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Accessing social care and health care services: the rights of adults with a learning disability
- Author:
- TUCKER Jason
- Publisher:
- Mencap Cymru
- Publication year:
- 2015
- Pagination:
- 47
- Place of publication:
- Cardiff
This tool kit aims to set out the duties and obligations that local authorities and health authorities have to provide social care and health care services, and to explain how those services can be accessed. It focuses on the law and procedure applicable in Wales, and particular consideration is given to the rights of adults with a learning disability. Part 1 explains how a local authority determines whether a person is eligible to receive services and provides an overview of the key services that are usually available from local authorities. Consideration is also given to when local authorities can charge for the services provided, and how any charges are calculated. Information is also provided regarding carers’ assessments. Part 2 explains the duties and obligations that local health boards have to provide health care services, including community-based services. Consideration is also given to assessing capacity, and when people can be deprived of their liberty. Part 3 explains the key ways in which decisions regarding social and health care can be challenged where there is a disagreement about the level of services to be provided. The tool kit also contains a Future Changes section, which highlights some of the key changes that are likely to occur when the Social Services and Well-being (Wales) Act 2014 takes effect in April 2016. (Edited publisher abstract)
Supporting parents with a learning disability through the child protection system
- Author:
- TUCKER Jason
- Publisher:
- Mencap Cymru
- Publication year:
- 2015
- Pagination:
- 59
- Place of publication:
- Cardiff
The purpose of this tool kit is to assist Mencap Cymru’s regional officers, who are working as learning disability advocates, by setting out the key responsibilities which adult social care and children’s services departments have, and explaining the ways in which parents with a learning disability should be supported through the child protection process. The tool kit, which focuses on the law and procedure applicable in Wales, is divided into the following sections: key concepts; the duties of local authorities towards adults with learning disabilities; the child protection process and pre-proceedings; the child protection process and going to court; guidance from case law; future changes; and additional resources. (Edited publisher abstract)
Transition to the new 0 to 25 special educational needs and disability system: departmental advice for local authorities and their partners
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 36
- Place of publication:
- London
- Edition:
- 3rd ed.
Departmental advice on changes to legislation relating to children and young people with special educational needs and disabilities (SEND). It explains the process for moving children and young people with SEND across from the old system to the new one introduced by the Children and Families Act 2014. This guidance focuses on: arrangements relating to statements of SEN and learning difficulty assessments during the transition period; timing of transfer; the transfer review process; and arrangements for those aged under 19 in youth custody during the transition period. (Edited publisher abstract)
'Indirect payments' for people who lack capacity: how are they working in practice?
- Author:
- NATIONAL INSTITUTE FOR HEALTH RESEARCH. School for Social Care Research
- Publisher:
- NIHR School for Social Care Research
- Publication year:
- 2015
- Pagination:
- 4
- Place of publication:
- London
Summarises findings from a study on how direct payments (DPs) are operating for people who lack capacity to consent (termed 'indirect payments') and are living with learning disabilities or dementia. Semi-structured interviews were used to explore experiences of indirect payments with samples of practitioners (67) and 'suitable people' (18) in six English local authorities. The interviews asked why people choose an indirect payment; looked at the application of the Mental Capacity Act by local authorities; and the identification and role of the suitable person. People in the study had chosen indirect payments for several reasons, often to avoid inadequate alternative services and/or to ensure meaningful activity for the disabled person. Identifying a suitable person to act on behalf of the person who lacked capacity to consent was usually done informally, often because they were a family member and already involved in managing their relative's services. Differences were identified in processes between people with learning disabilities and those living with dementia. People with dementia were often 'given' a plan which assumed minimum care needs and was not aspirational in nature. Whereas people with learning disabilities would often have some form of person-centred planning. The study also found limited on-going support for suitable people, and a lack of clarity among practitioners on the application of the Mental Capacity Act (2005). Additional information, training and support to help suitable people become fully engaged in the whole direct payment process, as well as more support and training for practitioners. It also suggests some of the person-centred practices common among people with learning disabilities could be adopted for people with dementia. (Edited publisher abstract)
Local authority registers of people with disabilities, Wales, 31 March 2015
- Author:
- JONES Robin
- Publisher:
- WALES. Welsh Government. Knowledge and Analytical Services
- Publication year:
- 2015
- Pagination:
- 9
- Place of publication:
- Cardiff
Statistical release summarising information on people with disabilities registered with local authorities in Wales at 31 March 2015. Data covers registers of people with learning disabilities, with breakdown by accommodation type and age; and registers of people with physical or sensory disabilities. (Edited publisher abstract)
The Special Educational Needs and Disability Pathfinder Programme evaluation: final impact research report
- Authors:
- THOM Graham, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 238
- Place of publication:
- London
The final report from the evaluation of the special educational needs and disabilities (SEND) pathfinder programme. The programme, which was established in 2011 to explore how to reform the statutory SEN assessment and statement framework, involved the development and delivery of alternative approaches that could enhance or replace the existing system. Each Pathfinder was tasked to develop and trial an assessment process; a single, joined up EHC plan; and personal budgets across education, social care and health, and adult services as appropriate for children and young people from birth to 25 years. This report covers the second 18 months of the pathfinder programme, ending in September 2014, and looks at its effect on: families’ satisfaction with the systems and processes in place to obtain support for their child; families’ views about the amount and quality of support available to them; families’ views about their own and their child’s health and wellbeing; and the cost of the assessment and planning processes for obtaining SEND support. The data suggest that the process has improved for families, often in ways that are incremental but still statistically significant. Despite the improvement around the process, however, there was no statistical change in the extent to which families thought the decisions reached were fair. The family survey found little evidence of significant improvements in parental outcomes or in either children’s health or quality of life. (Edited publisher abstract)
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)
Adults with learning disabilities known to local authorities in Scotland: a national dataset
- Authors:
- STUART Claire, et al
- Journal article citation:
- Tizard Learning Disability Review, 20(1), 2015, pp.15-23.
