The proposed duty on the public sector to promote disability equality will require employers to take action in areas which are currently under-developed such as: involving disabled staff; training and awareness raising; monitoring disability within the workforce and among job applicants; and taking an organisation-wide strategic approach. Guidance needs to convince employers of the value to them of taking action, involving a prior understanding of what motivates them to change.
The proposed duty on the public sector to promote disability equality will require employers to take action in areas which are currently under-developed such as: involving disabled staff; training and awareness raising; monitoring disability within the workforce and among job applicants; and taking an organisation-wide strategic approach. Guidance needs to convince employers of the value to them of taking action, involving a prior understanding of what motivates them to change.
Extended abstract:
Author:
HIRST Michael; et al.;
Title
The employment of disabled people in the public sector: a review of data and literature. Publisher
University of York. Social Policy Research Unit, 2004
Summary
This review, in summer 2004, covers recent trends in public sector employment, employment circumstances and characteristics of disabled public sector employees, research on employers' attitudes and practices in employment of disabled people, sickness absence, disabled people's employment experiences, the role of services in promoting employment in the public sector, and evidence from employers' documentation of effective policies and practices.
Context
The proposed duty on the public sector to promote disability equality will require employers to take action in areas which are currently under-developed such as: involving disabled staff; training and awareness raising; monitoring disability within the workforce and among job applicants; and taking an organisation-wide strategic approach. Guidance needs to convince employers of the value to them of taking action, involving a prior understanding of what motivates them to change.
Contents
Chapters 2 and 3 draw on secondary analysis of the Labour Force Survey (LFS). Chapter 2 describes trends in the number and proportion of disabled people employed in the public sector in Great Britain from spring 1998 to spring 2003. Chapter 3 uses the most recently available LFS data to describe the employment circumstances and characteristics of disabled public sector employees. In both chapters data are presented on disabled compared with non-disabled employees in the public sector only. Chapters 4-7 summarise the available published research literature on the employment of disabled people in the public sector in Great Britain . Much of the literature in the field of employment and disabled people was already known to the research team, as a consequence of having undertaken searches for several previous reviews as well as being active researchers in the field. Existing knowledge was up-dated and extended by searches on Academic Search Premier (EBSCO), selected academic publishers websites, government and industry websites, media databases and library databases. It is important to note that almost no British research literature specifically on the topic of public sector employment of disabled people was found through searches. To identify material of relevance to the review it was necessary to trawl through the literature on the wider topic of employment of disabled people. As will be explained further, it was sometimes found necessary to present the wider context to the findings relating to the public sector.
Chapter 4 reports the research on the attitudes and employment practices of public sector organisations. Chapter 5 looks at sickness absence among disabled people and employer perceptions that they will take more sick leave, examines recent evidence on sickness absence in the public sector and reports findings of an important analysis that takes account of sector in characteristics associated with increased risk of job loss. Chapter 6 reviews the limited literature on the public sector employment experiences of disabled people, people with chronic and mental health conditions, and deaf people. Chapter 7 examines research on practical interventions, such as government programmes, to improve the chances for disabled people to enter, retain and progress in public sector jobs. It should be noted that there is no uniformity in how ‘disabled people' is defined in the studies reviewed. Wherever possible the definitions used in the studies are used. It should also be noted that the scope of some surveys extends to include Northern Ireland . Chapter 8 presents findings from a trawl of public sector employers to identify effective employment policies and practices based on their own documentation. Chapter 9 concludes with the main messages from the research and recommendations to the DRC.
