Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 21
SCIE research briefing 5: short breaks (respite care) for children with learning disabilities
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2005
- Place of publication:
- London
- Edition:
- Rev. ed.
A web-based briefing providing a concise summary of the current knowledge base on transition of young people with physical disabilities or chronic illnesses from children's to adults' services. Coverage includes ethical considerations, views of service users and carers, innovative practice examples and implications for practice. Also highlights additional contacts and resources. The Briefing was commissioned by the Social Care Institute for Excellence (SCIE). The latest edition of this Briefing was produced in April 2005 and the next updated is due in April 2006.
The family caregiving context among adults with disabilities: a review of the research on developmental disabilities, serious mental illness, and traumatic brain injury
- Authors:
- BARRIO Concepcion, HERNANDEZ Mercedes, GAONA Lizeth
- Journal article citation:
- Journal of Family Social Work, 19(4), 2016, pp.328-347.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
A majority of adults with serious disabilities are cared for in the home by family members. Guided by an ecological framework, this article presents the findings of a literature review of research on family caregiving and family support for adults with disabilities. This review included 33 research studies published between 2000 and 2015 focused on three disabilities: developmental disabilities, serious mental illnesses, and traumatic brain injury. A synthesis of the findings underscores the critical role that family caregivers occupy in addressing the needs of their loved one with a disability; however, the needs of the caregiver are insufficiently met by existing service approaches. A better understanding of the unique needs and strengths of the family support context of caregivers and care recipients is needed, giving greater attention to ethnic, racial, and cultural considerations in future research. (Publisher abstract)
Ageing and people with learning disabilities: in search of evidence
- Author:
- WALKER Carol
- Journal article citation:
- British Journal of Learning Disabilities, 43(4), 2015, pp.246-253.
- Publisher:
- Wiley
Background: Growing numbers of people with learning disabilities are now living into older age. This study aims to examine the state of knowledge about their lives and the challenges that ageing has for both family carers and policymakers and practitioners. Materials and Methods: The article synthesises existing research in the fields of learning disability, ageing and family and social care with a view to learning lessons from these separate fields, identifying possibilities for collaboration and identifying gaps in knowledge. Results: The article concludes that existing research in the fields of ageing and family and social care can add significantly to an understanding of the impact of ageing on people with learning disabilities and their carers but, to date, there has been little collaboration or sharing of knowledge between the three areas. Conclusion: The article concludes that further research is required to fully understand the impact of ageing on the quality of life of people with learning disabilities and their family carers and to inform the design and delivery of services. A useful and productive way forward would be learn from and to work with researchers in cogniscent fields, notably, but not only, in the fields of social gerontology and family and social care. (Publisher abstract)
System-wide information about family carers of adults with intellectual/developmental disabilities: scoping review of the literature
- Authors:
- LUNSKY Yona, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 11(1), 2014, pp.8-18.
- Publisher:
- Wiley
Family carers play an important role supporting individuals with intellectual and developmental disabilities (I/DD) into adulthood. Funders of services often desire this ongoing involvement by family members yet they rarely collect data about family carers. As policy makers and planners are increasingly recognising the need for information related to indicators of system performance, a scoping review was conducted to identify system-wide information needed about family carers of adults with I/DD that would help improve the quality of service provided. A final review of 87 research articles was organised in terms of service use, service need, and permanency planning by family carers of adults with I/DD. Service use and need were associated with the presence of challenging behaviours among individuals with I/DD as well as carer demographics and health status. In addition, carers' subjective view of how well they think they can provide for their child in the future was an important determining factor of service need. Permanency planning was associated with child level of functioning as well as parent income, social support, and compound caregiving demands. Studies highlighted the importance of measuring family carers' mental and physical health and their perceptions of the adequacy of services received. Considered also were methodological limitations, highlighting considerations for future system monitoring. Methodological limitations of studies reviewed include reliance on cross-sectional data, samples consisting of families already receiving at least some services, and little information about the process of seeking and obtaining services. Areas to target in future system monitoring include information on who needs services, what services are needed, families' perceptions of the caregiving experience and families' experiences waiting for services over time. Understanding the experiences of family carers as seekers of formal services can help inform policy and practice. (Publisher abstract)
Preventative services for disabled children: a final report of the national evaluation of the Children's Fund
- Authors:
- BARNES M., et al
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2006
- Pagination:
- 53p., bibliog.
