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Valuing people now: summary report March 2009-September 2010: including findings from Learning Disability Partnership Board self assessments 2009-2010
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2010
- Pagination:
- 64p.
- Place of publication:
- London
All 152 Learning Disability Partnership Boards produced an annual report setting out the progress they made from April 2009 to March 2010. The information from these was used by nine Regional Boards to create summary reports for each region. This report brings together the key findings from the regional reports and additional national data to illustrate progress achieved in delivering Valuing People Now (the three-year strategy for people with learning disabilities published by the Department of Health in 2009). It provides summary information about the local Partnership Boards reports, key findings on the priority areas of health, housing, and employment, and progress in other areas including personalisation, transition, including everyone, hate crime, and advocacy. It also identifies further progress needed and provides examples of good practice at a regional and local level.
Learning disability and social inclusion
- Author:
- MACINTYRE Gillian
- Publisher:
- Dunedin Academic Press
- Publication year:
- 2008
- Pagination:
- 96p., bibliog.
- Place of publication:
- Edinburgh
People with learning disabilities, in Scotland and across the UK as a whole, have been the target of considerable legislative and policy change over the last five years. A key theme relates to the inclusion of people with learning disabilities in the community - in education, in training and employment and in relation to accessing health, housing and leisure services. This is perhaps best exemplified by the review of learning disability services Gillian McIntyre acknowledges and addresses this complexity by mapping and reviewing critically these relevant policy developments. Drawing on the available research evidence, the author adopts a life cycle approach, tracing the journey taken by young adults with learning disabilities upon leaving school and making the transition to adulthood and beyond. Focusing on the major areas identified she identifies key messages in the fields of education, training and employment, health and social work. The book thus contributes an inter-professional perspective to the field of learning disability.
Unequal impact? Coronavirus, disability and access to services: Government response to the Committee’s fourth report: fourth special report of session 2019–21
- Author:
- GREAT BRITAIN. Her Majesty's Government
- Publisher:
- Great Britain. House of Commons
- Publication year:
- 2021
- Pagination:
- 20
- Place of publication:
- London
Government response to the ‘Unequal impact? COVID-19, disability and access to services’ report by the Women and Equalities Select Committee on 22 December 2020. The response addresses the report recommendations in relation to impacts on food accessibility; statutory code of practice on the public sector equality duty; impacts on health and social care; impacts on education and children and young people with special educational needs and disabilities (SEND); national strategy for disabled people; diversity and inclusion in practice; accessible communications; and the call for an independent inquiry. Responding to the call to bring forward a social care reform package, which includes the whole sector, in this financial year, the Government states that it is committed to the improvement of the adult social care system and will bring forward proposals this year. Its objectives for reform are to enable an affordable, high quality and sustainable adult social care system that meets people’s needs, whilst supporting health and care to join up services around people. DHSC wants to ensure that every person receives the care they need and that it is provided with the dignity they deserve. (Edited publisher abstract)
Core human rights concepts in Irish health and housing policy documents: in search of equity for people with ID
- Authors:
- O'DONOVAN Mary‐Ann, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 15(4), 2018, pp.307-313.
- Publisher:
- Wiley
If specific groups and their needs are excluded from policy, this exclusion may extend to service delivery and add to the inequities that already exist in health and housing access for vulnerable groups. The extent to which Irish housing/de‐institutionalisation and health policies include core human rights concepts has not been examined previously. This article examines the extent to which the core human rights concepts for people with ID are represented in health and housing policies. EquiFrame was the analytical tool for examining six health and housing policies. EquiFrame analyses policy content on commitment to core concepts of human rights and inclusion of vulnerable groups. Health and housing policies in Ireland, despite outlining a commitment to reducing health inequities, were not found to have a commitment to the core human rights concepts in relation to the specific needs of people with disabilities and people with an intellectual disability. Equity means inclusion of all people and includes recognition, acknowledgement, and monitoring of the specific needs and challenges faced by particular vulnerable population groups, and that these needs are being addressed through policy administered by federal oversight agencies. An implication of the findings is that the EquiFrame tool previously used in the health sector is also useful in considering housing policy. Furthermore, equity concerns need to be examined closely for people with ID because including all vulnerable groups in one aggregated category has been shown to conceal the specific needs and challenges that need to be addressed for specific vulnerable groups. (Publisher abstract)
Is the Irish (Republic of) comprehensive employment strategy fit for purpose in promoting the employment of people with intellectual disabilities in the open labor market? A discussion using evidence from the National Intellectual Disability Database
- Author:
- MAY‐SIMERA Charlotte
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 15(4), 2018, pp.284-294.
