This guide explains what supported internships are and why they have been introduced. It also provides practical advice on developing, implementing and delivering supported internships, including information on funding, programme design, staffing, and the various partnerships on which supported internships are founded. The advice draws heavily on the experiences of the 15 colleges who took part in the 2012/13 supported internship trial set up by the Department for Education. It also draws on the experiences of other providers who have been running programmes to support young people with learning difficulties and/or disabilities into employment. The advice has been designed to provide a comprehensive introduction to supported internships and to allow users to dip into individual sections of particular interest. It is divided into broad sections which include: planning and designing supported internships; job coaching; recruiting and engaging interns; working with parents and carers; working with employers; achieving positive progression; and funding.
(Edited publisher abstract)
This guide explains what supported internships are and why they have been introduced. It also provides practical advice on developing, implementing and delivering supported internships, including information on funding, programme design, staffing, and the various partnerships on which supported internships are founded. The advice draws heavily on the experiences of the 15 colleges who took part in the 2012/13 supported internship trial set up by the Department for Education. It also draws on the experiences of other providers who have been running programmes to support young people with learning difficulties and/or disabilities into employment. The advice has been designed to provide a comprehensive introduction to supported internships and to allow users to dip into individual sections of particular interest. It is divided into broad sections which include: planning and designing supported internships; job coaching; recruiting and engaging interns; working with parents and carers; working with employers; achieving positive progression; and funding.
(Edited publisher abstract)
Subject terms:
learning disabilities, special educational needs, supported employment, training;
This easy access pack is for experienced trainers and people with learning disabilities who want to work together to do training as equal partners. The pack is made up of a workbook and a DVD-ROM. The workbook includes sections on developing an equal partnership, planning and practising training sessions, and reviewing how actual training went. The DVD-ROM contains video clips illustrating good and bad practice and has been designed to make it easy to use.
This easy access pack is for experienced trainers and people with learning disabilities who want to work together to do training as equal partners. The pack is made up of a workbook and a DVD-ROM. The workbook includes sections on developing an equal partnership, planning and practising training sessions, and reviewing how actual training went. The DVD-ROM contains video clips illustrating good and bad practice and has been designed to make it easy to use.
Subject terms:
learning disabilities, social care staff, training, disabilities;
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Extended abstract:
Author
FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES.
Title
Learning with families: a training resource.
Publisher
Mental Health Foundation, 2003
Summary
This pack is described as a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Context
The White Paper Valuing people (2001) called for a new relationship between families and staff in learning disability services, proposing the involvement of family carers in staff training and development which, it is said, can help staff understand the experiences of families.
Contents
An introduction gives the aim as to enable staff to have a greater understanding of what it means for families to have a relative with a learning disability and how this can affect their relationships with professionals. It discusses the background, and explains that the resource consists of eight sections with handouts and overheads, a video presenting the experiences and views of four families to be used in conjunction with the written materials, and an evaluation form. How it was developed, how to use it, the number of participants (ideally 10-16), preparation for training, and delivering the training are outlined. A table maps the content of this publication to the learning outcomes of LDAF Unit 016: Contribute to supporting relationships - families, carers and friends. The resource has two core components.
Section A: 'Introduction to learning with families', introduces participants to the programme and enables them to discuss positive and negative aspects of family networks and consider the particular characteristics of families with a relative with a learning disability.
Section B, 'Life in the family home', should enable participants to gain an understanding of life in the family home by looking at the impact of having a family member with a learning disability, the difficulties which family carers can have in acknowledging their need for services and the needs of older family carers.
Further sections are: Section C aims to help participants understand some of the feelings family carers experience when it is time to plan ahead and how to promote better planning, support and decision-making; D should help participants understand how family carers and professionals can develop effective partnerships; E intends that participants should gain greater understanding of the feelings and emotions family carers experience when their relative with a learning disability leaves home, the preparations needed and adjustments which must be made following a move; F's aim is to bring understanding of the changes that affect family members when their relative with a learning disability moves from full-time education to different daytime activities and the importance of a satisfying way of life; G should help participants understand the difficulties family carers may have in acknowledging their need for breaks from caring, the benefits of short-term breaks for the person with a learning disability and their family carers, and that short-term breaks may serve as a preparation for the future; and H aims to help participants understand how family carers and professionals can communicate more effectively with one another to maximise available resources and experience.
Appendix 1 gives guidelines for those new to training, and Appendix 2 is the evaluation form.
An accessible report by People First (Fraserburgh) of a project to develop training which will help people with learning difficulties speak up for themselves is presented. The aim of the training is also to help staff who work in local authorities and other jobs understand why people can have difficulty speaking up for themselves.