- Place of publication:
- London
This report presents current evidence concerning the social inclusion of disabled children and their families, and has been developed following an extensive search of academic and policy literature published over the past decade. The focus is on the need for and impacts of preventative (rather than critically responsive) services and strategies for disabled children aged between five and 13 years. Disabled children is a term inclusive of all children who face disabling barriers to social inclusion, irrespective of their impairment.
Preventing social exclusion of disabled children and their families: literature review paper produced for the national evaluation of the Children's Fund
- Author:
- CLARKE Harriet
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2006
- Pagination:
- 55p., bibliog.
- Place of publication:
- London
This report presents current evidence concerning the social inclusion of disabled children and their families, and has been developed following an extensive search of academic and policy literature published over the past decade. The focus is on the need for and impacts of preventative (rather than critically responsive) services and strategies for disabled children aged between five and 13 years. Disabled children is a term inclusive of all children who face disabling barriers to social inclusion, irrespective of their impairment.
First impressions: emotional and practical support for families of young children with a learning disability: a guide for practitioners and service commissioners
- Author:
- DAVIES Jill
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 30p.
- Place of publication:
- London
This project researched the emotional needs of families where there is a child with learning disabilities, from the time of the diagnosis to the age of five years. This was in recognition of the fact that the way parents are told the news of their child's disability and the support they receive is crucial to the future of the whole family . This was achieved through conducting a literature review and a small study. The research involved in-depth interviews with twenty-two parents to find out the following information: how the diagnosis was given to them; what information they received immediately after the diagnosis and in the following couple of years ;what support, both emotional and practical, they received from the time of birth to the age of five years; and what the impact of having a child with a disability was on the family.
Views and experiences of people with intellectual disabilities and their families: (1) the user perspective
- Authors:
- RAMCHARAN Paul, GRANT Gordon
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(4), 2001, pp.348-363.
- Publisher:
- Wiley
Presents a descriptive summary of the views and experiences of people with intellectual disabilities (IDs) as they have been represented in research and other literature. The authors develop further the DoH Research Initiative on Learning Disability: Proposal for a Research Review on the Views and Experiences of Users and Carers, a review report commissioned by the Department of Health on the views and experiences of users and family carers focusing on the ways in which research might contribute to policy and practice. The literature review of user views and experiences produced three broad categories: testaments of life, which are mainly ethnographies and life histories; user movement media produced in an accessible format for people with IDs or by people with IDs themselves; and research based studies in their varying forms. It is demonstrated that no single approach is able to encompass all the interests of knowledge production, policy planning, and action or practice on its own. A more coordinated and broad-based research approach to user views and experiences is advocated.
A review of child and family characteristics related to the use of respite care in developmental disability services
- Authors:
- CHAN Jeffrey B., SIGAFOOS Jeff
- Journal article citation:
- Child and Youth Care Forum, 29(1), February 2000, pp.27-37.
- Publisher:
- Springer
This article reviews the literature on child and family characteristics that influence the use of respite care among families who have a child with a developmental disability. On the child side, these characteristics include severity of disability, level of required care, presence of challenging behaviours, and communication difficulties. On the family side, relevant factors include level of family stress, access to support systems, and family size. In some cases, marital status may also influence the decision of a parent to make use of respite care. Knowledge of these factors would seem crucial for effective planning and organisation of respite care.
Family placement schemes offering long-term care for adults with learning disabilities: a review of the evaluation literature
- Author:
- DAGNAN Dave
- Journal article citation:
- Disability and Society, 12(4), September 1997, pp.593-604.
- Publisher:
- Taylor and Francis
Reviews evaluation studies of family placement schemes offering long-term care for adults with learning disabilities in Britain. The model is widely used, but there is very little research describing such schemes. It is suggested that evaluation is made difficult because the goals of placement schemes for people with learning disabilities are not made clear in the literature. A theoretical structure for education based upon an ecological view of quality of life is suggested and research is reviewed within this model. Where possible, comparisons are made to American literature on similar models of care.