Housing Care and Support, 8(4), December 2005, pp.23-27.
Publisher:
Emerald
In this article the authors attempt to place what has been learned about the successes and failures of deinstitutionalisation and the unrealised potential of people with learning disabilities, the importance of measuring and analysing quality in residential services and the value of applied research.
In this article the authors attempt to place what has been learned about the successes and failures of deinstitutionalisation and the unrealised potential of people with learning disabilities, the importance of measuring and analysing quality in residential services and the value of applied research.
Learning disability partnership boards have a responsibility to eradicate the discriminatory barriers to services experienced by people with learning disabilities from ethnic minorities. The author reports on a national survey of partnership boards in England, funded by the Valuing People support team, which revealed that progress has been slow and some boards view people from ethnic minorities as a low priority.
Learning disability partnership boards have a responsibility to eradicate the discriminatory barriers to services experienced by people with learning disabilities from ethnic minorities. The author reports on a national survey of partnership boards in England, funded by the Valuing People support team, which revealed that progress has been slow and some boards view people from ethnic minorities as a low priority.
Subject terms:
learning disabilities, quality assurance, social care provision, surveys, user participation, black and minority ethnic people, ethnicity, governing bodies;
Looks at the quality and costs of different forms of residential services for people with severe learning difficulties who have additional sensory impairments. The conclusions drawn from the project show that following a particular model of service provision is not in itself guaranteed to produce a high quality service.
Looks at the quality and costs of different forms of residential services for people with severe learning difficulties who have additional sensory impairments. The conclusions drawn from the project show that following a particular model of service provision is not in itself guaranteed to produce a high quality service.
Subject terms:
learning disabilities, models, quality assurance, quality of life, residential care, severe learning disabilities, social care provision, standards, visual impairment, evaluation, hearing impairment;