Search results for ‘Subject term:"learning disabilities"’ Sort:
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Gap years
- Authors:
- WARD Linda, et al
- Journal article citation:
- Community Care, 20.2.03, 2003, pp.34-35.
- Publisher:
- Reed Business Information
Looks at services for young people with learning difficulties entering adulthood. Highlights lack of coordination between children and adult services as a continuing problem. Draws on the findings of research which surveyed young people with learning difficulties about the services they received.
Personal social services local authority statistics: adult training centres for people with learning disabilities and local authority day centres for adults at 31 March 1991. England
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 1992
- Pagination:
- 61p.,tables.
- Place of publication:
- London
Majority and minority ethnic family carers of adults with intellectual disabilities: perceptions of challenging behaviour and family impact
- Authors:
- HATTON Chris, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(1), January 2010, pp.63-74.
- Publisher:
- Wiley
A health service in an English city was concerned about its support to families with adults with intellectual disabilities and challenging behaviour. Semi-structured interviews were conducted with seven minority ethnic and seven majority ethnic family members to explore perceptions of challenging behaviour, support and the impact of the person on the family. These were analysed using interpretative phenomenological analysis. Four themes emerged: (i) A broad range of difficulties with the adult with intellectual disabilities. (ii) Varied relationships with local communities in acceptance and support. (iii) Varied but largely negative relationships with services. (iv) Varied relationships with the person with intellectual disabilities, from highly dependent relationships with negative consequences to more fulfilling relationships. Families from minority ethnic communities were more likely to report negative experiences. 'Challenging behaviour' services need to be considered within a much broader social and community context.
'It's the system working for the system': carers' experiences of learning disability services in Ireland
- Author:
- POWER Andrew
- Journal article citation:
- Health and Social Care in the Community, 17(1), February 2009, pp.92-98.
- Publisher:
- Wiley
The aim of this article is to examine the experiences of families with young adults with learning disabilities trying to access services. The landscape of disability services for this group is made up of day care, special vocational training and respite places. It aims to identify the extent of an implementation gap between government rhetoric and the degree to which services are characterised as being non-supportive interactions on the ground. Using Ireland as a case study, during a time when the economy is booming and government rhetoric claims unparalleled developments in allocating resources and extra respite 'places', this article identifies the main challenges faced by family carers associated with accessing appropriate services for their disabled adult child, in their attempt to achieve greater independence. This article reports the findings of a qualitative study in which individual semi structured interviews were held with family carers (n = 25) and representatives from national carer organisations (n = 6) in Ireland. These were people caring for an adult (18–30 years) with a learning disability and their experiences were also useful in cross-checking the carer organisation interviews. The findings show that there is limited flexibility, choice and availability in meeting the preferences of the service-users, and throughout the study, services were characterised as being non-supportive interactions. This is not simply symptomatic of a lack of resources. Despite improved funding, supportive attitudes and flexibility are still crucial in meeting user requirements at the level of delivery; thus highlighting that often the system works for the system, not for the user.
Older family-carers’ views on the future accommodation needs of relatives who have an intellectual disability
- Authors:
- GILBERT Anthony, LANKSHEAR Gloria, PETERSEN Alan
- Journal article citation:
- International Journal of Social Welfare, 17(1), January 2008, pp.54-64.
- Publisher:
- Wiley
Over the past 20 years, research across the developed world has identified trends towards ageing of the population with learning/intellectual disability. Alongside is the recognition that family-carers are also ageing. Recently, the UK government has sought to identify the future housing needs of dependents with intellectual disability residing with older carers. Consequentially, a city council commissioned this qualitative study involving 28 older carers. The findings indicate a need for information about housing options, a lack of practical support and feelings of marginalisation. The conclusions suggest key roles for social services in providing proactive support and advice to family-carers, and a greater degree of joint working between social services departments and housing agencies. These resonate with similar international studies and provide the opportunity to focus on the perspectives of family-carers. Their experiences are real, and if welfare professionals are to work with people with intellectual disability and their family-carers, acknowledging their views is essential.
Integration for adults with learning difficulties: contexts and debates
- Author:
- SUTCLIFFE Jeannie
- Publisher:
- National Institute of Adult Continuing Education
- Publication year:
- 1992
- Pagination:
- 109p.
- Place of publication:
- Leicester
A practical guide documenting innovative learning in a wide range of contexts from adult education classes to vocational courses and university summer school. Case studies are used to illustrate achievements and difficulties. Strategies for gaining the support of managers and policymakers are suggested.
