Search results for ‘Subject term:"learning disabilities"’ Sort:
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Active support
- Authors:
- ARC CYMRU, (Producer)
- Publisher:
- ARC Cymru
- Publication year:
- 2009
- Place of publication:
- Bangor
Active support is a way of supporting someone to be engaged and take part in everyday activities and relationships. This training DVD, produced as part of ARC Cymru's Active Support project, is designed to be used by Active support trainers in the delivery of Active Support training programmes to social care staff.
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)
Mobility and public transport use abilities of children and young adults with intellectual disabilities: results from the 3-year Nordhorn public transportation intervention study
- Authors:
- HAVEMAN Meindert, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 10(4), 2014, pp.289-299.
- Publisher:
- Wiley
The Nordhorn Public Transportation Intervention Study project in Germany had the aim of increasing the independent use of public transportation by students with intellectual disabilities (ID) through interventions in the social and physical environment. Success of the project was measured by the number of students who were able to independently go from home to school at the end compared with the start of the project and by the skills students evidenced with coping with barriers on their way to school at the end of the project compared with their baseline skills. This multicenter study included various types of interventions: assessment of mobility/traffic competency, mobility integrated individual educational plans, mobility and traffic curriculum, information for teachers and parents, training for bus drivers, real-life traffic training, support by mobility trainers and trip coaches, adaptations to streets and buses, and incident management including the use of communication devices (e.g., mobile phones with Global Positioning System). At the start of the project, less than 1% of the 124 students with ID used public transport to get to school, 3 years later, the proportion increased to 65.3%. On 19 of 29 items, students showed relevant and statistically significant improvement of skills in public transport use and traffic wayfinding behavior compared with the situation at baseline. (Edited publisher abstract)
Almost invisible – providing subtle support in community settings
- Authors:
- BATES Peter, et al
- Journal article citation:
- Tizard Learning Disability Review, 17(4), 2012, pp.156-162.
- Publisher:
- Emerald
For some people, their only opportunity to connect with the community occurs when staff accompany them. However, subtle support that allows a person to become more independent, less reliant on services, and more socially included is a complex business. This article aims to investigate some of the pitfalls and potential of supporting people on a one-to-one basis in their community in order to stimulate improvements in practice. It discusses a range of situations via several vignettes and draws advice out of these for support workers and their managers. Staff are encouraged to plan carefully so that they can hold back from doing too much for the person, engage as full participants rather than passive bystanders, and seek opportunities for the person to develop informal connections in the community. Managers are encouraged to develop risk management systems that promote contact with ordinary citizens and a culture of community participation through training and mentoring support staff. In order to overcome the many pitfalls of supporting someone in the community, staff need training, time to discuss their experiences, and recognition that it is an ongoing challenge with no easy solutions.
Commentary on “Almost invisible – providing subtle support in community settings”
- Author:
- JONES Edwin
- Journal article citation:
- Tizard Learning Disability Review, 17(4), 2012, pp.163-168.
- Publisher:
- Emerald
This paper provides a commentary on Bates et al.'s paper (ipid, pp.156-162) which discusses the importance of subtle support and some of the pitfalls and potential of supporting people with learning disabilities on a one to one basis in their community. This paper reflects on the account, making some points to stimulate further contributions to the debate. It argues that subtle support is important, but it is necessary to be clearer about what it entails. In particular, the paper focuses on support for people with more severe intellectual impairments who sometimes have challenging behaviour. These people are most in need of support but may be less likely to get it. The paper concludes by discussing the need for staff training in positive interaction in order to enable workers to provide active, but also subtle, support.
Friends and neighbours: a one-day workshop on social inclusion for people with learning disabilities: trainer's manual
- Authors:
- LANDMAN Rod, LIVINGSTONE Jane, DEAN Lesley
- Publisher:
- Association for Real Change
- Publication year:
- 2009
- Pagination:
- loose leaf, CD ROM
- Place of publication:
- Chesterfield
This loose leaf trainers pack outlines a one day workshop on social inclusion for people with learning disabilities. The content covers background of the subject area, what communities are and where they are, what makes it easier to join communities and what makes it harder, and practical ideas about how to join in with community life. The workshop is suitable for people with learning disabilities, people who work in services, carers or a mixed group. It includes a suggested programme, trainers guidance, exercises, Powerpoint slides, and photocopiable handouts.
A better life: the implementation and effect of person-centred active support in the Avenues Trust
- Authors:
- BEADLE-BROWN Julie, HUTCHINSON Aislinn, WHELTON Beckie
- Journal article citation:
- Tizard Learning Disability Review, 13(4), December 2008, pp.15-24.
- Publisher:
- Emerald
Engagement in meaningful active and relationships is important for quality of life but, for those with intellectual and developmental disabilities, engagement depends on the quality of support received from those around them. This paper describes the process of implementing person-centred active support in the Avenues Trust, and the findings from the evaluation of the implementation in six pilot residential services. Attention was paid to both training staff and the level of increased engagement increased significantly after the introduction of person-centred active support. In addition, people experienced decreased self-stimulatory and injurious behaviour, increased opportunities for choice and control, and higher levels of participation in tasks of daily living, without compromising their community involvement. Staff experienced more and better practice leadership, and staff morale improved within the services, with staff generally more positive about management, more satisfied and less likely to leave. Lessons learned about the implementation are provided.
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.
Introducing the ES4A partnership
- Author:
- FLINDALL Ona
- Journal article citation:
- Llais, 86, Winter 2007, pp.12-16.
- Publisher:
- Learning Disability Wales
The Equal Shares 4 All (ES4A) Partnership aims to remove barriers to employment for people with disabilities and learning difficulties. The partnership comprises of Innovate Trust, All Wales People First, Bridgend People First, CEWC Cymru, Vision 21 and British Waterways. This article provides an overview of what the partnership has achieved. Causes such as bullying, lack of consultation, negative attitudes, have been targeted along with effects like, low educational attainment, low self-esteem, lack of participation and unemployment.
The potential for active mentoring to support the transition into retirement for older adults with a lifelong disability
- Authors:
- WILSON Nathan J., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 35(3), September 2010, pp.211-214.
- Publisher:
- Taylor and Francis
Older people with a lifelong disability, such as intellectual disability, face significant barriers to enjoying ‘active ageing’ as they transition into retirement. Active ageing involves enhancement of quality of life through optimising the health, participation, and security of individuals and populations. Within Australia, few formalised and funded government supports or policies exist to assist older people with a disability transition into retirement. The authors propose that the creation of access and linkage or ‘community building’ structures within the community that use active support and co-worker training models, could overcome some of the barriers. They suggest that participation in generic community and/or volunteer groups is potentially an avenue for people with a lifelong disability to enjoy active ageing opportunities. However they will need more support than most other retirees to be able to participate fully. It is therefore suggested that members of the community or volunteer groups could be trained to act as mentors using active support and co-worker training models.