Search results for ‘Subject term:"learning disabilities"’ Sort:
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Health and social needs of people with low intelligence
- Authors:
- SCHNEIDER Justine, CLEGG Jennifer
- Journal article citation:
- Mental Health Review Journal, 14(2), June 2009, pp.22-27.
- Publisher:
- Emerald
This paper asks whether intellectual ability determines an individual's potential to live well and deal with the checks and obstacles that life presents. A secondary analysis of the ONS survey of psychiatric morbidity, 2000 was undertaken. It was fond that people with low intelligence was significantly more likely to be a smoker, have problems with paperwork and be renting their home, and a significant subgroup was more likely to be friendless. The pursuit of social justice and social inclusion may require greater attention to be paid to the health and well-being of people with below-average intelligence.
Exploring how churches include people with learning disabilities
- Author:
- PATERSON Donna
- Journal article citation:
- Learning Disability Today, 13(6), November/December 2013, pp.24-26.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The study explored how two churches in the northwest of England aimed to meet the needs of people with learning disabilities in their own communities. One church was not used by any individuals with learning disabilities, the second church ran a bible study group for people with learning disabilities with approximately 45 members. The church leaders from both churches, the bible study group leader, and a sample of 10 people with learning disabilities were interviewed. The findings identified the importance of churches including people with learning disabilities; the barriers that exist in the church community (structural, attitudinal and intellectual); and examples of some good inclusion practices. (Original abstract)
'It is time to stop talking and start doing': the views of people with learning disabilities on future research
- Authors:
- MARRIOTT Anna, WILLIAMS Val, TOWNSLEY Ruth
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 7(2), Autumn 2010, pp.132-147.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
A scoping exercise to determine the research priorities for the field of learning disabilities for the next 10 years is described. Specific focus of this paper is on the role of people with learning disabilities in setting this research agenda. A detailed description of the methodology used is given. The first stage included a series of regional workshops involving people with learning disabilities, held in Bristol, Birmingham, Leeds and London which aimed to identify the main issues and problems in the lives of people with learning disabilities. Data from these identified six priority themes: access to health care; getting good support; the right to relationships; housing options; work and personal finance; and inclusion in the community. The literature was then reviewed for published research in these areas and then further workshops were held in all four geographical areas to identify research gaps. A focus group was then held with nine researchers in the field. A summary of the findings in the six priority areas is presented. It is commented that the findings show that it is possible to involve people with learning disabilities in setting a research agenda. Their inclusion provided a perspective that could not be adequately represented by other stakeholder groups. People with learning disabilities were concerned that research has a meaningful impact and can lead to demonstrable improvements in care. In order for this to happen there is a need for widespread dissemination of accessible outputs that reach the relevant stakeholders.
Concepts of access for people with learning difficulties: towards a shared understanding
- Authors:
- NIND Melanie, SEALE Jane
- Journal article citation:
- Disability and Society, 24(3), May 2009, pp.273-287.
- Publisher:
- Taylor and Francis
This article explores both the process and outcomes of a seminar series on the concept of access for people with learning difficulties. The seminar topics chosen to foster dialogue across professional and disciplinary boundaries included access to information, education, employment, the law, health, leisure, community, past histories and future plans. The seminars brought together people with learning difficulties and their support workers, researchers and professionals, to examine the expert knowledge of people with learning difficulties in negotiating access, the role of practitioners in mediating access and the contribution of research to understanding access. The aim was to develop a rich, shared understanding of the concept of access for people with learning difficulties. However, a huge amount of 'access work' had to be done to achieve this. The article discusses that access work and proposes a multidimensional model of access and ways of promoting it.
Paradoxes, locations and the need for social coherence: a qualitative study of living with a learning difficulty
- Authors:
- CLARKE Charlotte L., et al
- Journal article citation:
- Disability and Society, 20(4), June 2005, pp.405-419.
- Publisher:
- Taylor and Francis
Policy rhetoric over recent decades has promoted social inclusion of the more vulnerable sectors of society, such as people with learning difficulties. This study aimed to describe the experiences of adults with learning difficulties in north-east England and their family and to appraise their care. Thirty-five people with a learning difficulty and/or a family member were interviewed. A model of social coherence was developed that moves beyond the self-limiting debates about social inclusion and exclusion. It is underpinned by a sense of location for the person with a disability in relation to services and carers, family and community, dependency and risk, temporality and space, events, control and society. Key recommendations are for services to know the individual and his/her family; to be responsive to individual needs; to enhance the capacity of families and communities to support people with difficulty in learning; and to help these people to feel more valued.
Age-friendly communities for older persons with intellectual disabilities
- Authors:
- MISKIMMIN Caley, et al
- Journal article citation:
- Quality in Ageing and Older Adults, 20(4), 2019, pp.206-218.
