Search results for ‘Subject term:"learning disabilities"’ Sort:
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Staff experience of the implementation of intensive interaction within their places of work with people with learning disabilities and/or autism
- Authors:
- BERRIDGE Samantha, HUTCHINSON Nick
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(1), 2021, pp.1-15.
- Publisher:
- Wiley
Background: Intensive interaction is an approach used to develop the communication and social inclusion of those who are pre‐verbal. It is used in a variety of settings by healthcare and educational staff. Method: A systematic search was conducted to identify and review the literature which explores staff experiences of intensive interaction being implemented within their places of work. Thematic synthesis was utilized to synthesize the findings. Results: Nine papers were included. Three higher‐order themes were generated: “Personal Doubt, Discordance & Discomfort,” “A Turning Point” and “Needing Implementation at All Levels.” Conclusions: There were consistent findings across a range of settings. Findings suggest that intensive interaction is rewarding for staff and beneficial to those that they work with. Implementation was sometimes perceived to be challenging and this review attempts to highlight solutions with guidance of the literature. Limitations largely relate to heterogeneity of the papers and methodological limitations are discussed. (Edited publisher abstract)
The thing is, we all have stories don't we?
- Author:
- CAMERON Lois
- Journal article citation:
- Tizard Learning Disability Review, 20(1), 2015, pp.37-40.
- Publisher:
- Emerald
Commentary reflecting on 'Finding the sparkle: storytelling in the lives of people with learning disabilities', Nicola Grove's paper highlighting the power of the story as one approach to empower people with intellectual disability. This commentary reflects on the power of personal story sharing as a way to empower people with intellectual disability, value their experience and promote inclusion. It conclude that personal stories are important because they help both ourselves and others understand who we are. Stories are not static and stories can be told from different perspectives. Telling stories can be protective and healing. Communication that develops social closeness is important and can be undervalued. (Edited publisher abstract)
Attitudes towards people with disabilities: what do people with intellectual disabilities have to say?
- Authors:
- McEVOY Sandra Corr, KEENAN Emer
- Journal article citation:
- British Journal of Learning Disabilities, 42(3), 2014, pp.221-227.
- Publisher:
- Wiley
Attitudes towards people with intellectual disabilities have traditionally been very negative, resulting in people with intellectual disabilities being treated badly by others. To find out how people with intellectual disabilities are treated by the public, from the viewpoint of people with intellectual disabilities themselves, seven focus groups with 41 adults who have an intellectual disability were conducted. Participants reported being treated well by some people and in some places, but being treated less favourably by other people and in other places. Being treated well happened in their home, in college, in work and in their services. People were treated less well when they were out and about, using public transport, in school or work. (Edited publisher abstract)
Evaluation of the impact of supervisory support on staff experiences of training
- Authors:
- KOSKI Katja, et al
- Journal article citation:
- Tizard Learning Disability Review, 19(2), 2014, pp.77-84.
- Publisher:
- Emerald
Purpose: This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities. Design/methodology/approach: The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training. Findings: Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff. Originality/value: Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished. (Publisher abstract)
Commentary on “Evaluating service users’ experiences of using Talking Mats®”
- Authors:
- HARDING Celia, STEWART Alison
- Journal article citation:
- Tizard Learning Disability Review, 23(2), 2018, pp.87-90.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide some thoughts following on from reading “Evaluating service users’ experiences of using Talking Mats®”. Design/methodology/approach: This commentary outlines some considerations for the continued discussions about how to engage people who have profound and multiple learning disabilities. Findings: The literature is not clear on the involvement of people with more profound and multiple learning disabilities, or for those who do not use much spoken language. Some papers have explored the notions of involvement and interpretation of pre-intentional communicators’ desires and interests. Originality/value: There needs to be a robust discussion across carer, academic and service user communities to consider what the communication rights and needs are for people who have profound and multiple disabilities. (Edited publisher abstract)
Commentary: enhancing community inclusion for people with complex needs through partnership working
- Author:
- CARNABY Steve
- Journal article citation:
- Tizard Learning Disability Review, 21(3), 2016, pp.140-143.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to serve as a commentary on the work reported by Hilary Johnson and her colleagues, which used partnership working as a lever for developing community inclusion for people with complex communication needs. Design/methodology/approach: The commentary uses the wider literature on social inclusion as well as narrative from current policy in England on the development of “Transforming Care Partnerships” to explore some of the issues raised by the research. Findings: The conclusion is that physical integration is only the starting point for a vision where people with the most complex needs live the “included life” which evolves by developing partnership working and reciprocal relationships between people with and without disabilities. Originality/value: This paper attempts to highlight relevant key research in the area of social integration as a way of reviewing the likely impact of recent policy on the lives of people with intellectual disabilities and the most complex needs. (Publisher abstract)
First steps to your health and social care learning disability qualifications
- Author:
- ASSOCIATION FOR REAL CHANGE
- Publisher:
- Association for Real Change
- Publication year:
- 2011
- Pagination:
- loose leaf
- Place of publication:
- Chesterfield
A loose leaf training pack covering all of the learning outcomes in the eight Refreshed Common Induction Standards and three Qualification Credit Framework (QCF) units. The pack has sections covering: The role of the health and social care worker; Personal development; Communicating effectively; Equality and Inclusion; Duty of care in health, social care or children's and young people's settings; Principles of safeguarding in health and social care; Person-centred support; Health and safety in an adult social care setting. Exercises are included throughout. It also includes a QCF candidate registration form for the QCF units and assignments to complete and questions for a manager to ask a staff member once they have completed the training
Talking to families: listening to families
- Editors:
- CARPENTER Barry, (ed.)