Conclusion
It is encouraging to find, from the analysis of the LFS, rather few apparent differences in the characteristics of disabled and non-disabled employees in the public sector, though disparities in earnings and occupying senior positions need further investigation and when the quality of employment is considered disabled employees in certain sub-sectors of the public sector are disadvantaged. It is also encouraging that the public sector outperforms the private sector in some respects, though it is hard to explain why. The proposed duty on the public sector to promote disability equality will require employers to take action in areas which are currently under-developed such as: involving disabled staff; training and awareness raising; monitoring disability within the workforce and among job applicants; and taking an organisation-wide strategic approach. Guidance needs to convince employers of the value to them of taking action, involving a prior understanding of what motivates them to change. Development work might include further investigation of effective practice through equality, diversity and disability networks and recipients of award and accreditations. At the same time, steps must be taken to counter misunderstandings about disability, with active campaigning to educate the public about disability in general and legislation on disability in particular, and specifically to promote awareness of which conditions are included under the DDA and help to dispel myths about employing disabled people. There is scope for further analysis of the LFS to fill gaps in knowledge: multivariate analysis to investigate reasons for the reported differences between disabled and non-disabled employees, with priority given to pay differentials; comparison of disabled people's employment experiences across sectors, to provide the context within which to evaluate and interpret findings related to the public sector; longitudinal analysis to explore employment trajectories of disabled people, including movements in and out of the public sector; and longitudinal analysis to investigate in more detail the finding that public sector employees have a lower risk of leaving employment following onset of disability compared with those working in other industry divisions. There is a role for the DRC to influence the design of further research to introduce consistency in the definition of the public sector and in survey design so that the impact of the public sector duty can be tracked over time. There is a need for research that establishes what leads to change and which takes account of the perspectives of disabled and non-disabled staff in different positions within public sector employing organisations.
54 references
ISBN 0 9549327 0 6
Subject terms:
learning disabilities, literature reviews, physical disabilities, public sector, employment;
British Journal of Learning Disabilities, 32(3), September 2004, pp.123-127.
Publisher:
Wiley
Although predisposing and facilitating factors for delirium are common in learning disabled patients, little is known about its occurrence. Presents 3 case reports and results of a manual and computer (Medline, Embase Psychiatry) search. Only 2 case reports were found, and added to the 3. Ages were 16, 17, 51, 55 and 78. Delirium was associated with eye surgery, anticholinergic overdose, urinary infection, Alzheimer's disease and pulmonary infection respectively. All had predisposing factors. The literature is scarce, possibly because diagnosis is often missed. Delirium is very distressing and raises morbidity and mortality. However, it is treatable, so more attention should be given to diagnosis and treatment, especially in vulnerable patients. A practice guideline assessment and treatment is given.
Although predisposing and facilitating factors for delirium are common in learning disabled patients, little is known about its occurrence. Presents 3 case reports and results of a manual and computer (Medline, Embase Psychiatry) search. Only 2 case reports were found, and added to the 3. Ages were 16, 17, 51, 55 and 78. Delirium was associated with eye surgery, anticholinergic overdose, urinary infection, Alzheimer's disease and pulmonary infection respectively. All had predisposing factors. The literature is scarce, possibly because diagnosis is often missed. Delirium is very distressing and raises morbidity and mortality. However, it is treatable, so more attention should be given to diagnosis and treatment, especially in vulnerable patients. A practice guideline assessment and treatment is given.
Subject terms:
learning disabilities, literature reviews, mental health problems, treatment, therapy and treatment, diagnosis;
A review of the literature on transition for young people with learning difficulties, families and professionals.The report for the Social Care Institute for Excellence (SCIE) brings together the findings from three inter-linked investigations relating to the information needs of young people, their parents and supporters at transition. It was undertaken over a six month period between October 2003 and March 2004 and included: focus group interviews with young people, their parents and supporters; a systematic review of the literature on transition; and a review of the information already available for young people, parents and professionals, including an evaluation of materials by young people and parents. The project was carried out by the Norah Fry Research Centre (NFRC) in partnership with North Somerset People First (NSPF) and the Home Farm Trust (HFT).
A review of the literature on transition for young people with learning difficulties, families and professionals.The report for the Social Care Institute for Excellence (SCIE) brings together the findings from three inter-linked investigations relating to the information needs of young people, their parents and supporters at transition. It was undertaken over a six month period between October 2003 and March 2004 and included: focus group interviews with young people, their parents and supporters; a systematic review of the literature on transition; and a review of the information already available for young people, parents and professionals, including an evaluation of materials by young people and parents. The project was carried out by the Norah Fry Research Centre (NFRC) in partnership with North Somerset People First (NSPF) and the Home Farm Trust (HFT).
