Search results for ‘Subject term:"learning disabilities"’ Sort:
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Participatory research with people who have a learning difficulty: journeys without a map
- Author:
- McCLIMENS A.
- Journal article citation:
- Journal of Learning Disabilities for Nursing Health and Social Care, 3(4), 1999, pp.219-228.
Emancipatory research has become a focus of interest in the field of disability studies. This article considers the experiences of collaborating on a small-scale presentational project with a young man who has a learning difficulty. It is suggested that the purpose of emancipatory research must be made transparent if the intentions are to be translated into a reality. The honesty is necessary in order to appreciate the difference in intention and outcome which will necessarily be shared by parties who approach a 'common problem' from different perspectives.
Developing an easy read version of the Adult Social Care Outcomes Toolkit (ASCOT)
- Authors:
- TURNPENNY Agnes, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(1), 2018, pp.e36-e48.
- Publisher:
- Wiley
Background: This study reports the experiences of developing and pre-testing an Easy Read version of the Adult Social Care Outcomes Toolkit (ASCOT) for self-report by people with intellectual disabilities. Methods: The study has combined survey development and pre-testing methods with approaches to create accessible information for people with intellectual disabilities. A working group assisted researchers in identifying appropriate question formats, pictures and wording. Focus groups and cognitive interviews were conducted to test various iterations of the instrument. Results: Substantial changes were made to the questionnaire, which included changes to illustrations, the wording of question stems and response options. Conclusions: The process demonstrated the benefits of involving people with intellectual disabilities in the design and testing of data collection instruments. Adequately adapted questionnaires can be useful tools to collect information from people with intellectual disabilities in survey research; however, its limitations must be recognised. (Edited publisher abstract)
Stakeholders' views on measuring outcomes for people with learning disabilities
- Authors:
- YOUNG Anita F., CHESSON Rosemary A.
- Journal article citation:
- Health and Social Care in the Community, 14(1), January 2006, pp.17-25.
- Publisher:
- Wiley
This study aimed to discover views of managers and commissioners of services for people with learning disabilities in Scotland regarding (a) current approaches to service evaluation (as an indication of what is to be measured) and (b) healthcare outcome measurement. A postal questionnaire was used to survey 94 stakeholders from the NHS, Local Authorities, and non-statutory organisations across Scotland. Respondents' views were sought on current approaches to service evaluation within learning disabilities; outcome measurement; appropriateness of specified methods of measuring health outcomes; desired future methods of outcome measurement within learning disabilities; and service user involvement in care. A 77% (73/94) response rate to the questionnaire was achieved. Different methods of service evaluation were used by different stakeholders. Staff appraisal was the most frequently identified method (used by 85% of respondents). Specific outcome measures were used by 32% of respondents although there were differences of opinion as to what constitutes specific outcome measures. Overall there was strong support for goal-setting and reviewing (83%) and individualised outcome measures (75%) as appropriate methods for use with people with learning disabilities. The hypothetical question asking what outcome measures should be introduced for this client group had by far the lowest response rate (51/73). The overwhelming majority of all respondents, 68 (92%), reported user involvement in their service. Staff ambivalence to outcome measurement was evident in the research and respondents highlighted the complexity and multidimensional nature of outcomes for this service user group. Managers recognised that outcome measurement was expected but were uncertain how to go about it.
Finding out things
- Author:
- THOMPSON John
- Publisher:
- Venture Press
- Publication year:
- 2003
- Pagination:
- 34p.
- Place of publication:
- Birmingham
Examines the issues in disability research with users and their carers. Research methods, user involvement and outcomes are considered.
Speaking up for yourself: description and evaluation of an assertiveness training group for people with learning disabilities
- Authors:
- WESTON Clive, WENT Fleur
- Journal article citation:
- British Journal of Learning Disabilities, 27(3), 1999, pp.110-115.
- Publisher:
- Wiley
Current service philosophies place emphasis on service users making choices for themselves. Partly in response to this, practitioners have attempted to help service users develop skills of assertiveness. This paper describes an assertiveness training group for people with learning disabilities, and includes a range of outcome measures at intervals of up to 16 months from the first session. Modest increases in assertive behaviour are reported for the majority of participants. The importance of seeing assertiveness training in the wider context of service user empowerment is emphasised.
Working with families : developing a partnership between parents and professionals in the mental handicap services
- Authors:
- CHARNOCK Sybil, et al
- Journal article citation:
- Mental Handicap, 19(1), March 1991, pp.11-13.
