Search results for ‘Subject term:"learning disabilities"’ Sort:
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More than just telling stories
- Author:
- COSH Jackie
- Journal article citation:
- Learning Disability Today, 15(5), September/October 2015, pp.16-17.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Bags of Ability project provides free training and workshops to parents and professionals, teaching them to engage all the senses when telling stories to children with learning disabilities. Involving additional sensory stimulation can help children with learning disabilities to learn more about the world around them and interact better with others. To date over 500 parents and 340 professionals have attended the courses, and reported that they are telling stories more frequently. An external evaluation also found that professional rated their awareness of communication methods for children as good or above increased after the training from 37% to 86% after the training. (Edited publisher abstract)
Learning from the experts: a thematic analysis of parent's experiences of attending a therapeutic group for parents of children with learning disabilities and challenging behaviour
- Authors:
- THOMPSON-JANES Emily, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.95-102.
- Publisher:
- Wiley
The Confident Parenting group is a therapeutic group for parents of children with learning disabilities and challenging behaviour, which is informed by the principles of behavioural theory and acceptance and commitment therapy. Parent's experiences of the group were elicited through participation in a large focus group which followed a semistructured interview format with questions and discussion guided by the lead researcher. This aimed to elicit information about parent's overall experiences of attending the group and its perceived effectiveness. Thematic analysis was used to draw themes from parent's rich narratives. Four main themes were identified: (i) parent's pre-group narratives, (ii) barriers and solutions, (iii) positive aspects of Confident Parenting and (iv) positive outcomes of Confident Parenting. The themes highlighted how beneficial parents found Confident Parenting as well as raised helpful ideas about how to engage families where there are practical and personal barriers to attending. (Publisher abstract)
Speaking up for families
- Author:
- EVANS Reiz
- Journal article citation:
- Disability, Pregnancy and Parenthood International, 71, Winter 2010, pp.8-9.
- Publisher:
- National Centre for Disabled Parents
The advocacy services provided by Advocacy Partners Speaking Up to parents with learning disabilities and mental health needs are discussed. A short case study describes how the service helped a mother with learning disabilities and mental health needs whose child had been placed on a child protection plan.
Inclusion and accessibility
- Author:
- BOX Leandra
- Journal article citation:
- Disability, Pregnancy and Parenthood International, 71, Winter 2010, pp.10-11.
- Publisher:
- National Centre for Disabled Parents
As part of the Strengthening Families, Strengthening Communities parent programme, resources were developed to meet the needs of parents with learning disabilities. An overview of the project is provided, with information on developing the accessible manual, recommendations to consider when working with parents with learning disabilities and feedback from the parents themselves. The project was developed by the Race Equality Foundation in partnership with learning disability organisation CHANGE.
'A Right to Know'. Facilitating a relationship and sexuality programme for adults with intellectual disabilities in Donegal
- Authors:
- GARDINER Tina, BRADDON Eileen
- Journal article citation:
- British Journal of Learning Disabilities, 37(4), December 2009, pp.327-329.
- Publisher:
- Wiley
This paper outlines the experiences of facilitators of a relationship and sexuality education pilot programme with adults with intellectual disabilities at 2 training centres in North West Ireland. Describing the context and development of the programme taking place in socially isolated communities, where religion still holds a large influence, this paper outlines the challenges faced, and the feedback it received. The programme, where each session lasted about 2.5 hours, addressed the problems intellectually disabled people faced when discussing sexuality, allowing them to talk to care workers even though it was a difficult and embarrassing subject. The programme also gave parents and carers training to support people with intellectual disabilities, and to inform them of the rights of those with disabilities. Feedback from both groups was positive.
Parents who feel 'set up to fail'
- Author:
- HUNT Louise
- Journal article citation:
- Community Care, 29.9.11, 2011, pp.20-21.
- Publisher:
- Reed Business Information
Parents with learning disabilities often feel they are put under unfair scrutiny. One parent with learning disabilities explains why she felt let down by her local authority. An evaluation of the Valuing Parents Support Service (VPSS) run by Medway Council in Kent has found that proper support for parents with learning disabilities can lead to fewer children being taken into care. The service started as a two year joint project between adult and children's services. Both services refer all parents with learning disabilities to the VPSS for expert assessment of their support needs.
My person-centred transition review: a resource guide for schools and services involved in transition
- Authors:
- KELLY Diana, BROOKS Sally
- Publisher:
- Partnership with Parents
- Publication year:
- 2010
- Pagination:
- loose leaf, CD ROM
- Place of publication:
- Redhill
This loose-leaf folder and CD-Rom aims to help schools working with children and young people learning disabilities or special educational needs who are involved transitional reviews. It is presented in a colourful, easy-to-use manner, with many illustrations and photographs demonstrating good practice. The guide has ten sections. These include: an introduction to person-centred transition reviews; before the transition review; setting the date and planning the review; creating the review invitation booklet with the young person; planning what to talk about; preparing the venue; and preparation for services and families, relatives and friends. Sections 6 and 7 detail how to run a person-centred transition review meeting, and sharing and recording the information gathered at the review. Two sections then detail after the review in terms of action plans, transition plans, feedback and evaluations. The final section contains useful references, listing contacts and websites, relevant legislation and government guidance. Examples of successful use of the resource by schools in Surrey, England are provided.
Help is just a phone call away
- Author:
- BARTLETT Sarah
- Journal article citation:
- Community Care, 23.03.06, 2006, p.30.
- Publisher:
- Reed Business Information
Support for new parents who are disabled is rare. This article reports on the Disabled Parents Network’s Support Service, the winner of Community Care's 2005 Maureen Oswin Memorial Award.
“Stop talking about my disability, I am a mother”: adapting video interaction guidance to increase sensitive parenting in a young mother with intellectual disability
- Authors:
- PETHICA Stefania, BIGHAM Katie
- Journal article citation:
- British Journal of Learning Disabilities, 46(2), 2018, pp.136-142.
- Publisher:
- Wiley
Background: Parenting can be challenging for people with intellectual disabilities. The nature of the parents' intellectual disability as well as past experiences of institutionalisation, insensitive care and inadequate support can interfere with parents' capacity to provide responsive and appropriate parenting to their own children. This can result in parents with intellectual disabilities being investigated under child protection procedures. There is little evidence for parenting interventions to improve attachment in parents with intellectual disability. Method: This is a case report of “Sarah,” a young mother with mild intellectual disability, whose children were placed on the child protection register. A behavioural video‐feedback approach that focused on Sarah's strengths, Video Interaction Guidance, was adapted to Sarah's intellectual disability. Results: Sarah demonstrated a noticeable increase in the frequency of sensitive interactions with her children as well as increased engagement with support services and request for more instructional parenting input. Conclusion: This study demonstrates the feasibility of using Video Interaction Guidance with parents with an intellectual disability and offers suggestions on adapting the intervention to suit individual parents' needs. Further systematic research is, however, necessary to prove the effectiveness of this approach. (Edited publisher abstract)
Lean on me
- Author:
- SCAIFE Les
- Journal article citation:
- Learning Disability Today, August 2011, pp.22-23.
- Publisher:
- Pavilion
- Place of publication:
- Hove
While self-directed support continues to be a part of the government’s social care agenda, there is still often a lack of support mechanisms for people to manage their personal budgets. This article describes the work of West Lancs Peer Support (WLPS), an organisation set up in 1999 by parents of people with learning disabilities. WLPS has developed a PA (Personal Assistant) register to assist users to find the right people to employ and they give ongoing support to those on direct payments, the independent living funds (ILF) and individual budgets.