Search results for ‘Subject term:"learning disabilities"’ Sort:
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Using photovoice to include people with profound and multiple learning disabilities in inclusive research
- Author:
- CLULEY Victoria
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.39-46.
- Publisher:
- Wiley
Background: It is now expected that projects addressing the lives of people with learning disabilities include people with learning disabilities in the research process. In the past, such research often excluded people with learning disabilities, favouring the opinions of family members, carers and professionals. The inclusion of the voices of people with learning disabilities is a welcome and much needed change. While there has been many valuable inclusive researches carried out in the past 10–15 years, much of this research has included people with mild and/or moderate learning disabilities. Far less published research has included people with profound and multiple learning disabilities. Materials and Methods: This research article outlines how the visual method ‘photovoice’ can be successfully used to include people with profound and multiple learning disabilities in the research process. Results and discussion: It is argued that inclusive research is often limited by the choice of research methods, which result in the exclusion of people with profound and multiple learning disabilities from the research process. The article advocates a mediated and flexible approach to inclusive research that embraces and supports the needs of all involved. A practical example of photovoice research with people with learning disabilities demonstrates how this can be achieved. Conclusion: When planning inclusive research, researchers should be mindful of both the variety of needs that people with learning disabilities can bring to the research process and the need to tailor methods to these needs. Such action requires a flexible approach to the inclusive research process. (Publisher abstract)
Involve Me
- Author:
- -
- Journal article citation:
- Viewpoint, 124, September 2011, pp.20-21.
- Publisher:
- Mencap/Gateway
Involve Me is a 3-year project on increasing the involvement of people with profound and multiple learning disabilities (PMLD) in decision-making, through supporting people to make personal decisions and influencing decision-makers. It looked at decision-making at 4 levels: personal decisions in everyday life, decisions about the immediate environment (such as in a group home), community decisions and national decisions. The findings of the Mencap and British Institute of Learning Disabilities project have been used to produce recommendations and resources for those involved with services for people with PMLD, including a practical guide to involving people with PMLD. This article describes the project and its key activities (including sharing stories, creative communication, multimedia advocacy and peer advocacy) and key messages. It includes a brief case study.
Day services for people with profound intellectual and multiple disabilities: an analysis of thematically organized activities
- Authors:
- PUTTEN Anette van der, VLASKAMP Carla
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(1), March 2011, pp.10-17.
- Publisher:
- Wiley
A recent idea to emerge in the Netherlands for improving the quality of activities provided for people with profound intellectual and multiple disabilities is to organise these activities of thematically, with activities offered in thematic rooms at a centre where clients spend the whole day. This in-depth study aimed to analyse the nature and duration of activities organised according to theme offered at a particular day service centre. The study focused on 23 adult attendees with profound intellectual and multiple disabilities. Information was collected on the number, type and length of activities offered and the duration of individual attention each attendee was given during activities. The study found that 63% of the activities were care-related activities (such as starting and finishing the day, waiting and resting), and that the other type of activities offered showed less variation than expected, with watching television or listening to music representing a substantial part of the programme and artistic and creative activities or playing and games offered less frequently. More time was spent giving attention to individuals than to the group when compared with non-thematic centres, but the percentage of individual attention provided was highest during care-related activities. The expected effects of using a thematically centred model, such as less waiting, more variety, and more individual attention, were only partially found, and the authors suggest that further research is required.
Learning disability: a life cycle approach
- Editors:
- GRANT Gordon, et al, (eds.)
- Publisher:
- Open University Press
- Publication year:
- 2010
- Pagination:
- 515p.
- Place of publication:
- Maidenhead
- Edition:
- 2nd ed.
This second edition is intended for students planning to work with people with learning disabilities and severe learning disabilities at every stage of their lives. Issues surrounding the life cycle of people with learning disabilities, and their families/carers from birth, childhood and early parenting are covered. Separate sections cover: adolescence and transition to adulthood; adult identities and community inclusion; old age; and end of life. The text includes case studies and user views from service users and their families/carers. It is written for students and is also relevant for researchers, practitioners s and policy makers.
