Search results for ‘Subject term:"learning disabilities"’ Sort:
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Enabling self-advocacy: working hand-in-hand with people with learning disabilities
- Author:
- CALLUS Anne-Marie
- Journal article citation:
- Learning Disability Today, June 2012, pp.22-24.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The responses of people with learning disabilities clearly show how important it is to take their views into account. Yet, it is often the views of professionals that are listened to. This leads to a propensity for interactions with people with learning disabilities to be based primarily on a consideration of their impairments, rather than from a consideration of their wishes, aspirations or perceptions. This article suggests that to make self-advocacy truly enabling requires an understanding of how the term ‘learning disability’ is understood. It discusses the notion of ‘normal’, and how learning disabilities imply ‘not normal’ – which can have deleterious effects on the lives of those with learning disabilities, including social rejection, a lack of control over their own lives, and a lack of opportunity.
Inclusion through work and productivity for persons with intellectual and developmental disabilities
- Authors:
- LYSAGHT Rosemary, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(5), 2017, pp.922-935.
- Publisher:
- Wiley
Background: Employment provides an important avenue to social inclusion for most adults. A range of productivity options exist for persons with intellectual and developmental disabilities (IDD) who wish to work, each offering unique challenges relative to inclusion. Methods: This qualitative study examined the productivity experiences of people with intellectual and developmental disabilities in Ontario, Canada. A purposive sample of 74 individuals with productivity experiences spanning the spectrum of no employment to community-based jobs was selected from a pool of volunteers recruited through a mailed survey. Semi-structured interviews were conducted with individuals and family members. Interview transcripts were subjected to a team-based analysis using grounded theory methods. Results: Varying needs and interests exist in regard to work. Participants revealed a multitude of factors contributing to inclusion and exclusion through productivity. Conclusions: Productivity, whether paid or unpaid, can be an avenue to social inclusion. The experience of inclusion, particularly of belonging, depends on a successfully negotiated congruence between worker attributes and the social features and demands of the work environment. (Publisher abstract)
Everyday life of persons with intellectual disability living in residential settings: a systematic review of qualitative studies
- Authors:
- GJERMESTAD Anita, et al
- Journal article citation:
- Disability and Society, 32(2), 2017, pp.213-232.
- Publisher:
- Taylor and Francis
This article presents a systematic review of studies published between November 2010 and November 2014 about the everyday life of adults with intellectual disability as viewed from their own perspective. Everyday life refers to an interdisciplinary concept including approaches attentive to the mundane and to ordinary routines of social relations and practices. Twelve studies met the inclusion criteria. The review was carried out as an interpretive synthesis. Findings from the included studies revealed neglect of participation regarding the wishes, self-determination, choice and control of persons with intellectual disability in their everyday lives. This neglect demonstrates the limitations persons with intellectual disability face as agents and adult citizens in their everyday life, and shows violation of fundamental human rights. (Publisher abstract)
Supported living: making the move
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2010
- Pagination:
- 2p.
- Place of publication:
- Bath
This briefing paper arises from a three year project on housing and social inclusion in England, and summarises some of the finding of the main report. It is written mainly for people who work directly or indirectly to plan, develop and provide housing and support for people with learning disabilities. It explains the difference between supported living and residential care. It also describes different types of housing and support that should be available for people, and how to go about putting them in place. Among the conclusions is the fact that while residential care might be right for some people, it should not be the only or predominant choice of housing for adults with learning disabilities. The briefing also suggests that the main focus should be maximising housing rights, choice control and independence. Access to a wider range of models is needed and as these emerge a more flexible mix of support will be required including greater emphasis on connecting people with their communities.
Independence day
- Author:
- CARLEY Karen
- Journal article citation:
- Learning Disability Today, 10(5), June 2010, pp.26-28.
- Publisher:
- Pavilion
- Place of publication:
- Hove
It is intended that all NHS campus accommodation will be closed by 2010 in the hope that moving into their own homes in the community will give residents with learning disabilities more choice, more control and greater access to healthcare and leisure activities. This article describes how Turning Point worked with commissioners in Kent to design a strategy to support up to 24 people with a wide range of learning disabilities make such a move. It looks at the transition process, how staff were retained where possible and the efforts made to help the residents, some of whom had very complex communication needs, understand the change. It was necessary to work closely with families to help them perceive the move as a benefit. Advantages of the new supported living arrangements include; increased socialisation and social inclusion, more contact with family and friends, and greater control over daily living, such as meal times and meal planning. The overwhelming reaction and tone of the article is positive however some lessons have been learned and will be implemented in further planned reprovisions. These include: building on what is already there; communication is key; keep families involved; and match personalities and interests for one to one support.