Subject terms:
service transitions, information services, learning disabilities, literature reviews, systematic reviews, user participation, young people, access to information, families;
This report for the Social Care Institute for Excellence (SCIE) brings together the findings from three inter-linked investigations relating to the information needs of young people, their parents and supporters at transition. It was undertaken over a six month period between October 2003 and March 2004 and included: focus group interviews with young people, their parents and supporters; a systematic review of the literature on transition; and a review of the information already available for young people, parents and professionals, including an evaluation of materials by young people and parents. The project was carried out by the Norah Fry Research Centre (NFRC) in partnership with North Somerset People First (NSPF) and the Home Farm Trust (HFT).
This report for the Social Care Institute for Excellence (SCIE) brings together the findings from three inter-linked investigations relating to the information needs of young people, their parents and supporters at transition. It was undertaken over a six month period between October 2003 and March 2004 and included: focus group interviews with young people, their parents and supporters; a systematic review of the literature on transition; and a review of the information already available for young people, parents and professionals, including an evaluation of materials by young people and parents. The project was carried out by the Norah Fry Research Centre (NFRC) in partnership with North Somerset People First (NSPF) and the Home Farm Trust (HFT).
Subject terms:
service transitions, information services, learning disabilities, literature reviews, systematic reviews, user participation, young people, access to information, families;
This paper brings together the key themes and findings from the synthesis of six literature reviews on the impact of user participation on change and improvement in social care services. Reviews on older people, children and young people, people with learning difficulties and disabled people were commissioned by the Social Care Institute for Excellence (SCIE). Reviews on mental health service user participation and on general user/ consumer involvement were commissioned by NHS Service Delivery and Organisation Research and Development Programme. The aim of this work is to give an overview or synthesis of these reviews in order to provide a comprehensive, accessible account of what is currently known about the impact of service user participation on change and improvement in social care services. It will also provide a basis for SCIE Practice guides on service user participation.
This paper brings together the key themes and findings from the synthesis of six literature reviews on the impact of user participation on change and improvement in social care services. Reviews on older people, children and young people, people with learning difficulties and disabled people were commissioned by the Social Care Institute for Excellence (SCIE). Reviews on mental health service user participation and on general user/ consumer involvement were commissioned by NHS Service Delivery and Organisation Research and Development Programme. The aim of this work is to give an overview or synthesis of these reviews in order to provide a comprehensive, accessible account of what is currently known about the impact of service user participation on change and improvement in social care services. It will also provide a basis for SCIE Practice guides on service user participation.
Subject terms:
learning disabilities, literature reviews, mental health problems, older people, service users, social workers, user participation, user views, children;
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.
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.
Subject terms:
learning disabilities, literature reviews, objectives setting, school social work, vulnerable adults, adults, education, educational performance;
University of East Anglia. School of Social Work and Psychosocial Studies
Publication year:
2004
Pagination:
57p.,bibliog.
Place of publication:
Norwich
It is commonly agreed that deviant sexual behaviour is similar for disabled and non-disabled people. Such offenders are less likely to reach the courts and therefore less likely to receive treatment. Re-offending is common in sex offenders with learning disabilities. This research includes systematic review, discussion of inappropriate sexual behaviour such as masturbation in public, and sex education. Sexuality of people with a learning disability is clearly a complex area. Carers, statutory agencies and the legal system impact on this area of their lives which is a private one for most others. It is important that any intervention is thought out carefully and implemented sensitively if these people are to feel valued.
It is commonly agreed that deviant sexual behaviour is similar for disabled and non-disabled people. Such offenders are less likely to reach the courts and therefore less likely to receive treatment. Re-offending is common in sex offenders with learning disabilities. This research includes systematic review, discussion of inappropriate sexual behaviour such as masturbation in public, and sex education. Sexuality of people with a learning disability is clearly a complex area. Carers, statutory agencies and the legal system impact on this area of their lives which is a private one for most others. It is important that any intervention is thought out carefully and implemented sensitively if these people are to feel valued.
Subject terms:
learning disabilities, literature reviews, sex education, sexual abuse, sexual behaviour, sexual offences, systematic reviews, young people, challenging behaviour;