- Publisher:
- Wiley
People with intellectual disabilities are largely absent from the labour market. Instead many people with intellectual disabilities attend one or more of the various employment, day, work (occupational) and training services available. This paper considers the impact of adult day service reform along with the new comprehensive employment strategy (CES) might have in improving the participation of people with intellectual disabilities in the open labour market. Day and employment services for people with intellectual disabilities in Ireland are largely organised though the Health Service Executive (HSE), the medical arm of Ireland's service machinery. However, these services have kept Irelands “invisible citizens” segregated, and separate from their communities. Despite identifying this problematic issue, services intended to support people with intellectual disabilities to lead more meaningful and fulfilled lives and be included in their communities have been unsuccessful in achieving this. Although successive governments and have announced to phase out segregated service provision for people with intellectual disabilities so that they can lead integrated lives as part of their communities, trends in the data reveal a growth rather than a decline in specialist, segregated service attendance. The widespread closures of employment services that operated as sheltered workshops, for example, did not lead to an automatic increase in the employment rates as would perhaps be expected. This signals that, despite the promise of better community inclusion through revived policies, as part of the mainstreaming agenda, services still largely operate in separate spheres and people with disabilities continue to lead marginalized lives on the peripheries of society. This research concludes that current disability policies in place to improve the lives of persons with disabilities and increase their participation and inclusion have had limited success. Most people with intellectual disabilities continue to attend adult days services rather than participating in their communities or engaging in meaningful work. (Edited 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
Intellectual disability and social inclusion: a critical review
- Editors:
- BOLLARD Martin, (ed.)
- Publisher:
- Churchill Livingston
- Publication year:
- 2009
- Pagination:
- 194p.
- Place of publication:
- Edinburgh
This book offers an exclusive insight into the challenges faced by people with learning disabilities trying to access mainstream health and social services, and by the professionals who are trying to provide them. The combination of professional perspectives and viewpoints of people with learning disabilities themselves creates an authoritative explanation of why this group of people face the barriers they do. The contributors critique these barriers and also offer potential solutions to overcoming them. Fifteen chapters, each written by individual authors, are included: one story; a review and critique; the legacy of 'valuing people' in England; policy in Scotland: implementing the 'same as you'; will 'equal lives' be achieved in Northern Ireland?; intellectual disability with mental health problems; let's be patient: hospital admissions; primary care and intellectual disability; looks like leisure?; getting into employment; accessing further education; equal rights to housing; ethnicity and intellectual disability; and service users' involvement in higher education.
Whose agenda?
- Authors:
- MARRIOTT Anna, WILLIAMS Val, TOWNSELY Ruth
- Journal article citation:
- Learning Disability Today, December 2008, pp.32-35.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Norah Fry Research Centre (NFRC) at the University of Bristol recently completed a scoping exercise commissioned by the National Institute for Health Research, to establish priorities within the field of learning disabilities. This article briefly describes the outcomes of that scoping review and consultation, which aimed to develop a research agenda base centrally on: the views and concerns of people with learning disabilities and their family members; and a review of the literature since 2001, in the areas of concern to central stakeholders.
Understanding the parents of children with special needs: collaboration between health, social and education networks
- Authors:
- TETREAULT S., et al
- Journal article citation:
- Child: Care, Health and Development, 40(6), 2014, p.825–832.
- Publisher:
- Wiley
Context: In 2003, Quebec's Ministry of Health and Social Services (MSSS) and the Ministry of Education, Recreation and Sports (MELS) concluded the Agreement for the complementarity of services between the health and social services network and the education network. The objectives of the current investigation were to evaluate the implementation of this Agreement and its impact upon renewal of practices and services, and to investigate the consequences for children with special needs and their families. The specific focus of this article is to describe parents' perspectives regarding the impact of this Agreement upon them and their children. Methods: Interviews were conducted with 56 parents of children with disabilities, social maladjustment or learning difficulties across the province of Quebec. Data were analysed using content analysis. Results: Most parents were not directly aware of any contact between school staff and health or social professionals, although discussions might have been held without their knowledge. The intervention plans seemed to be the main vehicle through which some parents perceived collaboration to be occurring. For parents, the impact upon actual practices or collaborative work is either minimal or non-existent. Conclusion: School inclusion of children with special needs is a challenge for all societies. The Agreement illustrates the Quebec government's intent to promote an alliance between two complex networks and has the potential to greatly benefit children and their families. However, more concrete action is required in order to realise specific changes regarding work cohesion and service organisation for these groups. (Edited publisher abstract)
Service framework for learning disability
- Author:
- NORTHERN IRELAND. Department of Health, Social Services and Public Safety
- Publisher:
- Northern Ireland. Department of Health, Social Services and Public Safety
- Publication year:
- 2015
- Pagination:
- 157
- Place of publication:
- Belfast
This Service framework for learning disabilities is one of a set of Service Frameworks which sets out standards for health and social care to be used by service users and carers, to help them understand the standard of care they can expect to receive in Northern Ireland. The Service Framework for Learning Disability aims to improve the health and wellbeing of people with a learning disability and their carers and families by promoting social inclusion, reducing inequalities in health and social wellbeing and improving the quality of health and social care services. The Framework sets standards in relation to: Safeguarding and Communication and Involvement in the Planning and Delivery of Services; Children and Young People; Entering Adulthood; Inclusion in Community Life; Meeting General Physical and Mental Health Needs; Meeting Complex Physical and Mental Health Needs; At Home in The Community; Ageing Well; and Palliative and End of Life Care. Each standard is accompanied by a statement on what the standard is intended to achieve. It also sets out the evidence base and rationale for the development of the standard and the performance indicators that will be used to measure that the standard during the three year period 2013 - 2016. The Framework has been developed with the involvement of people from all aspects of health and social care, including patients, users of services and their carers. (Edited publisher abstract)