Search results for ‘Subject term:"learning disabilities"’ Sort:
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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)
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)
Real Work Opportunities: establishing an accessible vocational rehabilitation programme within a forensic intellectual disability service
- Authors:
- COX Alyssa, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 5(4), 2014, pp.160-166.
- Publisher:
- Emerald
Purpose: This paper describes the development of Real Work Opportunities, an inclusive and accessible vocational rehabilitation programme within a forensic intellectual disability service. The programme involved setting up employment and interview workshops, interviews, and interview feedback, and job roles within the secure service, to simulate the real work process. Design/methodology/approach: The paper users a reflective account of the development and implementation of the Real Work Opportunity programme with a forensic intellectual disability population. Findings: The programme was well received by the patients involved and a high attendance rate was maintained over time despite the demands that were expected. Roles have been advertised for two employment periods and have had two sets of successful candidates. Patients demonstrated skills development throughout the employment process, including general work-based skills, punctuality and time management, managing duties, responsibility, specific role-related skills, interpersonal skills and personal presentation. Research limitations/implications: Despite limited experience of work prior to admission, many patients were enthusiastic and motivated to work. The initial trial of the programme has been well received by both patients and staff. Future developments will include widening the number and types of opportunity offered by the programme. (Edited publisher abstract)
Special educational needs and disability pathfinder programme evaluation: summary of interim impact findings: research report
- Authors:
- CRASTON Meera, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 8
- Place of publication:
- London
This summary presents the interim findings from the ongoing impact evaluation of the SEND pathfinder programme, through which pathfinder families and a matched group of comparator families are being asked to provide their views on the support they have received. The report reflects the views of 328 pathfinder families who completed their education, health and care (EHC) plans between August 2013 and January 2014, and 1,000 comparison families that experienced the pre-pathfinder systems. The results from the interim analysis provide a range of positive findings, highlighting improvement around a good number of the process variables which are central to the reforms, such as being child / family centred and generating increased satisfaction with the overall process. More specifically, the pathfinder families reported statistically significant improvement in relation to: their views being taken into consideration in assessment and reviews; their suggestions being listened to during the process; the decisions made about their child's support reflecting the family's views; the straightforwardness of the process to obtain support; the effectiveness of information-sharing among professionals involved in their child's assessment; having at least one key worker working with their family; the length of the assessment and planning process; and overall satisfaction with the assessment and planning processes. (Edited publisher abstract)
The Health Equalities Framework: embedding good practice: report from two workshops to support implementation
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2014
- Pagination:
- 11
- Place of publication:
- Bath
Summarises the findings from two workshops for organisations and family carers who are using the Health Equalities Framework (HEF). The report examines how the HEF is being implemented, sets out the lessons learnt, and outlines current initiatives and potential developments. (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)
Winterbourne View: time for change. Transforming the commissioning of services for people with learning disabilities and/or autism
- Authors:
- BUBB Stephen, TRANSFORMING CARE AND COMMISSIONING STEERING GROUP
- Publisher:
- NHS England
- Publication year:
- 2014
- Pagination:
- 48
This report sets out recommendations for a national commissioning framework under which local commissioners would secure community-based support for people with learning disabilities and/or autism. The Concordat published after the Winterbourne View scandal set out the necessary key steps very clearly (starting with pooled budgets and joint local commissioning plans), and has been followed by a range of further analysis and guidance. This report aims to ensure that vision is implemented, by removing the barriers that make it hard for stakeholders across the system to make change happen and by empowering and supporting the agents of change, including people with learning disabilities and/or autism themselves and their families. Key recommendations include: the closure of inappropriate in-patient care institutions; a Charter of Rights for people with learning disabilities and/or autism and their families; to give people with learning disabilities and their families a ‘right to challenge’ decisions and the right to request a personal budget; a requirement for local decision-makers to follow a mandatory framework that sets out who is responsible, for which services and how they will be held to account, including improved data collection and publication; improved training and education for NHS, local government and provider staff; a social investment fund to build capacity in community-based services, to enable them to provide alternative support; and empowering people with learning disabilities by giving them the rights they deserve in determining their care. (Edited publisher abstract)
A plan for life: the long view of social care for adults with learning disabilities
- Author:
- FITZROY
- Publisher:
- FitzRoy
- Publication year:
- 2014
- Pagination:
- 8
- Place of publication:
- Petersfield
This study – based on opinion research with 100 local authorities in England – shows that lifelong planning for adults with learning disabilities improves wellbeing and reduces long-term care costs. However, systemic pressures on local government have led to widespread short-term planning and an increase in long-term care costs at a time when the pressure to reduce spending has never been greater. The study highlights the absence of long-term considerations such as placement stability and quality of life beyond just care and that cost is the overriding consideration when local authorities are assessing social care services for adults with learning disabilities. Despite these significant barriers to change, local authorities are adamant that long-term planning is essential and are ready and willing to address these challenges. The report calls on the government to publish guidelines that will help local authorities to quickly understand their obligations to guarantee a better quality of life for adults with learning disabilities. (Edited publisher abstract)
3 lives: what we have learned, what we need to do
- Author:
- CARE QUALITY COMMISSION
- Publisher:
- Care Quality Commission
- Publication year:
- 2014
- Pagination:
- 10
- Place of publication:
- Newcastle upon Tyne
This report, which came from an event hosted by the Care Quality Commission, outlines the experiences of three young people and details how they and their families were let down by learning disability services that should have been caring for them. The family stories told at the event outlined the experiences of: 18 year old Connor, who died at an assessment and treatment centre after he was found unconscious after a seizure whilst unsupervised in a bath; Kayleigh, who spent 10 years in assessment and treatment centers, including Winterbourne View; and Lisa who was kept for the majority of the time in a locked area at an assessment and treatment centre with staff interacting with her through a small letterbox style hatch. The report outlines the actions identified by those attending the event around a number of key themes. The common themes were: the importance of understanding the person, and listening to them and their family; the need for local professional expertise and early intervention close to home; the importance of good multidisciplinary support, including transition between child and adult services; the closure of services that do not meet people’s needs, and which are at odds with the right models of care. (Edited publisher abstract)