- Publisher:
- Emerald
This paper discusses collection of data on adults with learning disabilities who are known to local authorities in Scotland by Learning Disability Statistics Scotland. It looks at the the use of this data to support government policy and evaluation the implementation of policy. The paper provides insights to the project's processes, uses, challenges and future plans. It details the position of the data outputs within a policy context and the role these might play within a broader research agenda. Individual level data are requested from all 32 local authorities on adults aged 16-17 who are not in full-time education and those aged 18 and over. Annual data guidance is developed in conjunction with local authorities prior to the collection and is issued to standardise the process and manage avoidable error. The collated data are extracted from local authority administrative data and records are provided on each adult regardless of whether they are currently receiving a service. Anonymisation takes place prior to upload and strict guidelines are followed to ensure it is not possible to identify individuals. This paper will be of interest to those interested in data on learning disability and those with an interest in the analytical potential of an individual level national data set. (Edited publisher abstract)
Monitoring the use of the Mental Capacity Act Deprivation of Liberty Safeguards in 2013/14
- Author:
- CARE QUALITY COMMISSION
- Publisher:
- Care Quality Commission
- Publication year:
- 2015
- Pagination:
- 58
- Place of publication:
- Newcastle upon Tyne
This is the fifth annual monitoring report on the Deprivation of Liberty Safeguards. The report looks back at the first five years of the safeguards implementation and highlights recurring themes; summarises the impact of recent developments such as the House of Lords MCA post-legislative scrutiny committee and Supreme Court judgement; and reviews the use of the safeguards for the year 2013/14. Short case studies and good practice examples are included. Recurring themes identified over the past five years were: low numbers of applications; regional variations in application rates; and variations in practice and training across organisations. The year 2013/14 saw a rise in the number of applications to use the safeguards, with a dramatic rise in Q1 and Q2 of 2014/15. This rapid rise has resulted in a backlog of applications. (Original abstract)
Forecasting the adult social care workforce: a summary report of workforce intelligence
- Author:
- CENTRE FOR WORKFORCE INTELLIGENCE
- Publisher:
- Centre for Workforce Intelligence
- Publication year:
- 2015
- Pagination:
- 45
- Place of publication:
- London
Report, commissioned by Department of Health, which aims to assess the future demand for and supply of the adult social care workforce in England over the next 15 years to 2030. The project uses the Centre for Workforce Intelligence robust workforce planning framework. Census data from the Office of National Statistics together with findings of the report 'Estimating the Need for Social Care Services for Adults with Disabilities in England 2012-2030 '(Emerson et al, 2012), were used to explore the demand for social care services. Key data from Skills for Care's National Minimum Data Set for Social Care (NMDS-SC) and their publication 'The size and structure of the adult social care sector and workforce in England, 2014' provided a basis for modelling data. The forecast suggests the adult social care workforce will need to grow from 1.2 million to almost 1.6 million (FTE) to meet a 33 per cent growth in adult social care demand by 2030. The research also suggests that people with learning difficulties are also living longer requiring social care services for longer for which the social care workforce will need to grow accordingly. It highlights a likely increase in demand for residential and nursing care in particular. An accompanying infographic has also been produced to highlight the key findings from the report, as well as a technical report, which provides an overview of the data used in the model, as well as details of how the calculations were made. (Edited publisher abstract)