- Publisher:
- British Institute of Mental Handicap
Describes the planning, aims, content, and outcome of ten workshop sessions run by parents of young adults with severe mental handicaps for a group of professional staff from health and social services departments. Concludes that the sessions went some way towards breaking down the barriers between parents and professionals but that there is still a long way to go.
Quality of life Is to experience adult social status
- Authors:
- CARLSSON Oie Umb, ADOLFSSON Päivi
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 15(4), 2018, pp.272-283.
- Publisher:
- Wiley
Quality of life (QoL) has become an important outcome in evaluations of services and support for people with intellectual disabilities (ID). Many people with ID request more say and want to be involved in the development of services and support provision. The original Uppsala QoL (UQoL) model consists of a general essence and hierarchically ordered themes and describes QoL from the perspective of people with ID through individual interviews. The aim of the present study is to examine the UQoL regarding its inherent component parts and to explore the interrelationship between them. The study contributes to the understanding of the concept of QoL from the perspective of people with ID. Focus group interviews were conducted with people with mild and moderate ID. The results indicate that QoL is to experience well‐being. The key component of QoL is to experience adult social status. which is determined by whether the individual experiences having control of their life, experiences a sense of personal safety and feels social belonging. In concordance with the original model, the UQoL2 is mainly made up of components equivalent to those frequently reported in the QoL literature. Nevertheless, some differences require attention. The primary component, adult social status, has not previously been highlighted in the QoL literature. The point of departure in the UQoL model is the users´ perspective rather than the user perspective as perceived by professionals or researchers. The UQoL is not primarily linked to the quality of service provision, but to peoples' daily life. A revised version of the original UQoL is suggested. Unlike the original model, other than the fact which that adult social status is superior, the components are not hierarchically organised, rather the interrelation between them is emphasized. (Edited publisher abstract)
Outcomes important to people with intellectual disabilities
- Authors:
- MILLER Emma, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 5(3), September 2008, pp.150-158.
- Publisher:
- Wiley
An emphasis on the outcomes of health and social care services has become increasingly apparent within public policy in the United Kingdom. Alongside this, working in partnership has been a key theme, despite a relatively underdeveloped evidence base. Of central importance, however, must be whether directives toward partnership working are delivering improved outcomes, and in particular, the outcomes that are valued by service users. The authors describe a project that sought to identify the outcomes important to people with intellectual disabilities, and where possible, whether partnerships delivered these outcomes. The research was primarily based on interviews with service users and carers, and involved people with intellectual disabilities as both researchers and research subjects. The project categorized key outcomes in two categories (quality of life and process) and identified ways in which health and social care partnerships can deliver the outcomes service users want. If agencies are to deliver good outcomes to users, as increasingly emphasized in policy, this focus should accurately reflect the outcomes that users themselves define as important.
Learning outcomes for students of school leaving age in special schools: a preliminary study of stakeholders' perceptions
- Author:
- DOWRICK Magaret K.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(4), December 2004, pp.293-305.
- Publisher:
- Taylor and Francis
A process was developed for ascertaining and measuring desirable learning outcomes for Australian students of school leaving age attending special schools. This paper reports upon the first part of the process, which involved a wide range of stakeholder representatives (including teachers, teachers' aides, principals, parents, Technical and Further Education (TAFE) teachers, community representatives and the students) being brought to the point of consensus as to what the outcomes should be. The process was applied in three special schools and the overall findings are discussed. While the three stakeholder groups identified over 30 outcomes as desirable for their students, the seven most important learning outcomes were Communication, Community Living, Financial Management, Independent Living, Interpersonal Skills, Literacy and Personal Development. The stakeholder representatives collectively identified 93 representative indicators (or teaching objectives) from these seven outcomes.
Assessing state vocational rehabilitation performance in serving individuals with disability
- Authors:
- LEWIS Darrell, JOHNSON David R.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(1), March 2003, pp.24-39.
- Publisher:
- Taylor and Francis
All social agencies that deliver services to individuals with disability need to periodically examine whether their goals and services are addressing the needs of their clients and consumers. This paper reviews the use of multi-attribute utility (MAU) analysis as a methodology for evaluating the goals and services of a midwestern state vocational rehabilitation (VR) agency in the USA. The MAU methodology is used in this state agency example to: identify and clarify the VR agency's goals and services; engage stakeholders in the determination of measurable attributes of these goals; and illustrate the value of using MAU evaluation results for programme improvement and future evaluation comparisons. The article is intended to support agency administrative staff in designing comprehensive evaluations of programme goals and services, and in strategic planning and programme improvement efforts.