Search results for ‘Subject term:"learning disabilities"’ Sort:
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Accessible information reconceived
- Author:
- OLDREIVE Warren
- Journal article citation:
- Learning Disability Today, 14(5), September/October 2014, pp.22-24.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The authors discuss the provision of accessible information to people with learning disabilities.They illustrate the importance of considering issues other than format, and argue that it should be a holistic person-centred process if it is to be truly effective. This process should begin by understanding what the person needs to understand and how much detail is required. There is also a need to agree and set information targets which outline what a person should be able to understand at a given point. As well as being written in an accessible way, the information should also be available when required. Involving people in developing material will also increase the chances of success. (Publisher abstract)
Evaluating the impact of communication passports
- Author:
- NATIONAL INSTITUTE FOR HEALTH RESEARCH. School for Social Care Research
- Publisher:
- NIHR School for Social Care Research
- Publication year:
- 2020
- Pagination:
- 6
- Place of publication:
- London
This study aimed to explore the use of communication passports and the quality of communication in adult social care for people with intellectual and developmental disabilities (IDD). It looked at whether having a communication passport resulted in better communication. At least 45% of people with learning disabilities experience serious problems with communication. Communication passports are a tool for supporting people who cannot easily speak for themselves by making information from formal assessments easily accessible to all – a good communication passport clearly describes communication strengths and needs. The research team recruited 29 service users in total, including 10 passport users, with full data collected on 24 of them. They carried out 18 communication assessments and had assessment data on 22 individuals. The study included interviews with staff (60), family members (5), and service users (5), questionnaires from 28 individuals, observation of 24 individuals, and review of existing communication assessments for the eight people who had them. The study found that communication passports were generally poor; having one did not result in better communication. Moreover, having either a communication passport or assessment did not result in better agreement about communication skills – staff overestimated service user comprehension skills and did not appear to see communication and interaction as part of their role. In addition, the evaluation rarely observed adapted methods of communication, meaning in particular that service users had very limited access to information about what was happening in the future; information from families about communication/interaction did not seem to be valued; and communication support did not appear to be targeted at those who experience the greatest communication challenges. (Edited publisher abstract)
Without words – meaningful information for people with high individual communication needs
- Authors:
- THURMAN Sue, JONES Jane, TARLETON Beth
- Journal article citation:
- British Journal of Learning Disabilities, 33(2), June 2005, pp.83-89.
- Publisher:
- Wiley
Some people with learning difficulties do not use words. They tell you things using their bodies. As discussed in this article, the provision of appropriate accessible or easy information has been recognised as a right for people with learning difficulties. It stresses the importance of individual and person centred approaches for people with high communication needs, and presents seven principles which will help those around the individual to understand them, the way they communicate and where they communicate best in order to encourage supporters to provide information only that is relevant.
Managers’ views of skilled support
- Authors:
- BRADSHAW Jill, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.873-884.
- Publisher:
- Wiley
Background: Quality of life of people with intellectual and developmental disabilities has been found to primarily depend on whether staff are providing facilitative and enabling support that helps to compensate for severity of disability. Managers have a key role in facilitating staff to provide such support. Method: Qualitative interviews were conducted with 35 managers of supported accommodation services to explore service aims and the nature of, and challenges in providing, skilled support. Key themes were identified using a Thematic Networks Analysis. Results: Service aims were rarely formalised, were related to the individuals supported and not to the organisation. Managers found it difficult to define skilled support, other than by reference to individuals. Practice leadership roles were challenged as a result of austerity measures. Conclusions: Front‐line managers need more information and training in skilled support, with stronger leadership from senior management to provide the motivation and resources needed. (Edited publisher abstract)
An evaluation of the implementation of hand held health records with adults with learning disabilities: a cluster randomized controlled trial
- Authors:
- TURK Vicky, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(2), March 2010, pp.100-111.
- Publisher:
- Wiley
Adults with learning disabilities (AWLD) have high health needs, yet have little involvement with their health care. This research assessed the impact of implementing a hand held health record, called the Personal Health profile (PHP), on GP consultations and on the health knowledge of AWLD and/or their carers. Forty GP practices were randomised to the PHP implementation, including a control group. Two hundred and one AWLD were interviewed at baseline and 163 followed up after 12 months intervention. Findings showed that annual consultation rates in the intervention and control groups at baseline were low (2.3 and 2.6 visits respectively), with a slightly greater increase occurring over the year in the intervention group averaging 0.6 visits per year compared with the control group. AWLD in PHP group reported more health problems at follow-up. AWLD liked their PHP (92%) but only 63% AWLD and 55% carers reported PHP usage. In conclusion, the authors found no significant outcomes were achieved by the intervention.