Search results for ‘Subject term:"learning disabilities"’ Sort:
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In the know: implementing good practice: information and tools for anyone supporting people with a learning disability and dementia
- Authors:
- KERR Diana, WILKINSON Heather
- Publisher:
- Pavilion
- Publication year:
- 2005
- Pagination:
- 55p.
- Place of publication:
- Brighton
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.
Managing challenging behaviour: supporting the Certificates in Working with People who have Learning Disabilities
- Author:
- BRADLEY Alice
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2006
- Pagination:
- 145p., booklets, CD ROM
- Place of publication:
- Kidderminster
A complete package of training materials for managers and trainers, to provide everything staff need to know about working with people with learning disabilities who present challenging behaviour. The pack contains: a trainer’s guide with timed session plans, supporting overhead transparencies, course handouts and activity sheets; a trainer’s reader for the manager or trainer to read before each session; · a CD with overhead transparency masters, course handouts and activity sheets to print out and use; and a workbook for use by participants who cannot attend every session. The trainer pack is fully mapped to the Manage Challenging Behaviour units from the Levels 2 and 3 Certificates in Working with People who have Learning Disabilities. Written by an experienced learning trainer and practitioner, the pack covers: understanding challenging behaviours – why they occur, and factors that influence behaviour; the range of functions that challenging behaviour can serve for people with learning disabilities who challenge; improving the lifestyles of people who challenge;· positive strategies for working with services users that challenge; policies and procedures, teamwork, the role of observation and record keeping, and responding to service users who may be affected by the challenging behaviour of others; and planned and emergency uses of physical interventions.
Generic service interventions pathway: a competency framework to support development of the learning disability workforce
- Author:
- HEALTH EDUCATION ENGLAND
- Publisher:
- Health Education England
- Publication year:
- 2015
- Pagination:
- 70
- Place of publication:
- Leeds
This competency framework helps identify and develop effective education and training for the learning disability workforce. It identifies things that people who provide learning disability services need to know and do when delivering service interventions. The framework covers clinical learning disability workforce roles in delivery of care for people with complex needs and should be viewed in the context of system-wide efforts to ensure that services are delivered by caring, compassionate, knowledgeable, skilled and supported staff. The framework covers the following areas: promoting appropriate access to service; assessment, formulation and treatment planning; enabling health interventions; therapeutic interventions; role support interventions; family and carer interventions; and monitoring and measurement, research and evaluation. (Edited publisher abstract)
BILD code of practice for the use and reduction of restrictive physical interventions: a guide for trainers and commissioners of training
- Author:
- BRITISH INSTITUTE OF LEARNING DISABILITIES
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2010
- Pagination:
- 50p., bibliog.
- Place of publication:
- Kidderminster
- Edition:
- 3rd ed.
This revised Code of Practice provides guidance for trainers and commissioners of training who support adults and children with learning disabilities, autistic spectrum conditions, special educational needs, or behavioural and emotional problems. The Code helps shape the content of training to include key aspects of knowledge and skills such as assessment, prevention and positive behaviour support. It also recognises the importance of balancing the rights of vulnerable children, young people and adults with the rights of the people who work with them. Coverage includes: health and safety; curriculum development; techniques for restrictive physical interventions; risk assessment; monitoring performance; reporting and record keeping; professional standards and criteria for training and advice for commissioners of training.
Education and Skills Act 2008: what does it mean for Connexions and IAG?
- Author:
- SKILL - NATIONAL BUREAU FOR STUDENTS WITH DISABILITIES
- Publisher:
- National Transition Support Team
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- London
The Education and Skills Act, which came into force in March 2009, places a duty on all young people in England to participate in education or training until the age of 18. By 2013 it will be compulsory for young people to participate in education or training up to the age of 17, and by 2015 up to the age of 18. This briefing provides an overview of what the Act means for Connexions and IAG (information advice and guidance) provision for disabled young people.
Health action planning and health facilitation for people with learning disabilities: good practice guidance
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2009
- Pagination:
- 72p.
- Place of publication:
- London
The purpose of this guidance is to describe and clarify good practice in health facilitation and health action planning and support localities to make progress on this and on reducing health inequalities experienced by people with learning disabilities. It builds on previous DH guidance and reflects the learning that has taken place since 2002 along with key recommendations of relevant recent reports and research. Short examples of good practice are included throughout.
Bullying involving children with special educational needs and disabilities: safe to learn: embedding anti-bullying work in schools
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2008
- Pagination:
- 55p.
- Place of publication:
- London
As part of the drive to stop persistent bullying in schools, the DCSF has published new guidance, to join the suite of materials Safe to Learn which look at tackling all forms of bullying. This new advice looks at the issue of the bullying of children with SEN and disabilities. It is designed to help school staff understand and address the particular issues that surround sustained bullying of this type, and recommends strategies to stamp out persistent bullying of all kinds.
Supporting personal relationships: supporting people who need care and support to have meaningful relationships
- Authors:
- CHOICE SUPPORT, et al
- Publisher:
- Skills for Care
- Publication year:
- 2020
- Pagination:
- 46
- Place of publication:
- Leeds
This guidance is relevant to all people who provide social care to any group of people and it will help organisations to equip their staff to support people to develop and maintain personal relationships, in a way that respects peoples’ choices and values whilst keeping them safe. Organisations need to facilitate the environments, skills and opportunities which enable relationships to flourish and sexual needs should be recognised and addressed in the same way as other needs, which will assist in reducing the risk of sexual harm and abuse. Sections of the guide cover the values and behaviours that social care workers need and what they need to know and understand to support people with their personal relationships in a person-centred way. It also explains what employers can do to support the development of their workforce and how to develop a workforce development programme to provide staff with the skills to support personal relationships. The document includes a series of exercises to help organisations start to tackle the subject, explore their values and consider some common relationship scenarios and how organisations might approach them. (Edited publisher abstract)
Workforce guidance for mental health, learning disabilities and autism, and specialised commissioning services during the coronavirus pandemic
- Authors:
- NHS ENGLAND, NHS IMPROVEMENT
- Publisher:
- NHS England
- Publication year:
- 2020
- Pagination:
- 9
- Place of publication:
- Redditch
This document provides mental health, learning disabilities and autism, and specialised commissioning workforce guidance and considerations to ensure safety in the workplace is maintained during the COVID-19 outbreak. It is intended to support the local contingency planning for a range of resource-constrained scenarios and covers general principles; ways in which staff work; releasing time to care; training and CPD; and safer staffing models. (Edited publisher abstract)
Working with families: what do your staff need to know and do?
- Authors:
- SKILLS FOR CARE, AVENUES
- Publisher:
- Skills for Care
- Publication year:
- 2018
- Pagination:
- 18
- Place of publication:
- Leeds
This draft framework, developed in partnership with the Avenues Group, explains the skills and knowledge adult social care staff need to work effectively with the families of people with learning disabilities who need care and support. Based on the findings from research, it covers four key aims that any learning and development programme about working with families should cover. These are: the importance of partnership working and of taking a family, person centred approach; maintaining positive relationships with families; maintaining open communication with families and reviewing how you work with them; and encouraging people who need care and support to maintain family relationships and social networks. The framework includes a sample training session, with session plan, facilitator notes, handouts and activities. It will be useful for managers or those in learning and development roles, such as HR, training staff and learning providers. It is open to consultation until 1 April 2019. (Edited publisher abstract)