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Supported living: making the move: developing supported living options for people with learning disabilities
- Authors:
- WOOD Alicia, GREIG Rob
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2010
- Pagination:
- 28p.
- Place of publication:
- Bath
Many local authorities have changed services from residential care to supported housing for people with learning disabilities. Much of this change has focussed on achieving wider access to welfare benefits and having a tenancy. The aim of supported living to achieve choice, control and community inclusion has been much less of a focus. The result has been a focus on the housing ‘mechanics’ and as a consequence housing rights are often denied in practice, institutional practices continue in supported living and community inclusion and networks are not achieved. Over the coming 3 years, the NDTi Housing and Social Inclusion project will explore how to challenge and overcome some of the barriers that stop the shifting of resources from residential care to make the move towards real supported living. This paper has been written to promote discussion, debate and understanding about the obstacles that currently prevent adults with a learning disability from living in their own home in the ways that they want. Its objectives are to provide information that will help local people and organisations change and improve how they develop and deliver housing and support, and also to help inform national debate and discussion about how the policy and regulatory framework could change to help achieve this objective.
Supported living: making the move
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2010
- Pagination:
- 2p.
- Place of publication:
- Bath
This briefing paper arises from a three year project on housing and social inclusion in England, and summarises some of the finding of the main report. It is written mainly for people who work directly or indirectly to plan, develop and provide housing and support for people with learning disabilities. It explains the difference between supported living and residential care. It also describes different types of housing and support that should be available for people, and how to go about putting them in place. Among the conclusions is the fact that while residential care might be right for some people, it should not be the only or predominant choice of housing for adults with learning disabilities. The briefing also suggests that the main focus should be maximising housing rights, choice control and independence. Access to a wider range of models is needed and as these emerge a more flexible mix of support will be required including greater emphasis on connecting people with their communities.
Independence day
- Author:
- CARLEY Karen
- Journal article citation:
- Learning Disability Today, 10(5), June 2010, pp.26-28.
- Publisher:
- Pavilion
- Place of publication:
- Hove
It is intended that all NHS campus accommodation will be closed by 2010 in the hope that moving into their own homes in the community will give residents with learning disabilities more choice, more control and greater access to healthcare and leisure activities. This article describes how Turning Point worked with commissioners in Kent to design a strategy to support up to 24 people with a wide range of learning disabilities make such a move. It looks at the transition process, how staff were retained where possible and the efforts made to help the residents, some of whom had very complex communication needs, understand the change. It was necessary to work closely with families to help them perceive the move as a benefit. Advantages of the new supported living arrangements include; increased socialisation and social inclusion, more contact with family and friends, and greater control over daily living, such as meal times and meal planning. The overwhelming reaction and tone of the article is positive however some lessons have been learned and will be implemented in further planned reprovisions. These include: building on what is already there; communication is key; keep families involved; and match personalities and interests for one to one support.
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.
Variations in the social inclusion of people with intellectual disabilities in supported living schemes and residential settings
- Author:
- McCONKEY R.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(3), March 2007, pp.207-217.
- Publisher:
- Wiley
The social inclusion of tenants living in two forms of supported living schemes – those clustered on one site and those dispersed in neighbourhoods – is contrasted with more traditional provision found on the island of Ireland, namely, small group homes, residential homes and campus-style settings. A standard pro forma based on measures used in past research was completed by the key-worker for each tenant or resident. In all, data were obtained on 620 persons, representing nearly all tenants in clustered schemes in Northern Ireland and over 40% of those in dispersed schemes. People in either form of supported living tended to have greater levels of social inclusion as measured by their use of community amenities and social contacts than did those in small group homes or residential homes, with participants from campus-style settings having the lowest levels of social inclusion. Moreover, multivariate analyses confirmed that the accommodation variable was a significant influence in addition to the social competence of the person. Although there were few differences between the two models of supported living, further research could usefully focus on decisions to place persons in either form of accommodation and their impact on wider indicators of social inclusion.
The barriers to social inclusion as perceived by people with intellectual disabilities
- Authors:
- ABBOTT Suzanne, McCONKEY Roy
- Journal article citation:
- Journal of Intellectual Disabilities, 10(3), September 2006, pp.275-287.
