Search results for ‘Subject term:"learning disabilities"’ Sort:
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No one knows: offenders with learning difficulties and learning disabilities: the prevalence and associated needs of offenders with learning difficulties and learning disabilities
- Author:
- LOUCKS Nancy
- Publisher:
- Prison Reform Trust
- Publication year:
- 2007
- Pagination:
- 8p.
- Place of publication:
- London
No One Knows is a UK-wide programme led by the Prison Reform Trust that aims to effect change by exploring and publicising the experiences of people with learning difficulties and learning disabilities who come into contact with the criminal justice system. The programme runs until October 2008, it is supported by The Diana, Princess of Wales Memorial Fund and is chaired by the Rt Hon the Baroness Joyce Quin, former Prisons Minster for England and Wales. This briefing paper outlines a larger review of prevalence and associated needs compiled to provide background information for No One Knows.
Behavioural supports for parents of children with an intellectual disability and problem behaviours: an overview of the literature
- Authors:
- GAVIDIA-PAYNE Susana, HUDSOB Alan
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 27(1), March 2002, pp.31-55.
- Publisher:
- Taylor and Francis
A considerable body of knowledge that allows for the design of effective interventions with problem behaviour in children with an intellectual disability is now in existence. The development of behavioural supports for parents, in particular, has taken momentum in the last few years. The purpose of this paper is to provide an overview of research on the supports provided to parents in the assessment of and intervention with the problem behaviour of their children with an intellectual disability. It is concluded that while research in the area has made considerable advances, gaps in research on the development of practical applications of "parent friendly" programmes are still evident.
Ageing carers and intellectual disability: a scoping review
- Authors:
- MAHON Aoife, et al
- Journal article citation:
- Quality in Ageing and Older Adults, 20(4), 2019, pp.162-178.
- Publisher:
- Emerald
Purpose: Individuals with intellectual disability(ies) are living longer contributing to an overall increase in the average age of caregivers. The purpose of this paper is to review the literature on the physical, social and psychological needs of ageing carers of individuals with intellectual disability(ies) in the UK. Design/methodology/approach: A scoping review framework was used to identify literature from eleven databases, the grey literature and the references lists of relevant studies. Only primary research studies that discussed the needs of non-professional carers, aged 65+ years old, of individuals with intellectual disability(ies) in the UK were included. No date restrictions were applied. Thematic analysis was used to narratively synthesise findings. Findings: Six studies were included. Five key themes were identified: Living with fear, lack of information, rebuilding trust, proactive professional involvement and being ignored. Housing and support information is not communicated well to carers. Professionals require more training on carer needs and trust must be rebuilt between carers and professionals. Proactive approaches would help identify carer needs, reduce marginalisation, help carers feel heard and reduce the risk of care crisis. Greater recognition of mutual caring relationships is needed. Originality/value: This review highlighted the needs of older caregivers for individuals with intellectual disability(ies) as well as the need for more high-quality research in this field. The information presented in this review may be considered by primary care providers and funding bodies when planning future support for this growing population of carers. (Edited publisher abstract)
Supporting children of parents with intellectual disability: a scoping review
- Authors:
- GUDKOVA Tatiana, HEDLUND Marianne, MIDJO Turid
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(4), 2019, pp.737-749.
- Publisher:
- Wiley
Background: Parents with intellectual disability live normal lives and have children, but many of them lose custody of their children. However, little is known about the support, if any, that these children receive. Here, the present authors review the literature on the help and support given to children of parents with intellectual disability. Method: A scoping review of peer‐reviewed and grey literature was conducted, covering 1997 to November 2017. Results: Thirteen publications were identified. The children benefited from help and support received through informal networks. They also benefited from formal support if it focused on the children's needs and interests. Conclusions: The review shows that even though support from informal networks might be an influential factor in supporting children, there is a need for more research addressing the formal support these children receive and how they benefit from it. (Edited publisher abstract)
Easy read and accessible information for people with intellectual disabilities: Is it worth it? A meta-narrative literature review
- Authors:
- CHINN Deborah, HOMEYARD Claire
- Journal article citation:
- Health Expectations, 20(6), 2017, pp.1189-1200. Online only
- Publisher:
- Wiley
Background: The proliferation of “accessible information” for people with intellectual disabilities in UK health care has accelerated in recent years, underpinned by policy guidance alongside the recent introduction of mandatory standards. However, questions have been raised as to the impact of such resources as a means of enhancing involvement in health care and addressing health inequalities. Objective: To review and synthesise the evidence from different approaches used to evaluate the impact of accessible information for people with intellectual disabilities using a meta-narrative approach. Search strategy: Literature searches were iterative and incorporated formal databases, grey literature and hand searches alongside more intuitive and opportunistic methods. Inclusion criteria: Included English language papers published before December 2015 described the design and evaluation of written information adapted for adults with intellectual disabilities. Data extraction and synthesis: The authors organised the papers into five groups according to similarity in authors’ writing styles and presentation, epistemology and theoretical foundations, aims and methodologies, professional and organisational identities. Main results: The 42 included papers in the five groupings occupied diverse positions on (i) public communication vs individualised materials, (ii) literacy as contextualised skills vs social practices and (iii) the expertise of patients vs professionals. There was limited evidence for the impact of accessible health information, notwithstanding the potential benefits associated with their creation. Conclusions: Individually tailored information is more likely to meet personalised health information needs for people with intellectual disabilities. The emergence of different social formations in the creation of accessible information has potential for advancing engagement of diverse groups. (Edited publisher abstract)
Agency, social and healthcare supports for adults with intellectual disability at the end of life in out-of-home, non-institutional community residences in Western nations: a literature review
- Authors:
- MORO Teresa T., SAVAGE Teresa A., GEHLERT Sarah
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(6), 2017, pp.1045-1056.
