Search results for ‘Subject term:"learning disabilities"’ Sort:
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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)
Guardianship under the Mental Health Act 1983, England: 2013
- Author:
- HEALTH AND SOCIAL CARE INFORMATION CENTRE
- Publisher:
- Health and Social Care Information Centre
- Publication year:
- 2013
- Pagination:
- 16
- Place of publication:
- Leeds
Statistical report providing information about cases of guardianship under Sections 7 and 37 of the Mental Health Act 1983 in England. It contains information at national, regional and local authority level. Of relevance to anyone with responsibility for handling applications for guardianship or who is involved in monitoring uses of the Mental Health Act and the rights of people with mental problems. (Edited publisher abstract)
The health role of local area coordinators in Scotland: a mixed methods study
- Authors:
- BROWN Michael, KARATZIAS Thanos, O'LEARY Lisa
- Journal article citation:
- Journal of Intellectual Disabilities, 17(4), 2013, pp.387-402.
- Publisher:
- Sage
- Place of publication:
- London
The study set out to explore whether local area coordinators (LACs) and their managers view the health role of LACs as an essential component of their work and identify the health-related activities undertaken by LACs in Scotland. A mixed methods cross-sectional phenomenological study involving local authority service managers (n = 25) and LACs (n = 40) was adopted. Quantitative data from LACs were obtained using online and postal questionnaires. Qualitative data from local authority service managers and LACs were collected using one-to-one interviews and focus groups. Thematic analysis was undertaken of the qualitative data. The results indicate that there is a need to develop further the wider public health role of LACs to incorporate health-related activities focused on broader community-based outcomes such as empowerment and community integration. By adopting a public health role, LACs will be able to contribute to the reduction of health inequalities in people with learning disabilities. (Publisher abstract)
Thinking ahead: a planning guide for families
- Author:
- TOWERS Christine
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2013
- Pagination:
- 140
- Place of publication:
- London
This guide offers ideas for how different people can help parents, and contribute to thinking and planning for the future of their son or daughter with learning disabilities..People with learning disabilities need support to shape their future and to be central to any planning. People working in local authorities and voluntary organisations have a role to play in supporting families through discussions, providing information and supporting change. The nine sections of the guide look at different aspects of thinking about preparing for the future: making decisions; making ploans for the future; building friendships and support networks; talking about difficult subjects; making financial plans; housing and support; making a plan for emergencies; keeping an eye on things to help make a relative's future settled and secure; and making a plan for the future. The guide includes templates to help the user with these tasks. (Edited publisher abstract)
Learning difficulties and ethnicity: updating a framework for action: accessible summary
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 7p.
- Place of publication:
- London
Learning Difficulties and Ethnicity – A Framework for Action was published in 2004. This easy read edition of the update draws attention to the continuing relevance of its key messages together with information on the priority areas from Valuing People Now. There is a simplified action plan for action that should be taken locally and how to track progress. The update will be of interest to a wide range of local people and agencies involved in identifying and addressing the needs of people with learning difficulties from BME communities, and will be of particular relevance for commissioners and providers in local authorities and other statutory agencies, as well as local providers, who all have duties to take certain actions. Learning Disability Partnership Boards, Local Involvement Networks and the new Health and Wellbeing Boards should also use the Framework to ensure progress is made locally and to hold the statutory bodies to account.
Learning difficulties and ethnicity: updating a framework for action
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 38p.
- Place of publication:
- London
Learning Difficulties and Ethnicity – A Framework for Action was published in 2004. This update draws attention to the continuing relevance of its key messages together with information on the priority areas from Valuing People Now. There is a simplified action plan for action that should be taken locally and how to track progress. The update will be of interest to a wide range of local people and agencies involved in identifying and addressing the needs of people with learning difficulties from BME communities, and will be of particular relevance for commissioners and providers in local authorities and other statutory agencies, as well as local providers, who all have duties to take certain actions. Learning Disability Partnership Boards, Local Involvement Networks and the new Health and Wellbeing Boards should also use the Framework to ensure progress is made locally and to hold the statutory bodies to account.
Ten years of partnership
- Author:
- RIDDINGTON Carol
- Journal article citation:
- Tizard Learning Disability Review, 17(1), 2012, pp.14-21.
- Publisher:
- Emerald
Learning Disability Partnership Boards (LDPBs) were established throughout England in 2001 and are convened by local authorities. This article explores how people with learning disabilities have been involved on LDPBs and the opportunities they have had to take part in civic activities. As part of a PhD study, the author conducted observations of meetings of 5 different LDPBs operating in south east England between 2005 and 2007 and carried out interviews with 55 board members, including 27 representatives with learning disabilities. The article describes the study and its findings, covering membership and chairing meetings, roles and responsibilities, spontaneous and unplanned contributions, and formal presentations. It found that representatives with learning disabilities contributed in 4 ways: as a co-chair of meetings, responsible for a specific activity or role, contributing to meetings and discussions, and as a presenter. The author reports that opportunities for people with learning disabilities to influence outcomes are not fully recognised and normal meeting conventions can prove difficult, but that alternative arrangements can enable people with learning disabilities to contribute more to meetings and have more influence on outcomes.
Commentary on "Ten years of partnership" - is the glass half full?
- Author:
- PARROTT Richard
- Journal article citation:
- Tizard Learning Disability Review, 17(1), 2012, pp.22-25.
- Publisher:
- Emerald
In this paper, the author provides a commentary on an article by Riddington about Learning Disability Partnership Boards (LDPBs) and how people with learning disabilities have been involved on LDPBs. Drawing on personal experience of working in partnership in a local LDPB, the paper reviews practical experience of supporting the participation of people with learning disabilities as active citizens, especially in the context of LDPBs. It recognises that there are many examples of good practice, while noting that there is no cause for complacency. It argues for purposeful, continuous improvement and suggests that this requires local leadership, investment of time, energy and effort, and building systematically on success.
Disappearing into a black hole
- Author:
- SHRUBB Richard
- Journal article citation:
- Learning Disability Today, 12(1), December 2011, pp.14-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes the difficulties of getting the best special educational needs provision for children. Based on the problems faced by the Dyer family, it contrasts the good support available in Doncaster where they previously lived, to the poor offering from the Isle of Wight. There are a large number of children on the Isle of Wight who are in either mainstream or home education caused by the failure of the council to provide suitable educational placement. The article suggests that the council does not recognise that mainstream education cannot meet all children’s needs, and that some children cannot function in crowded and visually over-stimulating environments. The article calls for more special education schools, and for more specialist units attached to mainstream schools.