Search results for ‘Subject term:"learning disabilities"’ Sort:
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Social inclusion and people with intellectual disability and challenging behaviour: a systematic review
- Author:
- BIGBY Christine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 37(4), December 2012, pp.360-374.
- Publisher:
- Taylor and Francis
Noting that the high risk of social exclusion for people with intellectual disability is compounded for those with challenging behaviour, this systematic literature review examined how social inclusion of people with intellectual disability and challenging behaviour has been researched and operationalised in the literature. It also aimed to explore the evidence about the extent of social inclusion of this group. 14 papers reporting community inclusion outcomes for people with challenging behaviour were identified through database searches, and thematic analysis was used to synthesise and interpret the findings. The article includes a table summarising the key features of the studies included in the review. It reports that the analysis found that social inclusion had been poorly defined and measured, and that the little research that had occurred in respect of people with challenging behaviour had demonstrated their potential to be socially included. The author discusses the implications of the findings, with particular reference to practice in Australia.
Inclusion: progress and promise. Beyond the disability bubble
- Authors:
- GARDNER James F., MATHIS Elizabeth A.
- Journal article citation:
- International Journal of Leadership in Public Services, 5(2 Supplement), July 2009, pp.38-45.
- Publisher:
- Emerald
This paper focuses on people with learning and developmental disabilities. It explores the ideas of inclusion, social networks and social capital; discusses the feasibility of using person-centred quality of life measures to examine inclusion and social networks; and presents strategies for increasing inclusion and social capital beyond the disability bubble and other important strategies for making inclusion a reality. Finally, four complementary strategies for collaboration for inclusion are highlighted: asset-based community development, organisation development, person-directed services and public policy.
Regional development for inclusion: community development and learning disabled people in the north west of England
- Author:
- KAGAN Carolyn
- Publisher:
- Manchester Metropolitan University. Interpersonal and Organisational Development Research Group
- Publication year:
- 1997
- Pagination:
- 23p., bibliog.
- Place of publication:
- Manchester
Outcomes of a project of research into the active inclusion of learning disabled people in community development plans in the north west of England.
Supported accommodation for people with intellectual disabilities and quality of life: an overview
- Authors:
- WALSH Patricia Noonan, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 7(2), June 2010, pp.137-142.
- Publisher:
- Wiley
The authors review evidence relating to quality of life outcomes in models of supported accommodation for adults with intellectual disabilities. A literature search for English language, peer-reviewed articles published between 1995 and 2005 was conducted to: (1) review the outcome of deinstitutionalisation and post-institutionalisation studies; (2) examine instruments used to measure outcomes for individuals; and (3) compare costs and benefits associated with different models of supported accommodation. A total of 86 articles reported on 67 studies; forty nine of the articles focussed on deinstitutionalisation. Together the US and the UK accounted for 75% of the studies discussed. In the deinstitutionalisation studies, there was consistent evidence of greater choice and self-determination, participation in social networks or relationships and community-based activities, and personal satisfaction in community-based settings. Post-deinstitutionalisation studies provided consistent evidence for greater choice, self-determination, and participation in community-based activities in smaller settings, but no evidence for greater physical health or material well-being, and little evidence for a relationship between type of setting and employment. The authors identified five key factors for consideration when planning future research. They suggest work is needed to meet methodological challenges they identified, to investigate the apparent failure of smaller residences to improve residents’ well-being, and to study systematically factors not directly addressed in the studies reviewed: poverty and income, organisational culture, and geographical variation.
Establishing a context to reduce challenging behaviour using procedures from active support
- Author:
- LANGTHORNE Paul
- Journal article citation:
- Tizard Learning Disability Review, 14(4), October 2009, pp.37-39.
- Publisher:
- Emerald
This short article offers commentary on, and should be read in conjunction with, “Establishing a context to reduce challenging behaviour using procedures from active support: a clinical case example” (Toogood, Tizard Learning Disability Review, October 2009). It suggests that supporting people in active participation can be very difficult, especially when working with someone with a history of using challenging behaviour as a means of removing activity-related demands. The author suggests that, over time, staff learn that they can successfully avoid challenging behaviours by no longer placing demands on the person. Creating an active support environment requires breaking this cycle and developing a skilled staff team who can encourage participation while minimising challenging behaviour. The author concludes that the paper this article references has helped to relate active support to this underlying behavioural science.
Spaces of social inclusion and belonging for people with intellectual disabilities
- Author:
- HALL E.
- Journal article citation:
- Journal of Intellectual Disability Research, 54(Supplement 1), April 2010, pp.48-57.
- Publisher:
- Wiley
It is well documented that people with intellectual disabilities are marginalised within society, and long-standing social, cultural and personal discrimination has produced a situation where people with intellectual disabilities are more likely to be deprived, not in employment, be in poorer health, and to be absent from mainstream social spaces. This has led people with intellectual disabilities to be described as socially excluded, and policies of social inclusion have been called upon to counter this through a focus on paid work and independent living. However, for many people with intellectual disabilities this is either not desired or not possible, and as a result many have sought out alternative spaces and activities of inclusion. The article provides a critique of social exclusion and inclusion, and then goes onto examine the ways in which people with intellectual disabilities develop feelings of attachment and belonging within artistic spaces. The author uses two brief case studies to highlight the benefits – one of a high profile theatre company, the other an arts and crafts organisation. The author concludes that not only do these spaces provide mostly positive outcomes for individual people, but also have a potential role in re-establishing the social and cultural understanding of people with intellectual disabilities.
