Search results for ‘Subject term:"learning disabilities"’ Sort:
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Invasive clinical intervention education for social care support workers of adults: a review of the current literature
- Authors:
- HOYLE Louise, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 14(3), 2017, pp.240-250.
- Publisher:
- Wiley
As with the general population, people with intellectual disabilities are ageing, are living longer often with coexisting complex needs and with more requiring care and support. The focus of care is community-based rather than institutional and it is therefore necessary to ensure that the workforce responsible for delivering care has the appropriate knowledge and skills to safely deliver the interventions required. The aim of this review is to evaluate the scope of invasive clinical interventions (ICIs) that social care support workers (SCSWs) are currently delivering and the preparation received to undertake these procedures or the knowledge held about the intervention. A search of educational, health, psychology, and social science databases was conducted, using a variety of combinations of search words to detect relevant literature. Only five studies published between 1999 and 2013 were identified and included in the review. The evidence shows that education can improve social carers' knowledge and when education is undertaken it needs to involve both a theoretical and practice-related component. The current evidence is limited due to the small number of studies identified and the limitations of the study designs that were adopted. More research is required to identify whether ICIs currently being delivered by these SCSWs and the effectiveness and appropriateness of the education staff are receiving in relation to these. (Publisher abstract)
Achievement in non-accredited learning for adults with learning difficulties: report of the scoping study
- Authors:
- MAUDSLAY Liz, NIGHTINGALE Christine
- Publisher:
- National Institute of Adult Continuing Education
- Publication year:
- 2004
- Pagination:
- 48p.
- Place of publication:
- Leicester
This publication focuses on the recognition of progress made by adults with learning difficulties in non-accredited areas of learning. It contributes to the development projects on Recognising and Recording Progress and Achievement (RARPA) in Non-accredited Learning, led by the National Institute of Adult Continuing Education (NIACE) and the Learning and Skills Development Agency (LSDA) and funded by the Learning and Skills Council (LSC). This publication is the result of an investigation by NIACE into the issues for both providers and learners with learning difficulties in recognising and recording achievements. It identifies issues through a literature review as well as a survey of post-age-16 learning providers. It investigates the curriculum design of learning programmes available to learners with learning difficulties; the learners' needs and expectations; identification of learning objectives which meet the outcomes of the programme, the group and the individual learner; formative assessment processes; and the recognition of student progress and achievement. The study indicates the dedication of many learning providers in attempting to recognise and record the progress and achievements of students with learning difficulties, but highlights that increased understanding of the situation is necessary, as a collaborative institutional and sectoral response to the issues outlined in this publication is still required.
The intellectually disabled offender: methodological problems in identification
- Author:
- MCBRIEN Judith
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(2), June 2003, pp.95-105.
- Publisher:
- Wiley
Reliable evidence concerning the prevalence of intellectually disabled offenders that would inform the clinician's approach to the assessment and management of risk is in short supply. This paper aims to assist the clinician in interpreting the available evidence. A literature search was conducted for all years up to January 2003. Each study was first examined for the methods employed to define and measure intellectual disability. Then, the effect of this on prevalence estimates was considered. A wide range of methods has been used to ascertain the presence of intellectual disability - administrative definitions, psychiatric diagnosis, educational background, self-report and direct measurement of IQ and adaptive behaviour. Most studies reviewed used less than adequate ascertainment methods. Reliable answers to two key questions which offenders have intellectual disabilities and which people with intellectual disabilities offend, therefore remain elusive.
Rapid review: transition for young people with learning disabilities in housing, social care, and health care, education/training, and employment
- Authors:
- KAEHNE Alex, et al
- Publisher:
- Edge Hill University
- Publication year:
- 2018
- Pagination:
- 35
- Place of publication:
- Ormskirk
A rapid review of published peer reviewed and grey literature to identify and analyse evidence around transition for young people with learning disabilities in the areas of: education, employment, health and social care and housing. The review was commissioned by Children’s Commissioner for Wales. It looks at the needs of young people with learning disabilities during times of transition from children’s to adult sector provision; the support for young people with learning disabilities and their support networks currently available in Wales and what is considered best practice; current gaps in support provision in Wales and how to address them. It also identifies priorities for the future work of Children’s Commissioner for Wales in the field of transition. Robust evidence about transition needs of young people in the areas of education, health and social care, and employment. There was little robust published evidence on housing transitions of young people with learning disabilities. The review highlights gaps in evidence which will be useful for consideration by researchers and Government. (Edited publisher abstract)
A critical review and analysis of current research and policy relating to disabled children and young people in Scotland: a report to Scotland's Commissioner for Children and Young People
- Authors:
- STALKER Kirsten, MOSCARDINI Lio
- Publisher:
- Scotland's Commissioner for Children and Young People
- Publication year:
- 2013
- Pagination:
- 65
- Place of publication:
- Edinburgh
The authors provide an overview of issues facing disabled children and young people in Scotland, and draws attention to the specific barriers faced by deaf children, children with learning disabilities and those with mental health problems. The overall aim is to inform the work of Scotland’s Commissioner for Children and Young People in relation to disabled children and young people who have already been identified as a priority group. The report reviews six key studies published since 1999 that give a holistic overview of disabled children’s lives from their perspectives. It also reviews information on relevant research conducted by 31 voluntary organisations and 15 academic researchers. It analyses these key policy areas and related research: welfare benefits reform; Getting It Right for Every Child (GIRFEC); the National Review of Services for Disabled Children in Scotland; education; self-directed support; short breaks; and transition to adulthood. Options for action by the Commissioner are suggested. (Edited publisher abstract)
HIV-AIDS: a social work perspective
- Editors:
- BAMFORD Margaret, GAITLEY Roger, MILLER Riva
- Publisher:
- British Association of Social Workers
- Publication year:
- 1988
- Pagination:
- 125p., bibliog.
- Place of publication:
- Birmingham
An introduction to HIV_AIDS for social workers, and guidelines for counselling those affected. Includes the Kensington and Chelsea SSD guidelines for care of people with AIDS.