- Publisher:
- Emerald
Purpose: The life expectancy for persons with intellectual disabilities (ID) has increased significantly, resulting in an increasing number of ageing persons with ID. To promote healthy and active ageing of persons with ID, discussions on new initiatives to design age-friendly communities have begun at local and international levels. The purpose of this paper, a qualitative research study, is to identify features of an age-friendly community, and facilitators and barriers from the perspectives of older adults with mild ID and their caregivers who live in the city of Winnipeg in Canada. Design/methodology/approach: Seven older persons with mild ID were interviewed, and 15 caregivers participated in focus group discussions. All participants were asked questions about features of community living and their experiences in eight broad topic areas (i.e. transportation, housing, social participation, respect and social inclusion, opportunities for community involvement, communication and information, community support and healthcare services, and outdoor spaces and buildings). Findings: The results indicated that many of the current features of the city of Winnipeg do not adequately address the needs of ageing persons with ID; specifically, participants revealed that issues related to accessibility, social participation, social disrespect and inclusion, and lack of resources were important barriers to independence. Originality/value: The findings will increase awareness of the needs of ageing persons with ID and inform programme planning, service delivery, coordination of community-based services and policies to support healthy and active ageing for this vulnerable population. (Edited publisher abstract)
Core human rights concepts in Irish health and housing policy documents: in search of equity for people with ID
- Authors:
- O'DONOVAN Mary‐Ann, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 15(4), 2018, pp.307-313.
- Publisher:
- Wiley
If specific groups and their needs are excluded from policy, this exclusion may extend to service delivery and add to the inequities that already exist in health and housing access for vulnerable groups. The extent to which Irish housing/de‐institutionalisation and health policies include core human rights concepts has not been examined previously. This article examines the extent to which the core human rights concepts for people with ID are represented in health and housing policies. EquiFrame was the analytical tool for examining six health and housing policies. EquiFrame analyses policy content on commitment to core concepts of human rights and inclusion of vulnerable groups. Health and housing policies in Ireland, despite outlining a commitment to reducing health inequities, were not found to have a commitment to the core human rights concepts in relation to the specific needs of people with disabilities and people with an intellectual disability. Equity means inclusion of all people and includes recognition, acknowledgement, and monitoring of the specific needs and challenges faced by particular vulnerable population groups, and that these needs are being addressed through policy administered by federal oversight agencies. An implication of the findings is that the EquiFrame tool previously used in the health sector is also useful in considering housing policy. Furthermore, equity concerns need to be examined closely for people with ID because including all vulnerable groups in one aggregated category has been shown to conceal the specific needs and challenges that need to be addressed for specific vulnerable groups. (Publisher abstract)
Commentary: enhancing community inclusion for people with complex needs through partnership working
- Author:
- CARNABY Steve
- Journal article citation:
- Tizard Learning Disability Review, 21(3), 2016, pp.140-143.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to serve as a commentary on the work reported by Hilary Johnson and her colleagues, which used partnership working as a lever for developing community inclusion for people with complex communication needs. Design/methodology/approach: The commentary uses the wider literature on social inclusion as well as narrative from current policy in England on the development of “Transforming Care Partnerships” to explore some of the issues raised by the research. Findings: The conclusion is that physical integration is only the starting point for a vision where people with the most complex needs live the “included life” which evolves by developing partnership working and reciprocal relationships between people with and without disabilities. Originality/value: This paper attempts to highlight relevant key research in the area of social integration as a way of reviewing the likely impact of recent policy on the lives of people with intellectual disabilities and the most complex needs. (Publisher abstract)
Intellectual disabilities, violent conflict and humanitarian assistance: advocacy of the forgotten
- Author:
- ROHWERDERA Brigitte
- Journal article citation:
- Disability and Society, 28(6), 2013, pp.770-783.
- Publisher:
- Taylor and Francis
This article examines the experiences of people with intellectual disabilities in violent conflict who have been neglected in practice and academia. Such invisibility, combined with the disabling impact of society, their low priority, and the nature of their impairments, results in a disproportionately negative impact of conflict on people with intellectual disabilities. Drawing on a wide range of sources, including humanitarian workers, this article examines their experiences and analyses how much consideration has been given to people with intellectual disabilities in humanitarian assistance policy and practice in light of their increased need and vulnerability. Lack of awareness and recognition of their diverse experiences can result in their needs failing to be adequately met, which compounds their disproportionately negative experience of conflict. It is important to finally start paying attention in order to ensure their inclusion in humanitarian responses. (Publisher abstract)
Policy implementation in England: developments to meet the mental health needs of people with learning disabilities
- Authors:
- CHAPLIN Eddie, O'HARA Jean
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(1), March 2007, pp.7-12.
- Publisher:
- Emerald
This article looks at current initiatives to improve mental health care for people with learning disabilities from around England and places them within a policy context. It highlights the areas that still fail to provide a basic care standard, some of which have been reported throughout the media from recent investigations. Where this is the case, the authors outline the response and actions that have been put in place to address these issues. The article focuses on the areas of 'rights', 'inclusion', 'choice' and 'independence'. They argue that there now needs to be cooperation between services that traditionally have not worked together for the benefit of this client group. The traditional views and values of service provides and commissioners will need to be challenged and tuned to the needs of this group of people.