Valuing People and research: outcomes of the Learning Disability Research Initiative
- Authors:
- GRANT Gordon, RAMCHARAN Paul
- Journal article citation:
- Tizard Learning Disability Review, 14(2), April 2009, pp.25-34.
- Publisher:
- Emerald
Prior to the launch of Valuing People (DH, 2001), Gordon Grant and Paul Ramcharan were appointed by the Department of Health as co-ordinators of the Learning Disability Research Initiative (LDRI). The LDRI was a £2m research initiative, funded through the Department of Health's Policy Research Programme, linked to the implementation of Valuing People. The LDRI was brought to a conclusion in November 2007. This paper summarises the main findings of the LDRI and includes a listing of the resultant 13 studies. Reference is made to Valuing People's main principles of rights, choice, inclusion and independence. The authors conclude by suggesting priorities for extending the evidence base.
A tale of two white papers: policy documents as indicators of trends in UK services
- Author:
- RACE David G.
- Journal article citation:
- Journal of Intellectual Disabilities, 11(1), March 2007, pp.83-103.
- Publisher:
- Sage
- Place of publication:
- London
Cross-cultural differences in governance and policies for learning disability services are of interest. This article focuses on two UK government policy documents issued in 1971 (Better Services)and 2001 (Valuing People).Their context, creation, principles, proposals and proposed implementation are examined, and lessons are drawn for an international audience as to the changing nature of services in the UK. The analysis reveals a move from a detailed and prescriptive policy in 1971, largely defined by professionals and bureaucrats, and aimed primarily at families with a disabled member, to statements of broad principles in 2001, devised in consultation with and aimed at a range of groups, including disabled people themselves. The article acknowledges progress in individual rights and choices for people with learning disabilities, but raises doubts about how significant this is in achieving a qualitative improvement in their lives. Some of these doubts relate to the governance process itself.
Valuing people: a new strategy for learning disability for the 21st century: white paper summary
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2001
- Pagination:
- 4p.
- Place of publication:
- London
The White Paper sets out how the Government will provide new opportunities for people with a learning disability, their families and carers. It is underpinned by four key principles: Legal and civil rights, people with learning disabilities have the right to a decent education, to grow up to vote, to marry and have a family, to express opinions, with help and support where necessary; Independence the starting presumption should be independence, rather than dependence, with public services providing the support needed to maximise this. Choice - people with learning disabilities want a real say in where they live, what work they should do and who looks after them; inclusion - enabling people with learning disabilities to do those ordinary things, make use of mainstream services and be fully included in local communities.
An inquiry by social workers into evening routines in community living settings for adults with learning disabilities
- Authors:
- JAMES Elaine, HARVEY Mark, MITCHELL Rob
- Journal article citation:
- Practice: Social Work in Action, 30(1), 2018, pp.19-32.
- Publisher:
- Taylor and Francis
Significant progress has been made since the 1980s in supporting adults with learning disability to live independent lives in the community. In 2012, the Department of Health in England announced the latest policy initiative to further invest in community support for people with learning disabilities, Transforming Care. Building the right community supported living setting for people does not in isolation provide for a comprehensive strategy towards achieving a paradigm shift in how people with learning disabilities experience their full right to inclusion in their communities. This article reports on the findings from a practice inquiry into the quality of life experienced by people with learning disabilities. Social workers chose the focus of the inquiry to be on people’s evening routines to answer the question - were people living in the community experiencing independence or did institutional routines define their lives. The findings were that 69% of people with a learning disability were either in bed or were ready for bed. There was evidence that institutionalised routines existed in the settings with an association between an early evening meal time and the person being ready for or in bed. Implications for social work practice are discussed. (Edited publisher abstract)
Citizenship: a guide for providers of support
- Authors:
- SLY Sam, TINDALL Bob
- Publisher:
- Centre for Welfare Reform
- Publication year:
- 2016
- Pagination:
- 48
- Place of publication:
- Sheffield
This guide outlines the 7 keys to citizenship and explains how they can be used by service providers to improve the lives of people with disabilities and their families and can also build quality into services. It believes that these 7 keys can help people to take action on three levels: personal change; local change in communities; and political change. Sections look at each of the seven principles in turn, and outline how they can provide a framework for improving the lives of people with disabilities. The 7 keys to citizenship are: purpose – having goals, hopes and dreams and a structure for life and a plan to achieve this; freedom – having control and the ability to be heard; money – having enough money to live a good life and control over how that money is spent; home – having a place that belongs to us; help – having good help that enhances our gifts, talents and skills; life – making an active contribution to our communities; Love – having loving relationships. (Edited publisher abstract)