Protection tops agenda
- Author:
- VALIOS Natalie
- Journal article citation:
- Community Care, 23.9.99, 1999, p.12.
- Publisher:
- Reed Business Information
The government's consultation document on a multi-agency strategy to tackle the abuse of vulnerable adults has been broadly welcomed. Reports on what it will mean to social services.
Using the Mental Capacity Act in complex cases
- Authors:
- BROWN Hilary, MARCHANT Liz
- Journal article citation:
- Tizard Learning Disability Review, 18(2), 2013, pp.60-69.
- Publisher:
- Emerald
Purpose – The purpose of this paper is to explore the way that practitioners apply the 2005 Mental Capacity Act (MCA) in complex cases involving people with learning disabilities who cannot make some key decisions by themselves. Like many qualitative studies it began with a felt sense that practitioners were struggling to apply the clear framework set out in the Act to real life situations, and that some of the decisions they were faced with did not fit neatly into the linear, cognitive model of decision making set out in the MCA and its accompanying guidance. Design/methodology/approach – The study was conducted under the aegis of the Office of the Public Guardian (OPG) during 2010-2011. A number of “complex” cases were obtained from Social Services, Primary Care Trusts and other organisations and subjected to thematic analysis. The current paper focuses on the 16 cases that involved people with learning disabilities. Findings – A number of issues were identified that underlay the complexity of the cases examined. The cases drew attention, in particular, to the way in which practitioners were confronted with mounting concerns as opposed to single, discrete decisions, with the risk that decisions could be delayed until positive choices were much less available. Originality/value – The aim of the study was to support the use of the Act in these situations and to give practitioners confidence in applying its principles across a wide range of diverse circumstances. Although the original study specifically related to the English legislation, the factors that led people to consider a case “complex” would apply equally in other jurisdictions. The study also shed light on difficulties that arise when intervening in less formal ways. (Publisher abstract)
Commentary on “Using the Mental Capacity Act in complex cases”
- Author:
- DUNN Michael
- Journal article citation:
- Tizard Learning Disability Review, 18(2), 2013, pp.70-73.
- Publisher:
- Emerald
Purpose – The purpose of this paper is to comment on Brown and Marchant's analysis of the complexity that can arise when applying the Mental Capacity Act 2005 (MCA) to the care and support provided to people with learning disabilities. Design/methodology/approach – A theoretical approach to explore the implications of Brown and Marchant's paper for the relationship between the law and practice in this area. Findings – The complexity accounted for by Brown and Marchant lies in the tension between the procedural requirements of the MCA and the practical realities of the support provided to individuals with complex and long-term needs. This tension cannot be addressed simply by focusing on improving training or better implementing the law in practice. Originality/value – It is important to further examine and explore the relationship between new legal principles to govern decision making and the complex ways in which people with learning disabilities and other individuals need to be supported in practical situations. (Publisher abstract)
The implementation of the Fair Access to Care Services national eligibility framework within Essex: an exploration of practice issues by adult social care assessors
- Author:
- POUNTNEY Kay
- Publisher:
- Essex Social Care Services
- Publication year:
- 2005
- Pagination:
- 35p.
- Place of publication:
- Braintree
In April 2003 Essex County Council adopted the National Eligibility Framework for Fair Access to Care Services (adult social care). This piece of research was commissioned to look in more detail at the experiences of social work practitioners who were using FACS eligibility criteria in their everyday practice. Five in depth focus groups were held, one for each of the following specialisms: Older People, Learning Disability, Occupational Therapy, Physical and Sensory Impairment, and Social Care Direct (telephone referrals). Participants represented teams from across Essex, and included social workers of different levels of experience, and with different roles. The number of participants involved in the research was twenty seven. Some differences in interpretation of the bandings were noted by practitioners, and it was felt that the experience and training of the assessor would influence their banding decision. Regarding how practitioners, and particularly new team members, gained an understanding of how to use FACs, it was found that there is currently an emphasis on informal learning from colleagues, although senior practitioners and team managers also give guidance. Practitioners were concerned that information on a person’s needs was not always being adequately recorded at initial referral and after assessment, thereby making it difficult to apply the FACS criteria. There was considerable uncertainty among the practitioners in relation to the recording of low and moderate levels of need. The main suggestions to arise from the research were: to provide clear guidance to adult social care teams and referrers on what information about a person’s needs should be recorded, in what detail, and where to ensure that low and moderate level needs which do not currently meet the criteria for a service are consistently recorded in a form that they can be analysed for planning purposes; to provide training on how FACS is used, as part of a standard induction programme or rolling training programme for new team members who are undertaking assessments.