Learning Disability Today, 10(10), December 2010, pp.20-22.
Publisher:
Pavilion
Place of publication:
Hove
This article describes the use of person-centred reviews as part of the transition process for children and young people with learning disabilities. Person-centred reviews are designed to replace other review processes. They meet all statutory requirements but aim to be a more comfortable and engaging process for the young person, their families, and supporters. As well as having professionals attending for statutory requirements, the young person can invite who they want, such as friends and family. The review is held in an environment which uses colour, hospitality and music in order to make the young person feel as comfortable as possible. The article describes a pilot project in the Friars School and Sports College in Northamptonshire to develop person-centred reviews. The pilot group consisted of 8 pupils in year 11 aged 15 and 16, 2 sixth formers at a crucial transitional time in their lives, and 1 visually impaired and physically disabled child in year 10. This pilot has had positive feedback from teachers, parents, grandparents, and pupils.
This article describes the use of person-centred reviews as part of the transition process for children and young people with learning disabilities. Person-centred reviews are designed to replace other review processes. They meet all statutory requirements but aim to be a more comfortable and engaging process for the young person, their families, and supporters. As well as having professionals attending for statutory requirements, the young person can invite who they want, such as friends and family. The review is held in an environment which uses colour, hospitality and music in order to make the young person feel as comfortable as possible. The article describes a pilot project in the Friars School and Sports College in Northamptonshire to develop person-centred reviews. The pilot group consisted of 8 pupils in year 11 aged 15 and 16, 2 sixth formers at a crucial transitional time in their lives, and 1 visually impaired and physically disabled child in year 10. This pilot has had positive feedback from teachers, parents, grandparents, and pupils.
Subject terms:
learning disabilities, person-centred care, person-centred planning, schools, special education, service transitions, young people;
Next Steps 25+, run by the Cambridgeshire-based voluntary advocacy organisation Speaking Up, was launched as a reaction to the slow modernisation of day services for learning disabilities. The coaching and mentoring scheme helps adults with learning difficulties who are leaving day services to develop, work, leisure and learning opportunities. However it has evolved from a guerrilla activity into an established partnership with the local authority for people leaving day care services.
Next Steps 25+, run by the Cambridgeshire-based voluntary advocacy organisation Speaking Up, was launched as a reaction to the slow modernisation of day services for learning disabilities. The coaching and mentoring scheme helps adults with learning difficulties who are leaving day services to develop, work, leisure and learning opportunities. However it has evolved from a guerrilla activity into an established partnership with the local authority for people leaving day care services.
Subject terms:
joint working, learning disabilities, service transitions, voluntary organisations, adults, day centres, day services;