Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 4 of 4
Easy read: LGBTQI+ disabled people using self-directed support
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2017
- Pagination:
- 8
- Place of publication:
- London
An easy read version of SCIE's At a glance resource providing information for lesbian, gay, bisexual, trans, queer, questioning, intersex (LGBTQI+) disabled people who use self-directed support and who employ personal assistants (PAs) or support workers. It is based on research funded by the National Institute for Health Research (NIHR) School for Social Care Research and carried out by a partnership of the University of Bristol, Regard, the Social Care Institute for Excellence (SCIE) and Stonewall. (Edited publisher abstract)
Housing choices discussion paper 3: characteristics of housing and support options: inclusion, rights, choice and control
- Authors:
- HARFLETT Naomi, et al
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2017
- Pagination:
- 12
- Place of publication:
- Bath
This paper sets out the different characteristics of housing and support options in terms of the level of choice, control, rights and inclusion they offer to people with care or support needs. Using the housing and support categories identified in the typology in briefing paper 2, the paper uses a table to show what each of the options offer. Characteristics cover: choice over who to live with, choice in relation to nature and level of support, choice over who supports, control over what happens in the home, own front door, security of tenure, rights to full welfare benefits, CQC regulated, community location, sole or shared ownership, and which client groups the housing caters for. The discussion paper aims to stimulate feedback and comments which will be used to inform a final position paper. It focuses specifically on housing and support available for older people, people with learning disabilities and people with mental health problems (Edited publisher abstract)
Looking together: spiritual beliefs and aspirations of people with learning disabilities
- Author:
- LEMOS Gerard
- Publisher:
- Lemos and Crane
- Publication year:
- 2017
- Pagination:
- 42
Drawing on 57 interviews, this research explores the attitudes and aspirations of people with learning disabilities, and the attitudes of parents, carers, and support staff, on spirituality. The paper looks at people’s views about spirituality and whether they consider it important. Drawing on their views it highlights some of the benefits of spirituality, religious beliefs and practices for people with learning disabilities. These include a sense of meaning, a sense of community and belonging. It then looks at the support that people receive in pursuing their spiritual or religious interests and aspirations. Many people participating in the interviews felt that support staff had an obligation to help people meet their aspirations for spiritual belief and participation, as part of people’s right to choice and independence. The report also looks at the barriers people with learning disabilities may face in achieving a full religious or spiritual life, both in support services and faith communities. Barriers include practical obstacles due to people not having sufficient independence to participate without support, intolerant and inflexible attitudes from faith communities and staff beliefs. It then sets out recommendations for a framework for good practice for support and adult social care organisations to meet the spiritual needs of people with learning disabilities. (Edited publisher abstract)
The role of the appropriate adult in supporting vulnerable adults in custody: comparing the perspectives of service users and service providers
- Authors:
- JESSIMAN Tricia, CAMERON Ailsa
- Journal article citation:
- British Journal of Learning Disabilities, 45(4), 2017, p.246=252.
- Publisher:
- Wiley
Accessible Summary: 1) When a vulnerable adult is in police custody, they should have someone with them to help them understand what is happening. This person is called an appropriate adult (AA); 2) Previous research has shown that the role of the AA is not always well understood. This study compares the views of both professionals and vulnerable adults; 3) Adults with learning disabilities and mental health problems said looking after them and helping them communicate were the most important things an AA should do; 4) Like other studies have shown, not all adults who should be provided with an AA in custody have had one. This may be because no agency has a statutory duty to provide one. This study recommends that AA services should try and engage more effectively with vulnerable adults. Background: Police custody sergeants have a duty to secure an AA to safeguard the rights and welfare of vulnerable people detained or questioned by the police. This study focuses on the role of the AA in supporting vulnerable adults and seeks to examine what stakeholders would expect from an effective AA service. Methods: This was a qualitative study of four AA services in England. Interviews were undertaken with 25 professionals, and two focus groups were held with service-user groups (13 participants). Results: There is disparity between the expectations of professionals, and service users, on what comprises an effective service. Professionals tend to prioritise the availability and response time of AAs, while service users prioritise their personal attributes and demeanour. Conclusions: Professionals involved in commissioning and management of AA services should monitor whether the rights of vulnerable adults in custody are protected and better engage vulnerable adults beyond service delivery. (Edited publisher abstract)