Search results for ‘Subject term:"learning disabilities"’ Sort:
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How adults with learning disabilities view living independently
- Authors:
- BOND Rebecca J., HURST Jenni
- Journal article citation:
- British Journal of Learning Disabilities, 38(4), December 2010, pp.286-292.
- Publisher:
- Wiley
It is seen as increasingly important for people with learning disabilities to be supported to live independently and manage their own self care, productivity and leisure activities. The aim of this study was to research the views of people with learning disabilities about the reality of living independently and to hear their stories. Semi-structured interviews were held with nine adults with mild learning disabilities who lived alone with minimal or no formal support at home. Their narratives were analysed using thematic analysis and seven themes emerged. These were: feelings on living alone; practical issues; support issues; choice and control; vulnerability; health issues; and the impact of having a learning disability. The participants related that they often have difficulties in their everyday lives, and they can sometimes struggle to manage their health, safety and to undertake practical tasks associated with independent living. However, they were very clear in their desire to remain living independently. The participants talked about service providers needing to be aware of their vulnerability and wanted people to respect their right to make their own choices. The issues raised reflect the need for support to enable increased social inclusion for people, and getting the level of support right.
The role of ‘natural supports’ in promoting independent living for people with disabilities; a review of existing literature
- Authors:
- DUGGAN Carmel, LINEHAN Christine
- Journal article citation:
- British Journal of Learning Disabilities, 41(3), 2013, pp.199-207.
- Publisher:
- Wiley
This literature review identifies available evidence on the role of natural supports in promoting independent living for people with disabilities. A search of peer-reviewed literature identified 30 core papers and 16 contextual papers which addressed issues relating to natural supports and their role in facilitating independent living. The papers reveal that the evidence base is limited and focuses heavily on the social networks of people with intellectual disabilities, which typically comprise family, other people with disabilities using services and staff members. People with disabilities themselves call for greater support in establishing and maintaining social relationships in the community. Some initiatives such as peer-based support and befriending schemes are reviewed, mindful that few have been formally evaluated. The issue for policy makers is whether, following decades of deinstitutionalisation, efforts to physically locate people with disabilities within their local communities have come at the price of social inclusion. (Edited publisher abstract)
‘Living in the community’ the pros and cons: a systematic literature review of the impact of deinstitutionalisation on people with intellectual and psychiatric disabilities
- Authors:
- BREDEWOLD Femmianne, HERMUS Margot, TRAPPENBURG Margo
- Journal article citation:
- Journal of Social Work, 20(1), 2020, pp.83-116.
- Publisher:
- Sage
Summary: How did deinstitutionalisation affect the lives of people with intellectual disabilities and people with a psychiatric background? This paper contains a systematic literature review on the consequences of deinstitutionalisation for the target groups, their social network and society at large. PubMed and Online Contents were searched from 2004 till February 2016. Inclusion criteria were (1) article describes (a) consequence(s) of deinstitutionalisation, (2) in Western countries and (3) the target group(s) include people with psychiatric or intellectual disabilities. Sixty-one papers were found and analysed to establish positive, negative or mixed results. Findings: The positive effects pertain to the quality of life of people with disabilities after deinstitutionalisation. They learned adaptive skills and receive better care. Negative effects relate to more criminal behaviour by the target groups, victimisation of the target groups and physical health issues. Life for the most severely afflicted people with disabilities deteriorated when they moved to smaller group homes in the community. Mixed effects were also found. It is not clear whether deinstitutionalisation leads to real inclusion in the community. It is equally unclear whether it is cheaper than large-scale institutional care. Only a few studies investigate the effects on family members but some show they are overburdened. Applications: Social workers catering for people with disabilities should pay attention to risks for their health and safety and keep an eye on family members. Those who are asked to advise on deinstitutionalisation should consider that this may not benefit the most severely afflicted. (Edited publisher abstract)
Living with support: experiences of people with mild intellectual disability
- Authors:
- GIESBERS Sanne A. H., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.446-456.
- Publisher:
- Wiley
Background: To enhance social inclusion of people with intellectual disability, policy is aimed at increasing informal support networks. Nevertheless, staff continue to play a vital role in their support networks. Method: Six individuals with mild intellectual disability, living in community‐based settings, were interviewed following a semi‐structured format. In‐depth accounts of participants’ support experiences were established using Interpretative Phenomenological Analysis. Results: Three main themes were identified: relationships with staff placed within a personal history, relationships with staff within an organisational context, and staff support and interviewees’ place in the world. Conclusions: Relationships with staff were often one of the closest and most significant social relationships participants had. As living in the community had not necessarily led to meaningful inclusion for participants, the findings point at the important role of staff in supporting and facilitating friendships and close relationships of people with intellectual disability. (Edited publisher abstract)
‘I shouldn’t be living there because I am a sponger’: negotiating everyday geographies by people with learning disabilities
- Authors:
- POWER Andrew, BARTLETT Ruth
- Journal article citation:
- Disability and Society, 33(4), 2018, pp.562-578.
