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Numbers and policy in care for people with intellectual disability in the United Kingdom
- Author:
- GLOVER Gyles
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(1), 2015, pp.3-11.
- Publisher:
- Wiley
Background: Statements or commitments making use of numbers have an important place in government policy. They appear at all stages of the policy process: campaigning, formulation, monitoring and evaluation. Many types of source are involved including research studies, national survey information, routine operational data collections and special systems devised to monitor particular initiatives. Method: The paper presents examples of policy uses of numerical evidence, and some sources of data that have been used to support them in the field of care for people with intellectual developmental disability in England. Conclusions: Different levels of precision or coverage are required at different stages of the process. Different types of numerical data are appropriate at the various stages of the policy process. (Publisher abstract)
Trends in supported employment
- Author:
- BEYER Stephen
- Journal article citation:
- Tizard Learning Disability Review, 6(3), July 2001, pp.36-39.
- Publisher:
- Emerald
Looks at current trends in and around supported employment and their implications for the future.
Community living and people with intellectual disability: introduction to part II
- Authors:
- STANCLIFFE Roger, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 26(1), March 2001, pp.5-14.
- Publisher:
- Taylor and Francis
The authors present data on trends in institutional living in Australia, the USA and the UK.
Direct payments in England: factors linked to variations in local provision
- Authors:
- FERNANDEZ Jose-Luis, et al
- Journal article citation:
- Journal of Social Policy, 36(1), January 2007, pp.97-121.
- Publisher:
- Cambridge University Press
- Place of publication:
- Cambridge
Direct payments have moved to the heart of the government's drive for increased user choice. At the same time, implementation has remained disappointing. This article explores the demand, supply and related factors associated with patterns of local variability in uptake and intensity of care package provision. Statistical analyses are conducted for key client groups – people with physical disabilities, older people, people with learning disabilities and people who use mental health services – using data for England from 2000–01 to 2002–03. The results suggest that direct payments variability reflects a complex array of factors, both within and beyond the control of local public actors. In particular, while local policy preferences appear to shape the extent of direct payments growth, the results also demonstrate that understanding levels of activity requires attention to local circumstances.
Disability review 2009
- Authors:
- GREENHALGH Caroline, GORE Eleanor, (comps.)
- Publisher:
- Leonard Cheshire
- Publication year:
- 2009
- Pagination:
- 64p., bibliog.
- Place of publication:
- London
This is the third of a series of annual UK wide surveys produced by Leonard Cheshire Disability. The principal objective of the Review is to assess the experiences of disabled people across a number of key areas of life including: education; employment; health and social care; housing; transport and citizenship. It was compiled using responses to a detailed questionnaire that was completed by 1253 people drawn from across the UK. Respondents experienced a range of different impairments, were aged over 18 and included a mix of men and women, single and married, parents and non-parents. They were drawn from nine ethnic groups and from all regions of the UK.
Special educational needs statistics and trends
- Author:
- MALE Dawn
- Journal article citation:
- Tizard Learning Disability Review, 3(3), July 1998, pp.40-45.
- Publisher:
- Emerald
Outlines some of the recent changes in the pattern of provision for pupils with special educational needs (SEN), with particular emphasis on incidence, prevalence and placement. Key points which emerge from the summary are the increased inclusion in mainstream schools of pupils with SEN, the downward trend in the number of pupils being placed in special schools, the apparent trend towards a more multiply-disabled special school population, and a sharp increase in the number of pupils being excluded from mainstream education. In addition, there are indicators that the most severely intellectually disabled are the least likely to be included in mainstream school provision.