- Publisher:
- Sage
- Place of publication:
- London
Very little research has been done on social inclusion from the perspective of people with intellectual disabilities, including perceived barriers and remedies. Focus groups were held with 68 persons, mostly tenants in supported living or shared group homes in Northern Ireland. Qualitative data were obtained using a mix of workshop activities and small group discussions. Four main barriers were identified: lack of necessary knowledge and skills; role of support staff and service mangers; location of house; and community factors such as lack of amenities and attitudes. Participants were able to identify a range of solutions for these barriers. Most of their proposals were in line with the aims of current government policy and good practice. These findings reinforce the contribution individuals could make to the planning of local services for themselves and others. This advocacy has been an essential element in reducing the social isolation of other marginalized groups.
The home environments and occupational engagement of people with intellectual disabilities in supported living
- Authors:
- ASHLEY Danielle, FOSSEY Ellie, BIGBY Christine
- Journal article citation:
- British Journal of Occupational Therapy, 82(11), 2019, pp.698-709.
- Publisher:
- Sage
Introduction: Social inclusion for people with intellectual disabilities includes engagement in the occupations of daily life. Given the focus on people with intellectual disabilities living independently with support, identifying the qualities of their home environments is integral to understanding the possibilities for engagement in occupations of daily life and better quality of life outcomes. In turn, this can inform the types of person-centred supports, such as active support, necessary to enable increased engagement for people with intellectual disabilities. Method: A case study methodology and mixed methods were utilised to develop an in-depth understanding of the home environments of six people with intellectual disabilities in supported living, and their experience of how these environments impacted their occupational engagement both at home and in their community. Semi-structured interviews and observation of participants’ home environments, using the Residential Environment Impact Survey – Short Form, were completed. Findings: Participants valued the opportunity to be self-reliant and live in their own homes. They had adequate means to engage in basic daily activities; however, their homes lacked expression of their occupational identity, and they had minimal occupational opportunities and demands, resulting in limited occupational engagement. Conclusion: For people with intellectual disabilities, it is important to increase opportunities for participation in valued occupations that foster social identities, and to provide adequate environmental supports and demands, to enable sustained occupational engagement and social inclusion. (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)
An inquiry by social workers into evening routines in community living settings for adults with learning disabilities
- Authors:
- JAMES Elaine, HARVEY Mark, MITCHELL Rob
- Journal article citation:
- Practice: Social Work in Action, 30(1), 2018, pp.19-32.
- Publisher:
- Taylor and Francis
Significant progress has been made since the 1980s in supporting adults with learning disability to live independent lives in the community. In 2012, the Department of Health in England announced the latest policy initiative to further invest in community support for people with learning disabilities, Transforming Care. Building the right community supported living setting for people does not in isolation provide for a comprehensive strategy towards achieving a paradigm shift in how people with learning disabilities experience their full right to inclusion in their communities. This article reports on the findings from a practice inquiry into the quality of life experienced by people with learning disabilities. Social workers chose the focus of the inquiry to be on people’s evening routines to answer the question - were people living in the community experiencing independence or did institutional routines define their lives. The findings were that 69% of people with a learning disability were either in bed or were ready for bed. There was evidence that institutionalised routines existed in the settings with an association between an early evening meal time and the person being ready for or in bed. Implications for social work practice are discussed. (Edited publisher abstract)
Personalization, self-advocacy and inclusion: an evaluation of parent-initiated supported living schemes for people with intellectual and developmental disabilities in the Netherlands
- Authors:
- REINDL Marie-Sol, WALTZ Mitzi, SCHIPPERS Alice
- Journal article citation:
- Journal of Intellectual Disabilities, 20(2), 2016, pp.121-136.
- Publisher:
- Sage
- Place of publication:
- London
This study focused on parent-initiated supported living schemes in the South of the Netherlands and the ability of these living schemes to enhance participation, choice, autonomy and self-advocacy for people with intellectual or developmental disabilities through personalized planning, support and care. Based on in-depth interviews with tenants, parents and caregivers, findings included that parent-initiated supported housing schemes made steps towards stimulating self-advocacy and autonomy for tenants. However, overprotective and paternalistic attitudes expressed by a significant number of parents, as well as structural constraints affecting the living schemes, created obstacles to tenants’ personal development. The study calls for consideration of interdependence as a model for the relationship of parents and adult offspring with disabilities. The benefits and tensions inherent within this relationship must be taken into consideration during inclusive community building. (Edited publisher abstract)