Search results for ‘Subject term:"learning disabilities"’ Sort:
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Sweden's LSS and social integration: an exploration of the relationship between personal assistant type, activities, and participation for children with PIMD
- Authors:
- BOREN Taylor, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(1), 2016, pp.50-60.
- Publisher:
- Wiley
The Swedish personal assistance system allows children with profound intellectual and multiple disabilities (PIMD) to receive subsidised personal assistance. This assistance may be either a hired professional from outside the family or a parent paid as a personal assistant. The authors explored whether children's personal assistant type (i.e., external or parental) is related to their presence in socially integrative activities (SIAs) versus non-socially integrative activities (NSIAs). The relationship between children's activity engagement and their personal assistant type was examined via a descriptive, comparative study based on a questionnaire. Sixty families answered, providing quantitative data about personal assistance type across 56 common family activities. Children's external assistants showed a greater presence in SIAs than children's parental assistants, who showed a greater presence in NSIAs. The level of activity engagement between personal assistant type, however, had a less direct relationship. In accordance with bio-ecological systems theory, activity selection can influence the child's cognitive and social development. Ultimately, this study suggests that external assistants partake in more SIAs than parental assistants, likely as a function of providing respite for families. This respite stems from the LSS's implicit role for external personal assistants to also serve as relief for parents. In turn, by facilitating exposure to broader systems, these external assistants can play a critical role in children's social and cognitive development. (Edited publisher abstract)
Social connections for older people with intellectual disability in Ireland: results from wave one of IDS-TILDA
- Authors:
- McCAUSLAND Darren, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(1), 2016, pp.71-82.
- Publisher:
- Wiley
Background: The literature on influences of community versus congregated settings raises questions about how social inclusion can be optimised for people with intellectual disability. This study examines social contacts for older people with intellectual disability in Ireland, examining differences in social connection for adults with intellectual disability and other adults. Materials and Methods: Data were drawn from the IDS-TILDA study in Ireland. A nationally representative sample (n = 753) included adults aged 40 years and older, with additional comparison with general population participants. Predictors of social contacts were explored. Results: Residence, level of intellectual disability and age were significant factors determining social contact. People in institutional residences, older respondents and those with severe/profound intellectual disability had the lowest levels of contact; older adults with intellectual disability had much lower rates than general population counterparts. Conclusions: Community-dwelling people with intellectual disability have greater social contact than those living in institutions, but levels are below those for other adults in Ireland. (Publisher abstract)
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)
Transforming care
- Author:
- LOCAL GOVERNMENT ASSOCIATION
- Publisher:
- Local Government Association
- Publication year:
- 2016
- Pagination:
- 8
- Place of publication:
- London
Summarises the development of the Transforming Care programme, which aims to improve community services for children, young people and adults with a learning disability and/or autism with behaviours described as challenging and reduce the numbers in inpatient care. It is based on the assumption that children, young people and adults with a learning disability and/or autism with behaviours described as challenging have the right to live satisfying and valued lives, and to be treated with dignity and respect. The document also provides a series of questions to help organisations assess whether their services are doing all they can to safeguard and promote the wellbeing of people with learning disabilities and/or autism and challenging behaviour. Links to relevant resources are included. The Programme has been developed by the Local Government Association and the five delivery partners of NHS England, the Department of Health, the Association of Directors of Adult Social Services (ADASS), the Care Quality Commission and Health Education England. (Edited publisher abstract)
Paving the way: early intervention for children with learning disabilities whose behaviours challenge
- Authors:
- CHALLENGING BEHAVIOUR FOUNDATION, COUNCIL FOR DISABLED CHILDREN
- Publishers:
- Challenging Behaviour Foundation, Council for Disabled Children
- Publication year:
- 2016
- Place of publication:
- London
Website containing a range of resources to provide families, professionals, staff, and commissioners with information about how to reduce challenging behaviour and to improve the wellbeing of children with learning disabilities. It brings together a range of resources, including: evidence of what works, what families have found helpful, videos, case studies and examples of good practice. Topics covered include: transition to adulthood, positive behaviour support; education, health and care; communication, providing support and service development. The website has been developed as part of the 'Paving the way', a joint project from the Challenging Behaviour Foundation and the Council for Disabled Children which worked in partnership with families and professionals to share and promote good practice and improve outcomes for children with challenging behaviour. (Edited publisher abstract)
The need for community: a study of housing for adults with learning disabilities
- Author:
- CENTRE FOR SOCIAL JUSTICE
- Publisher:
- Centre for Social Justice
- Publication year:
- 2016
- Pagination:
- 38
- Place of publication:
- London
This report analyses whether the current system of residential care and supported living schemes enable people with learning disabilities to develop autonomy and independence, whilst also providing the support when it is needed. It focuses on the problems of accommodation facing people with severe learning disabilities. It takes the view that both supported living and residential care have an important role to play in meeting the variety of needs and preferences of people with learning disabilities and supporting them to participate fully in society. The report argues that there has been shift from residential care to supported living, which can result in placements not always being available to those who need them. Chapter one outlines the benefits that care in a residential or communal setting can have for people with complex learning disabilities. It also presents evidence to suggest that there has been an overall reduction in the amount of funding provided to residential care. Chapter two looks at the commission process and identifies a commissioning preference which favours supported living over residential care. Chapter three considers how funding pressures may be putting people further at risk by compromising the standards of needs assessment and the advocacy available to help people with learning disabilities and their families choose appropriate provision. The final chapter outlines recommendations for solving these issues. (Edited publisher abstract)
Friends for life: building resilience and emotional wellbeing
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2016
- Pagination:
- 40
- Place of publication:
- London
- Edition:
- 2nd ed.
Revised guide summarising the learning to date from the Foundation for People with Learning Disabilities experience of adapting FRIENDS for Life programme to help children and young people with learning disabilities to manage their feelings better. The programme, often used in schools, teaches children and young people techniques to cope with anxiety and promotes well-being and social and emotional skills by using a cognitive behavioural therapy framework. The guide includes tips on getting started and organising sessions; activities used in the groups; advice on keeping momentum in the groups; example structures sessions; examples of three sensory stories; and useful resources. It is aimed at all professionals working with children and young people with learning disabilities and parents in education; health and mental health; parents and parenting groups; and the voluntary and community sector. (Edited publisher abstract)
Circles of Support and personalization: exploring the economic case
- Authors:
- WISTOW Gerald, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 20(2), 2016, pp.194-207.
- Publisher:
- Sage
- Place of publication:
- London
Circles of Support aim to enable people with learning disabilities, and others, to live full lives as part of their communities. As part of a wider study of the economic case for community capacity building conducted from 2012 to 2014, the authors conducted a mixed methods study of five Circles in North West England. Members of these Circles were supporting adults with moderate to profound learning disabilities and provided accounts of success in enabling the core member to live more independent lives with improved social care outcomes within cost envelopes that appeared to be less than more traditional types of support. The Circles also reported success in harnessing community resources to promote social inclusion and improve well-being. This very small-scale study can only offer tentative evidence but does appear to justify more rigorous research into the potential of Circles to secure cost-effective means of providing support to people with learning disabilities than the alternative, which in most cases would have been a long-term residential care placement. (Publisher abstract)