each young person to make their own transition plan and ensuring that each young person and their families have the information they need to make a smooth transition into adulthood. They are also trying to ensure that all the other professionals involved are aware of the young person’s transition plan. Training has been organised for some of the young people and professionals involved. This is one of five transition projects that have been set up in Wales. A young people’s video team is producing a DVD and video clips about transition planning which should be useful to other young people and their families as they plan for their transitions into adulthood.
The self-assessment checklist for monitoring services for people with learning disability and challenging behaviour
- Author:
- LEARNING DISABILITY IMPLEMENTATION ADVISORY GROUP
- Publisher:
- Wales. Welsh Assembly Government
- Publication year:
- 2007
- Pagination:
- 48p.
- Place of publication:
- Cardiff
In order to support agencies to monitor and further develop services for people whose behaviour poses challenges to services, the Learning Disability Implementation Advisory Group (LDIAG) has produced a Self-Assessment Checklist. This is a tool intended for use by commissioners and providers from health and social services to establish what is in place and working well for people with learning disabilities and challenging behaviour in local areas. Ideally, the self-assessment should be based on a process that involves key stakeholder services, users and carers. The checklist can be used as a first step towards service improvement and development and afterwards at regular intervals to track developments, celebrate achievements and maintain progress towards better services and support for people with challenging behaviour.
National inspection of care and support for people with learning disabilities: overview
- Authors:
- CARE AND SOCIAL SERVICES INSPECTORATE WALES, HEALTHCARE INSPECTORATE WALES
- Publishers:
- Care and Social Services Inspectorate Wales, Healthcare Inspectorate Wales
- Publication year:
- 2016
- Pagination:
- 51
- Place of publication:
- Cardiff
Sets out the findings of the national inspection of quality and safety of care and support for adults with learning disabilities. The inspection includes fieldwork in six local authorities and corresponding health boards; the results of a thematic enquiry into services for people with learning disabilities regulated by CSSIW; and the results of a national data and self-assessment survey undertaken in all 22 local authorities in Wales. Inspectors focused on a number areas including: support for carers; whether local authorities provide information, advice and assistance; and whether or not local authorities have good leadership and governance arrangements. Inspectors from Healthcare Inspectorate Wales (HIW) also looked at the efficacy of the partnership between social services and health. Findings of the report looks at what is working well and areas for improvement under the following themes: understanding need, providing effective care and support, and leading in partnership. The report found that the quality of care and support for many people with learning disabilities depended on the effectiveness of the front line social services and health staff and the assertiveness of relatives. The report makes a number of recommendations, including: that local authorities review their quality assurance arrangements for care and support planning with individuals; for local authorities and health boards to share best practice; and for local authorities and health boards to ensure that the lines of accountability and responsibility in relation to adult safeguarding are clear and understood by staff. (Edited publisher abstract)
Transforming learning disability services in Wales
- Author:
- SOCIAL SERVICES IMPROVEMENT AGENCY
- Publisher:
- Social Services Improvement Agency
- Publication year:
- 2014
- Pagination:
- 32
- Place of publication:
- Cardiff
This report provides information on the Social Services Improvement Agency's Transforming learning disability services in Wales programme, the Opportunity Assessment model used in the programme, and the implications for the future of Learning Disability services in Wales. The programme was developed to help councils and their partner agencies to assess current learning disability provision and practice across Wales and identify a sustainable service model for the future. The 'Opportunity Assessment' approach which formed the basis of the programme involved a three-pronged approach to assessing provision based on: existing service data; commissioning and delivering strategies; and current practice using case files and engagement with practitioners. The report provides details of progress and outcomes of the programme and discusses the use of the "Progression" model which represents different levels of independence and dependence, and can be used for care and support planning. Examples of existing effective practice are also included. Recommendations include that the "Progression Model" should be adopted as the future model for learning disability services throughout Wales and that future work on the planning, commissioning and delivery of learning disability services in Wales should take an integrated approach across the NHS and local government. The report also notes that some of the local authorities and Health Boards who participated in the programme are beginning to see significant reductions in expenditure and positive results for people with a learning disability. (Edited publisher abstract)
Ten years plus of Total Communication
- Author:
- MILLER Nigel
- Journal article citation:
- Llais, 105, Winter 2012/13, pp.14-16.
- Publisher:
- Learning Disability Wales
The Speech and Language team of the Hywel Dda Local Health Board in Wales worked with services users to develop a Total Communication Strategy which could be implemented across three counties (Carmarthenshire, Ceredigion and Pembrokeshire) in Wales. The strategy aims to improve communication for service users with learning disabilities and communication difficulties. It is now formally recognised as a policy and is provided across all third sector homes, residential homes and tenancies, and social services and health setting. The package, which is briefly described, consists of: Total Communication training; signing training; making information accessible training; and separate training to cover specialist communication needs of services users with profound and multiple disabilities. Within each location there is a designated Total Communication coordinator who takes the role of promoting communication. A website has also been developed for service users.
The key to successful transition is enablement
- Author:
- WAYMAN Andrea
- Journal article citation:
- Llais, 95, Spring 2010, pp.17-19.
- Publisher:
- Learning Disability Wales
The work of the ELITE Supported Employment Agency Transition Project is described. The agency, which operates throughout the Rhondda, Cynon Taff, Bridgend and Merthyr Tydfil areas in Wales, first obtained funding to operate a transition project for young people with learning disabilities aged 14 to 19 years to experience work experience at the same point in their lives as young people in mainstream schools in 1998. The service has since developed and includes OCN accredited courses, a range of work placements, accredited travel training, part time weekend or after school jobs and employment on completion of education. On average 75 young people a year are enabled to experience vocational opportunities that take them closer to the achievement of employment when they complete their education. A detailed case history of a young man who has benefitted from the project is reported. The author comments that the successes of the young people participating in the project are breaking down barriers with employers and providing a positive image of people with learning disabilities.
Transition partnerships and protocols – do they help planning transition for young people?
- Authors:
- KAEHNE Axel, O’CONNELL Mary Clare
- Journal article citation:
- Llais, 95, Spring 2010, pp.13-16.
- Publisher:
- Learning Disability Wales
Policy in England and Wales has identified transition as a major challenge for social and health services and good collaboration between services is seen as key to adequately supporting young people with learning disabilities at this difficult time in their lives. All learning disabilities services in Wales have been asked to develop robust partnerships between all relevant agencies and parents of young people to create good planning routes and planning practices during transition. Results of an ongoing study being conducted by the Welsh Centre for Learning Disabilities at Cardiff University, to examine all transition protocols that have been written in local authorities in Wales are reported. Twenty one of the 22 local authorities in Wales were found to have transition protocols in place, however a huge variation in the nature and content of these protocols was found. Encouraging findings were that the majority of protocols said something meaningful about the need to involve carers and young people in the planning process and most protocols outlined individual tasks and duties of professionals. However most transition protocols showed lack of involvement of young people and carers as equal partners in the planning process, failed to include external non-statutory agencies in the transition planning process, and showed an absence of robust consent and data sharing arrangements. The study continues to investigate the protocols in 5 local authorities in more detail.