Intergenerational mentoring for young adult males with intellectual disability: Intervention description and outcomes
- Authors:
- WILSON Nathan J., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 45(2), 2020, pp.99-109.
- Publisher:
- Taylor and Francis
Background: Gaining employment can be challenging for young adults with intellectual disability (ID). This study reports on a mentoring intervention to help counter barriers to employment. Method: A single-group, pre-post design was used. Eighteen young men with mild to moderate ID joined a local Men’s Shed and were assigned a Shed member as their mentor. Pre- and post-measures assessed quality of life, loneliness, personal wellbeing and workplace adjustment. Techniques from the Behaviour Change Taxonomy were used to provide support to both mentee and mentor. Results: There was a significant improvement in the community domain of quality of life. There were no significant differences in loneliness, wellbeing or workplace adjustment. Mentees attended more social events independently, and increased skills and community participation. Conclusion: By providing targeted and graded support to the mentee-mentor dyad, community-based interventions can provide a sense of community and develop workplace skills for young people with ID. (Edited publisher abstract)
A fair and supportive society: summary report
- Authors:
- RICKARD Wendy, DONKIN Angela
- Publisher:
- University College London. Institute of Health Equity
- Publication year:
- 2018
- Pagination:
- 46
- Place of publication:
- London
This practice resource considers the value of applying a social determinants approach to improve the lives and outcomes of people with learning disabilities. It highlights that factors other than health care provision, can impact on health, wellbeing and premature mortality for people with learning disabilities. Based on a review of reports and research findings, the report identifies key issues for people with learning disabilities and effective interventions which could improve outcomes. It focuses on the following areas: the early years; children, young people and transition to adulthood; work and income; discrimination; and social participation and social inclusion. The report finds that, compared to the general population, people with learning disabilities are: more likely to live in poverty, less likely to be in work, more likely to be bullied or discriminated against and more likely to be socially isolated. The report concludes that that best practice should be rolled out more widely to achieve: early years, better services for children and young people, a reduction in poverty, an increase in the percentage of people in work, a reduction in discrimination, and improved social integration and social inclusion. It makes recommendations to improve lives and health outcomes people with learning disabilities throughout their lives. (Edited publisher abstract)
A report on themes emerging from qualitative research into the impact of short break provision on families with disabled children
- Authors:
- LANGER Susanne, et al
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 63p., bibliog.
- Place of publication:
- London
The Aiming High for Disabled Children programme was launched in May 2007 with the intention of transforming services for disabled children. The programme was intended to be delivered jointly between the DCSF and the Department of Health. While the development of provision of short breaks is only one of the areas covered by the programme, the others being childcare, parent participation and transition support, short breaks have received by far the most significant investment in comparison with these other areas. This report is based on evidence from qualitative research into the impact of short break provision on disabled children and their families carried out by researchers at the Centre for Disability Research. Six main themes were identified from the data and are presented in separate sections. The first focuses upon the ways in which disabled children and their families use short breaks. The next theme looks at the physical location of short breaks and how access issues and the suitability of the location and venue can affect their beneficial impact. The ways in which information and communication affect access to and experience of short breaks is considered in the third theme. What families and disabled children want from the people who provide the short breaks forms the focus of the fourth theme. The relationship between family members and short breaks carers is considered in the fifth theme and the final theme examines issues around sustainability and support for disabled children and their families to lead normal lives. The report highlights benefits such as: developing and maintaining social relationships; and being able to enjoy fun activities.
Disabled children: the right to feel safe
- Author:
- MEPHAM Sarah
- Journal article citation:
- Child Care in Practice, 16(1), January 2010, pp.19-34.
- Publisher:
- Taylor and Francis
The 1989 United Nations Convention on the Rights of the Child (UNCRC) outlines every child’s right to a safe, happy and fulfilled childhood, free from bullying, harassment and abuse. This article explores the UNCRC as it relates to disabled children, and proposes that, 20 years since the UNCRC, disabled children are still facing barriers to securing this right. Focusing on 2008 Mencap research that shows a very high occurrence of bullying of children and young people with a learning disability (double the average rate), and how measures to prevent and tackle bullying are hindered by a lack of compliance around new legal duties on schools to eliminate the discrimination and harassment of disabled people, the author links the high frequency of bullying with the similarly high rate of abuse of disabled children, and proposes that these should be considered within the context of a safeguarding continuum. The author argues that the UK government should respond to a 2008 report of the UN Committee on the Rights of the Child and ensure the legislation providing protection for persons with disabilities is effectively implemented, and furthermore, an increased priority must be given to the inclusion of disabled children in society in order to reduce their marginalisation and consequent vulnerability to bullying, harassment and abuse.