- Publisher:
- Wiley
Background: The nature and quality of end-of-life care received by adults with intellectual disabilities in out-of-home, non-institutional community agency residences in Western nations is not well understood. Method: A range of databases and search engines were used to locate conceptual, clinical and research articles from relevant peer-reviewed journals. Results: The present authors present a literature review of the agency, social and healthcare supports that impact end-of-life care for adults with intellectual disabilities. More information is needed about where people with intellectual disabilities are living at the very end of life and where they die. Conclusions: The support needs for adults with intellectual disabilities will change over time, particularly at the end of life. There are some areas, such as removing barriers to providing services, staff training, partnerships between agencies and palliative care providers, and advocacy, where further research may help to improve the end-of-life care for adults with intellectual disabilities. (Publisher abstract)
Fathers of people with intellectual disability: a review of the literature
- Authors:
- DAVYS Deborah, MITCHELL Duncan, MARTIN Rachel
- Journal article citation:
- Journal of Intellectual Disabilities, 21(2), 2017, pp.175-196.
- Publisher:
- Sage
- Place of publication:
- London
The aim of this article is to review the literature related to fathers of people who have an intellectual disability (ID). Electronic databases and citation tracking were used to collate data using key terms such as fathers, adults with an ID, learning disability, mental handicap and developmental disability. Relevant articles were analysed and compared for commonality and difference. Eight themes emerged from the literature: response to diagnosis, varied response to ID, concern for the future, work, roles and relationships, impact of fathers upon child development, fathers and service providers, fathers’ needs and coping strategies. This review of the literature presents areas of similarity and divergence and highlights the lack of information that relates specifically to fathers of adults. There are clear messages to service providers to support the inclusion of fathers and the need for further research in this area is indicated. (Publisher abstract)
Psychosocial intervention for people with learning disabilities
- Author:
- DAGNAN Dave
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(2), June 2007, pp.3-7.
- Publisher:
- Emerald
Psychosocial interventions are a core part of the service structures of mainstream mental health services. Research and clinical services for people with learning disabilities have often adopted a broadly psychosocial perspective. This article describes the structure of psychosocial intervention and then considers the evidence base that is available to develop this approach for people with learning disabilities and mental health problems.
The health of people with learning disabilities in the UK: evidence and implications for the NHS
- Authors:
- ELLIOT Johan, HATTON Chris, EMERSON Eric
- Journal article citation:
- Journal of Integrated Care, 11(3), June 2003, pp.9-17.
- Publisher:
- Emerald
Presents a comprehensive review of the UK research literature on the health needs of people with learning disabilities, and the response of mainstream health services to those health needs. Searches were conducted on computerised databases Medline and PsycInfo; hand searches of publications; and consultation with UK researches in the field of health and people with learning difficulties. Publications written in English, focusing on matters relating to health among people with learning difficulties in the UK, published in peer-reviewed journals from 1990 onwards were included in the review. Evidence from the review demonstrated that people with learning difficulties in the UK have significantly poorer health than the UK population generally. Despite these health needs, people with learning difficulties receive poorer support from mainstream health services, across primary care, hospital services and screening programmes.
Creative ways of talking: a narrative literature review concerning emotional support for adults with mild or moderate learning difficulties
- Author:
- MacDONALD Dee
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.233–239.
- Publisher:
- Wiley
Background: Adults with mild or moderate learning difficulties identified a need for more opportunities to access appropriate emotional support. Materials and Methods: A narrative literature review was undertaken. Factors associated with dealing with emotional unrest, such as self-esteem/self-awareness, a person's attitude to having learning difficulties, emotional competency and friendship issues are discussed. Results: The review provides evidence that emotional unrest exists but receives little attention from supporters due to an emphasis on practical issues associated with an inclusion agenda. The review highlights a lack of research on emotional support for adults and explores reasons for this. Conclusion: The value that people with learning difficulties place on support from others with learning difficulties, that is peer support, emerges as a theme and an argument is presented for further inclusive research in this area. (Publisher abstract)