Involving people with profound and multiple learning disabilities in social work education: building inclusive practice
- Authors:
- WARD Nicki, et al
- Journal article citation:
- Social Work Education (The International Journal), 35(8), 2016, pp.918-932.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Service user and carer engagement is a foundational requirement of social work education. Despite this, questions remain about how diverse experiences are represented and who might be excluded from involvement. This paper focusses on one group of people who it is suggested are excluded from involvement, people with profound and multiple learning disabilities. Evidence is presented which demonstrates the extent to which this group have been marginalised and excluded from processes of involvement. The paper then provides a case study of one universities’ experience of developing work in this area, when a man with profound and multiple learning disabilities was commissioned to design and deliver specialist teaching for a group of qualifying social work students. The authors argue that the main barrier to inclusive involvement for people with profound and multiple learning disabilities is the attitudes and assumption of others about what they are capable of. How involvement in social work education helps to address these barriers by challenging the assumptions of students, the academy and society more broadly is demonstrated. (Edited publisher abstract)
Involve me: increasing the involvement of people with profound and multiple learning disabilities (PMLD) in decision-making and consultation
- Authors:
- MENCAP, BRITISH INSTITUTE OF LEARNING DISABILITIES, RENTON FOUNDATION
- Publisher:
- Mencap
- Publication year:
- 2011
- Pagination:
- 15p.
- Place of publication:
- London
The Involve Me project focuses on how to involve people with profound and multiple learning disabilities in decision-making and consultation. It defines people with multiple learning disabilities as those who have more than one disability, have a profound learning disability, have great difficulty communicating, need high levels of support, may have additional sensory or physical disabilities or complex health needs or mental health difficulties, and may have challenging behaviours. This short booklet provides a summary of the project, the 8 key Involve Me messages, and what is on the accompanying Involve Me DVD resource.
Involve me: practical guide: how to involve people with profound and multiple learning disabilities (PMLD) in decision-making and consultation
- Authors:
- MENCAP, BRITISH INSTITUTE OF LEARNING DISABILITIES, RENTON FOUNDATION
- Publisher:
- Mencap
- Publication year:
- 2011
- Pagination:
- 72p.
- Place of publication:
- London
People with profound and multiple learning disabilities are some of the most excluded in society. The Involve Me project focuses on how to involve them in decision-making and consultation. This guide to how to involve people with profound and multiple learning disabilities is partly based on an independent evaluation of the Involve Me project. It includes a description of the 4 Involve Me sites and approaches to involvement, and a summary of recommendations from the evaluation. The guide covers involvement in choice and decision-making, capacity and consent for people with profound and multiple learning disabilities, the key Involve Me messages, and information about the accompanying DVD resource which contains information and materials to support the Involve Me key messages.
Housing for adults with a learning disability
- Authors:
- GORFIN Laura, McGLAUGHLIN Alex
- Journal article citation:
- Housing Care and Support, 6(3), August 2003, pp.4-8.
- Publisher:
- Emerald
Discusses the findings of a project which aimed to involve adults with a learning disability in service planning , by asking them to identify their own needs and preferences in relation to housing.
Falling through the gap not an option
- Author:
- HOPKINS Graham
- Journal article citation:
- Community Care, 19.09.02, 2002, pp.46-47.
- Publisher:
- Reed Business Information
Young people with profound and complex learning difficulties have often been left out of the process of planning their own futures, but now a project set up in Wales aims to give them more options by focusing on each individual and creating personalised portfolios.
The impact of service user cognitive level on carer attributions for aggressive behaviour
- Authors:
- TYNAN Hannah, ALLEN David
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(3), September 2002, pp.213-223.
- Publisher:
- Wiley
This article is based on a study designed to test the hypothesis that carer attributions for aggressive behaviour vary according to a service user's severity of intellectual disability. Forty-two residential care staff participated in an investigation examining the effects of the level of a service user's intellectual disability on causal attributions for their aggressive behaviour. Equal numbers of participants were assigned to either a 'mild disability' or a 'severe disability' condition and required to read a vignette depicting a service user with aggressive challenging behaviour. The service user depicted in the mild disabilities condition was perceived to have significantly greater control over factors causing the aggressive behaviour than the service user in the severe disabilities condition. Participants in the severe disabilities condition considered the aggression to be significantly more challenging. Learned behaviour and emotional causal models of aggressive behaviour were favoured, whilst the physical environment account was seen as least appropriate. Additionally, the biomedical model was rated as significantly more applicable in the severe disability condition than in the mild disability condition.