An accessible report by People First (Fraserburgh) of a project to develop training which will help people with learning difficulties speak up for themselves is presented. The aim of the training is also to help staff who work in local authorities and other jobs understand why people can have difficulty speaking up for themselves.
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Extended abstract:
Author
KERR Diana, WILKINSON Heather
Title
In the know: implementing good practice: information and tools for anyone supporting people with a learning disability and dementia.
Publisher
Pavillion, 2005
Summary
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Context
Along with the rest of the population, people with learning difficulties are living longer, bringing all the illnesses and conditions of older age. One condition, which people with Down's syndrome are more likely to experience, is dementia. Providing effective, high-quality care for someone with learning difficulties who develops dementia is a highly-skilled role. Without support and information staff and carers can find the experience overwhelming, trying to react to changing needs. Their ability to cope is clearly influenced by their level of knowledge and their understanding of the impact of dementia.
Contents
Section 1 describes the background, method and how to use the pack, and also includes references and sources of further information. Section 2 contains fact sheets as follows: Dementia and people with learning difficulties – some basic information; Is this dementia?; Getting a diagnosis; Developing good communication with people with dementia; Developing life story work; Challenging behaviour: developing appropriate responses; Developing suitable environments; Supporting people to eat well; The later stages; and Supporting the friends and peers of the person with dementia. Section 3 consists of copiable ‘tools': Brain diagram; Alert signs; Record of prompting; Differential diagnosis chart; An example of a dementia diagnostic care pathway; Dos and don'ts; Suggestions for things to be included in life story work; Charter for good practice in life story work; Strategies to help deal effectively with challenging behaviour; Developing a suitable environment; Guidelines for helping people to eat well; and Taking care of skin when someone becomes bedridden or less active.
This book is tailored specifically to meet the needs of adults with disabilities. It is a resource that provides relevant, cognitively-suitable and age-appropriate information and exercises to aid trainers working with adults with physical and multiple disabilities, and is suitable for people with mild intellectual disability and severe communication impairment. The material is designed to be used in 10 two-hour sessions that explore skills that will help to develop and maintain self-esteem. Each session is fully scripted, with comprehensive instructions for the trainer and photocopiable hand-outs.
This book is tailored specifically to meet the needs of adults with disabilities. It is a resource that provides relevant, cognitively-suitable and age-appropriate information and exercises to aid trainers working with adults with physical and multiple disabilities, and is suitable for people with mild intellectual disability and severe communication impairment. The material is designed to be used in 10 two-hour sessions that explore skills that will help to develop and maintain self-esteem. Each session is fully scripted, with comprehensive instructions for the trainer and photocopiable hand-outs.
Booklet written for people who work with people with learning difficulties. Aims to help practitioners support the people they work with to gain national recognition for their skills via vocational qualifications. Contains sections on: making sense of the national standards; providing support for learning; providing access to good quality assessment; supporting the development of portfolios; and supporting individuals.
Booklet written for people who work with people with learning difficulties. Aims to help practitioners support the people they work with to gain national recognition for their skills via vocational qualifications. Contains sections on: making sense of the national standards; providing support for learning; providing access to good quality assessment; supporting the development of portfolios; and supporting individuals.
Subject terms:
learning disabilities, NVQs, training, further education;
Guide explaining how people with learning difficulties can access vocational training and qualifications. Aims to help people with learning difficulties and their carers and helpers to understand: the nature of current vocational training, assessment and qualifications; what training/qualifications are available, accessible and appropriate for people with learning difficulties; and how to gain access to them.
Guide explaining how people with learning difficulties can access vocational training and qualifications. Aims to help people with learning difficulties and their carers and helpers to understand: the nature of current vocational training, assessment and qualifications; what training/qualifications are available, accessible and appropriate for people with learning difficulties; and how to gain access to them.
Subject terms:
learning disabilities, NVQs, training, further education;
University of Kent. Centre for Health Services Studies
Publication year:
1990
Pagination:
22p., tables, bibliog.
Place of publication:
Canterbury
Presents the results from a study which assessed the induction training course provided for staff working in a community living project for people with mental handicaps in Kent.
Presents the results from a study which assessed the induction training course provided for staff working in a community living project for people with mental handicaps in Kent.
Subject terms:
learning disabilities, staff, training, community care;
Galway County Association for Mentally Handicapped Children
Publication year:
1989
Pagination:
148p., tables, bibliog.
Place of publication:
Galway
Reports on a research project which aimed to improve the quality of life of a group of severely and profoundly mentally handicapped adults through training and employment opportunities and the development of two small group homes in the community.
Reports on a research project which aimed to improve the quality of life of a group of severely and profoundly mentally handicapped adults through training and employment opportunities and the development of two small group homes in the community.