- Publisher:
- Taylor and Francis
Learning disability policy has for some time been framed by the goal of inclusion which purports to enable people with learning disabilities to lead a ‘life like any other’ person. This article examines the extent to which this is the case in England, by tracing the lived experiences of people with learning disabilities within their communities. The article draws on two interlinked qualitative studies involving interviews that examined their local place-based experiences of inclusion and exclusion. The findings reveal ‘moments of inclusion’ and opportunities for social encounter from peer support, but these were situated amidst wider experiences of exclusion and harassment. (Edited publisher abstract)
Safe and social: what does it mean anyway??
- Authors:
- TINNEY Grainne, et al
- Journal article citation:
- British Journal of Learning Disabilities, 43(1), 2015, pp.55-61.
- Publisher:
- Wiley
This paper outlines a programme Safe and Social that has been implemented with adults with intellectual disability across multiple contexts in a service based in Ireland. The emphasis within the programme is on providing service users and staff with a framework and the necessary language to discuss social behaviours and boundaries, moving away from an emphasis on rules and regulations. The programme was structured around seven steps: understanding relationships; appropriate and inappropriate behaviours; body parts; private vs. public places; being assertive and saying no; what is 'ok' and 'not ok' to talk about or discuss with different people; summary and 'being safe'. The programme draws on visual supports of three nested circles, red indicating 'not ok', green indicating 'ok' and a central circle that is used to set the topic of discussion. Over a series of seven modules, adults with intellectual disabilities and their support staff are encouraged to collaboratively problem solve some of the behaviours and understandings that can undermine social acceptability and compromise personal safety. Based on positive outcomes over a five-year period, the authors highlight the need for further research to explore the effectiveness of the programme. (Edited publisher abstract)
Choice and control: the right to independent living: experiences of persons with intellectual disabilities and persons with mental health problems in nine EU member states
- Author:
- EUROPEAN UNION AGENCY FOR FUNDAMENTAL RIGHTS
- Publisher:
- Publications Office of the European Union
- Publication year:
- 2012
- Pagination:
- 84p.
- Place of publication:
- Luxembourg
Article 19 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) sets out the right to live independently and be included in the community. The aim of this report is to examine how persons with intellectual disabilities and persons with mental health problems in 9 EU Member States experience autonomy, inclusion and participation in their day-to-day lives. It also provides some examples of promising practices. The report draws on the findings of interview-based research (one-to-one and focus groups interviews) with persons with mental health problems and persons with intellectual disabilities carried out between November 2010 and July 2011 in Bulgaria, France, Germany, Greece, Hungary, Latvia, Romania, Sweden and the United Kingdom. The results show that, although much has been done, more efforts are needed to ensure that persons with mental health problems and persons with intellectual disabilities have more choice and control over their lives and are included in the community on an equal basis with others. Most efforts to date have focused on deinstitutionalisation, but to achieve true independent living they should be accompanied by a range of social policy reforms in the areas of education, healthcare, employment, culture and support services.
Look behind the label
- Author:
- WARDROP Laura
- Journal article citation:
- Learning Disability Today, 9(7), October 2009, pp.24-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This short article describes how, with the right support, people with challenging behaviour can live an independent life in the community. The organisation ‘Partners for Inclusion’ is known for supporting people with challenging or difficult behaviour in the community. The article describes how the most difficult aspect is getting the support right, and sticking with a person until a way forward is found. The author uses two case examples to outline how it is important to put together a tailor-made plan drawn from all the people who know the person well, and suggests that in order to best make a difference it is important to consider what doesn’t work, just as much as what does work.
Our homes: an inclusive study about what moving house is like for people with intellectual disabilities in Ireland
- Authors:
- SALMON Nancy, et al
- Journal article citation:
- British Journal of Learning Disabilities, 47(1), 2019, pp.19-28.
- Publisher:
- Wiley
Background: Supporting people with intellectual disabilities to live well in communities they choose is deinstitutionalisation's central aim and endorsed by the United Nations Convention on the Rights of Persons with Disabilities (CRPD) (UN, 2006). This study focused on the experiences of people with intellectual disabilities in Ireland when moving home using an inclusive research approach. Method: This inclusive research project employed a qualitative approach. Participants included 19 men and 16 women (total n = 35) with ages ranging from 22 to 77 years. Structured interviews attended to the experience of moving home and the supports accessed during and after the transition to community living. Results: Thematic analysis yielded four themes: “expressing choice” in the moving process; “feeling connected or isolated when moving”; “accessing supports during and after the move”; and finally, participants' reflections on “experiencing vulnerability and feeling safe” while resettling. Conclusions: This is the first study about people with intellectual disabilities moving home to be collaboratively designed and completed by an inclusive research team. Although much is understood about the long‐term benefits of engaging in meaningful choices about housing and supports, concerns remain about the extent to which the will and preferences of people with intellectual disabilities in Ireland are respected when moving home. (Edited publisher abstract)