- Publisher:
- Sunfield
- Publication year:
- 2005
- Pagination:
- loose leaf
- Place of publication:
- Clent
This collection of 11 papers looks at the development of children with learning disabilities. It looks at what makes effective intervention in ensuring that families are confident and expert partners in their child’s development. The collection explores the personal and emotional experiences of disability within families, the unique interpersonal relationships developed between parents and professionals and highlight barriers which could impede these relationships. Among topics discussed are the development of critical frameworks for families of children with disabilities, shifting the focus from parent to family partnerships, sustaining the family by meeting their needs, the case for early intervention as a first step to social inclusion, the importance of fatherhood, family-centred training, marketing in special education and more family-centred approaches, in general.
Text messaging with picture symbols - experiences of seven persons with cognitive and communicative disabilities
- Authors:
- MULLER Ingrid Mattsson, BUCHHOLZ Margret, FERM Ulrika
- Journal article citation:
- Journal of Assistive Technologies, 4(4), December 2010, pp.11-23.
- Publisher:
- Emerald
A three year project in Sweden is looking at ways of increasing participation for persons with cognitive and communication disabilities. It has a particular focus on text messaging with picture symbols. Three men and four women were given one of two available phone devices that met the aims of the project and their needs; the Micro Rolltalk or the Handifon. Tailored software included a picture symbol database and speech synthesis. Clients’ professional and social support networks were instructed in how the equipment was to be used. Semi-structured interviews investigated satisfaction with the mobile phone, handling the phone, involvement in daily life and project participation. At this point participants had been using their phones for between 7 and 13 months. The researchers experienced the anticipated challenges associated with interviewing people with cognitive impairments. Scale and yes/no questions were more easily answered than open questions. A compromise was found in the use of “Talking Mats” (textured mats with topic pictures and visual scales). Overall most participants were satisfied with their mobile phones, found them easy to handle, and liked to use them for a variety of purposes, not just text messaging. All except one wanted to continue to use them after the project ended.
Getting things changed: final report
- Author:
- UNIVERSITY OF BRISTOL. Norah Fry Centre for Disability Studies
- Publisher:
- University of Bristol. Norah Fry Centre for Disability Studies
- Publication year:
- 2018
- Pagination:
- 52
- Place of publication:
- London
Final report of a multi-centre programme of research which looked at the barriers and exclusion disabled people in the UK face in different areas of their lives. It highlights how social practices - the everyday things people do in their daily lives - can exclude disabled people and how they can be changed. The research was fuelled by concerns that policy and law do not always translate into practice and demonstrates that disabling barriers have not been fully overcome by the Equality Act 2010. It also explores disabled people’s own solutions to these challenges and the conditions under which co-production can have an effect on practice. Each section of the report focuses on a different strand of the project, which covered a variety of different contexts including: interactions with people with dementia; interactions with people with learning disabilities; Open Orchestras sessions in schools with young people with profound and complex disabilities; people with learning disabilities on TV; disabled students and staff in universities; reasonable adjustments in hospitals; successful practices for supporting parents with learning difficulties; user-driven commissioning and co-production. The research found that many institutions still saw a disabled person as a ‘problem’ to be solved and that ‘co-production’ could become meaningless, a box-ticking exercise. Common themes to successful change included flexibility around the individual person, informality in setting and interaction, professionals who demonstrated humanity and communicated on a basis of equality, and support for the autonomy of all disabled people. The research was led by a team at the University of Bristol, with Disability Rights UK, the National Development Team for Inclusion and partners in three other universities and was co-produced with disabled people and their organisations. (Edited publisher abstract)