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What do Joint Strategic Needs Assessments tell us about people with learning disabilities in England?
- Authors:
- BAINES Susannah, HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 20(2), 2015, pp.92-96.
- Publisher:
- Emerald
Purpose: A 2013 analysis of local authority Joint Strategic Needs Assessments (JSNAs) showed that JSNAs were not routinely including information on the numbers and health needs of people with learning disabilities, particularly children. This paper compares the information included in 2013 and 2014 JSNAs. Design/methodology/approach: JSNAs for 141 local authorities in England were sought. Local authorities were contacted when JSNAs were not initially found online. All 137 JSNAs found were analysed for mentions and specific sections concerning people with learning disabilities, and content analysed concerning the specific information they contained. Findings: In total, 72 per cent of JSNAs mentioned people with learning disabilities (vs 82 per cent in 2013); 24 per cent mentioned children (vs 39 per cent in 2013) and 72 per cent mentioned adults (vs 81 per cent in 2013). Overall, 13 per cent of JSNAs included a section on children with learning disabilities (vs 9 per cent in 2013), 65 per cent included a section on adults (vs 48 per cent in 2013) and 11 per cent included a section on older adults (vs 8 per cent in the 2013). More JSNAs contained information on current and projected future populations, health needs, social context and service usage concerning adults with learning disabilities compared to children. There was large regional variation in all these indicators. Originality/value: Further work is needed for JSNAs to contain sufficient information on people with learning disabilities to allow for strategic planning, and for JSNAs to be accessible to the public. (Edited publisher abstract)
Joint strategic needs assessments: how well do they address the needs of people with learning disabilities?
- Authors:
- BAINES Susannah, et al
- Publisher:
- Improving Health and Lives: Learning Disabilities Observatory
- Publication year:
- 2013
- Pagination:
- 13
- Place of publication:
- London
The Local Government and Public Involvement in Health Act 2007 requires Primary Care Trusts and local authorities to produce a Joint Strategic Needs Assessment (JSNA) of the health and wellbeing of their local community. This review of currently available JSNAs suggests that, in many areas of England, JSNAs are failing to take due account of the health needs of people with learning disabilities, especially children with learning disabilities. While four out of five JSNAs do make some mention of people with learning disabilities, only 46% contain a specific section of the JSNA that is devoted to adults with learning disabilities, 9% to children with learning disabilities, and 8% to older adults with learning disabilities. Analysis of the type of information on learning disabilities contained in JSNAs suggests that they are unlikely to be of value in planning future services. (Edited publisher abstract)
The domino effect
- Author:
- -
- Journal article citation:
- Viewpoint, November 2007, pp.16-19.
- Publisher:
- Mencap/Gateway
As pressure on council budgets increases, many councils have been tightening their eligibility criteria, leaving thousands of people with a learning disability without vital care services. This article looks at the impact of these cuts.
Older carers of people with learning disabilities: their experiences with local authority assessment processes and personnel
- Author:
- FORRESTER-JONES Rachel
- Journal article citation:
- Tizard Learning Disability Review, 26(2), 2021, pp.105-113.
- Publisher:
- Emerald
Purpose: Amongst other actions the Care Act 2014 emphasised the duties of local authorities (LA) to assess the needs of carers, as well as those they care for and to meet all eligible needs for support. This paper aims to report the findings of a study which explored the experiences of older carers of people with learning disabilities as they navigated LA assessment processes and personnel. Design/methodology/approach: Using an explorative design, 21 older carers were interviewed about their experiences. Interview transcripts were qualitatively analysed. Findings: Three main themes were identified, namely, needs assessments as ambitions, not outcomes; the effects of funding-cuts projected onto carers; and challenges with social care personnel. Originality/value: The study findings attracted a high level of engagement with public awareness and mainstream news and social media. The LA also immediately responded with interventions to address some of the findings, including carer “drop-in” sessions. They are also adapting their carer’s needs assessment processes as a result of the study. It is hoped that the issues raised will be of interest to other social care providers and practitioners. (Edited publisher abstract)
Progression post-16 for learners with learning difficulties and/or disabilities
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2011
- Pagination:
- 43p.
- Place of publication:
- Manchester
This survey evaluates the arrangements for transition from school and the provision in post-16 settings for learners with learning difficulties and/or disabilities up to the age of 25. Through visits to 32 providers and the completion of 111 detailed case studies, inspectors assessed the effectiveness of provision in enabling learners to develop greater independence, and progress to further learning or open or supported employment.
Planning and commissioning housing for people with learning disabilities: a toolkit for local authorities
- Authors:
- HOUSING OPTIONS, GREAT BRITAIN. Department of Health. Valuing People Support Team
- Publisher:
- DH Care Networks. Housing Learning and Improvement Network
- Publication year:
- 2010
- Pagination:
- 73p.
- Place of publication:
- London
This ‘toolkit’ is intended to assist local authorities and their partners to plan effectively for the housing requirements of local people with learning disabilities and deliver the objective of more people with moderate to severe learning disabilities living in their own homes. The toolkit is set out in two main parts: planning – the steps likely to be required to plan for a wider choice of housing options; and delivery – the steps and actions likely to be required to commission a choice of housing options in reality. The toolkit is designed so that each 'component' section can be used independently, or it can be used in its entirety as a sequential series of steps and actions. Each section contains: a ‘checklist’ type series of questions that a local authority can use to plan activity and action and to self-assess its current position and performance; and possible approaches and suggestions for making progress including a sample of examples of good practice from a range of local authorities across England. It also contains a list of useful resources.