Search results for ‘Subject term:"learning disabilities"’ Sort:
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Life support: the difference between a daily existence and a fulfilling life
- Author:
- UNITED RESPONSE
- Publisher:
- United Response
- Publication year:
- 2012
- Pagination:
- 15p.
- Place of publication:
- London
The Campaigns Panel is an informal network of people with disabilities or mental health needs who are supported by United Response as well as their relatives. This report has been produced by members of the Campaign Panel who have a learning disability and support need, or are relatives to someone who has. The report explores what good support means to people with learning disabilities and why it is crucial that any reforms to social care lead to better quality support. The participants were asked about what support meant to them, what they liked to do in life, what their views were, and what their thoughts were on the future. The report is illustrated throughout with quotes and visual images.
Making disability conferences more actively inclusive
- Author:
- CALLUS Anne-Marie
- Journal article citation:
- Disability and Society, 32(10), 2017, pp.1661-1665.
- Publisher:
- Taylor and Francis
In this article the author explores how generic disability conferences can become more inclusive of participants with intellectual disability. Increased inclusivity entails adapting to the support needs of people with intellectual disability, in line with the principles and practice of inclusive research. The author considers three specific areas where there can be more inclusion – access to information related to the conference, access to knowledge imparted during the conference, and financial issues. While many good practices have been developed in these areas, it is important to ensure that inclusion is catered for in a systematic and pro-active manner, so that people with intellectual disability have increasingly more meaningful and active roles within disability studies and disability research. (Edited publisher abstract)
Using photovoice to include people with profound and multiple learning disabilities in inclusive research
- Author:
- CLULEY Victoria
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.39-46.
- Publisher:
- Wiley
Background: It is now expected that projects addressing the lives of people with learning disabilities include people with learning disabilities in the research process. In the past, such research often excluded people with learning disabilities, favouring the opinions of family members, carers and professionals. The inclusion of the voices of people with learning disabilities is a welcome and much needed change. While there has been many valuable inclusive researches carried out in the past 10–15 years, much of this research has included people with mild and/or moderate learning disabilities. Far less published research has included people with profound and multiple learning disabilities. Materials and Methods: This research article outlines how the visual method ‘photovoice’ can be successfully used to include people with profound and multiple learning disabilities in the research process. Results and discussion: It is argued that inclusive research is often limited by the choice of research methods, which result in the exclusion of people with profound and multiple learning disabilities from the research process. The article advocates a mediated and flexible approach to inclusive research that embraces and supports the needs of all involved. A practical example of photovoice research with people with learning disabilities demonstrates how this can be achieved. Conclusion: When planning inclusive research, researchers should be mindful of both the variety of needs that people with learning disabilities can bring to the research process and the need to tailor methods to these needs. Such action requires a flexible approach to the inclusive research process. (Publisher abstract)
A comparison of carers needs for service users cared for both in and out of area
- Authors:
- EMERY Heidi, JONES Bridget, CHAPLIN Eddie
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(3), 2013, pp.143-151.
- Publisher:
- Emerald
This paper describes an ongoing process of engagement with carers of people with intellectual disabilities currently being monitored by an out of area service for both carers of people placed both in area and out of area within a local Mental Health Learning Disabilities team in South London. Using a series of consultation events, carers were asked to participate in a free dialogue which focussed on everyday issues for carers. This included financial implications of caring, knowledge of care pathways/systems in care, carer's needs and expectations and the support they currently receive. The issues and concerns that carers face in their daily lives when supporting one or more people are highlighted. These include lack of recognition, financial difficulties, lack of training and support. (Edited publisher 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.
Enabling adults with learning disabilties to articulate their housing need
- Authors:
- McGLAUGHLIN Alex, GORFIN Laura, SAUL Claire
- Journal article citation:
- British Journal of Social Work, 34(5), July 2004, pp.709-726.
- Publisher:
- Oxford University Press
This study is about involving adults with learning disabilities in service planning by asking them to articulate their own needs in relation to housing. It also identifies some of the barriers to meeting the housing needs of this group. The views expressed indicate that ordinary housing with small numbers is the preference, and that appropriate support is highly valued. This suggests a need for housing of a supported living model or similar. The service users in this study were clearly able to verbalize their preferences as well as to think through potential options. However, there is also clear evidence that they feel powerless in making choices, with decisions being taken on their behalf by professionals and carers. This demonstrates the need for a cultural shift whereby the voices of adults with learning disabilities are heard and acted upon.
Going with the flow: choice, dementia and people with learning difficulties
- Author:
- STALKER Kirsten
- Publisher:
- Pavilion
- Publication year:
- 1999
- Pagination:
- 48p.,bibliog.
- Place of publication:
- Brighton
Report examining some of the issues facing older people with learning difficulties and dementia. Focuses on hearing the voices of users, and exploring the extent and nature of opportunities people have to make choices about their lives.
An ordinary home: housing and support for people with learning disabilities
- Authors:
- HARKER Maurice, KING Nigel
- Publisher:
- Local Government Association
- Publication year:
- 1999
- Pagination:
- 44p.,bibliog.
- Place of publication:
- London
Report of a pilot study exploring the possibilities of widening the choice of housing and support for people with learning difficulties and support. Six local authorities took part in a programme based on the following elements: a profile of needs; an audit of existing services; an appraisal of value for money; and costs and benefits.
A meaningful partnership
- Author:
- STOBBS Philippa
- Journal article citation:
- Coordinate, 68, November 1998, pp.6-7.
- Publisher:
- National Early Years Network
Reports on how some parental partnership schemes for parents of children with special educational needs have sought to forge links with the parents of younger children, and considers how parent partnership schemes and early years professionals might work more closely together.