Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 10
The power of difference in inclusive research
- Author:
- WOELDERS Susan
- Journal article citation:
- Disability and Society, 30(4), 2015, pp.528-542.
- Publisher:
- Taylor and Francis
Inclusive research involves people with intellectual disabilities actively and strives for empowerment and normalisation. Less is written about the power dynamics in a research team consisting of researchers and people with intellectual disabilities and the possible value of such collaboration. In this auto-ethnography the authors reflect on these aspects and the challenges along the way. They conclude that striving for normalisation can be paralysing; ‘doing the same’ is not always possible and can be disempowering for all members of the research team. Acknowledging differences and uniqueness enriches research outcomes and makes us reflect on our own, sometimes rigid, academic frameworks. (Edited publisher abstract)
"Being heard": qualitative research conundrums with individuals with developmental disabilities
- Author:
- WILKENFELD Bonnie Fader
- Journal article citation:
- Research on Social Work Practice, 25(6), 2015, pp.702-710.
- Publisher:
- Sage
This article examines qualitative research dilemmas encountered with participants who have communication, physical and cognitive impairments. A review of the extant literature indicates the importance of identifying and resolving these research conundrums. The author will describe a qualitative study on identity formation in individuals with developmental disabilities (IWDD) as a medium to identify and explore the various dilemmas encountered while utilising in depth interviews. Issues which arose during the research process include concerns about the potential of participants to be vulnerable to coercion, upholding privacy/confidentiality, role confusion and expressive language barriers in participating in narrative discourse; access to participants was an additional concern. Findings from this study indicated that IWDD benefit from participation in qualitative research. Three overarching themes were manifested: being heard, helping others, and enjoying the process. Suggestions for addressing the various dilemmas which might inhibit IWDD from participating in qualitative research are discussed and implications for social work practice and social justice initiatives are delineated. (Publisher abstract)
Critical realism in social work research: examining participation of people with intellectual disability
- Authors:
- CRAIG Diane, BIGBY Christine
- Journal article citation:
- Australian Social Work, 68(3), 2015, pp.309-323.
- Publisher:
- Taylor and Francis
Critical realism has not been taken up readily within social work research and this may be due to the difficulty of the language and lack of practice examples of its applicability. This paper outlines the basic precepts of critical realism, the implications of these for methodology, and then offers a practical example of its application to social work research in the area of intellectual disability using some of the techniques of more familiar qualitative research methodologies. In response to the increased influence of poststructuralist ideas within social work along with the somewhat contradictory call for evidence-based practice, this paper suggests critical realism as a way of developing empirically based knowledge about the effects of interventions while at the same time accounting for the complexity involved in social work practice. (Publisher abstract)
Making meetings accessible for people with learning difficulties
- Author:
- MERCIER Cecilia
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2015
- Pagination:
- 3
- Place of publication:
- London
People with learning difficulties may need extra support when attending meetings. In her second SCIE Opinion, Cecilia looks at how this can be done, and introduces the ‘traffic light’ system of using cards; these cards help people with learning difficulties to take part in meetings and communicate whether they have something to say, they want something to be explained again or that they agree with what has been said. (Edited publisher abstract)
Working alongside older people with a learning disability: informing and shaping research design
- Authors:
- HERRON Daniel, PRIEST Helena M., READ Sue
- Journal article citation:
- British Journal of Learning Disabilities, 43(4), 2015, pp.261-269.
- Publisher:
- Wiley
Background: There has been an increase in inclusive research in the learning disability field; however, this has not been reflected within learning disability and dementia research, where little is known from the perspective of people with learning disabilities. This paper will define inclusive research, explore reasons for the dearth of inclusive dementia research, and identify the challenges of conducting dementia research involving people with learning disabilities. Materials and Methods: Examples of working with people with learning disabilities to develop elements of a PhD research study will be detailed and critically discussed. Results: These experiences aided the creation of accessible material about dementia for a PhD research study. Subsequently, this helped to overcome challenges of communication within the research study and helped to promote the participation of people with learning disabilities and dementia. Conclusion: Sharing these ideas about how we worked together will help others who are seeking to engage and achieve more inclusive research practices with marginalised populations.
Winterbourne View: time is running out
- Author:
- TRANSFORMING CARE AND COMMISSIONING STEERING GROUP
- Publisher:
- Association of Chief Executives of Voluntary Organisations
- Publication year:
- 2015
- Pagination:
- 35
- Place of publication:
- London
A review of the progress being made by the Transforming Care programme to act on the recommendations of Winterbourne View - Time for Change, which laid out a new national framework in which commissioners choose community-based provision over hospitals for people with learning disabilities and/or autism. The report argues that the pace of change is slow, while leadership and stakeholders’ engagement remain weak. It also notes that it will be impossible to deliver a closure programme without ensuring robust community provision. A closure programme requires the retraining of staff, the development of community-based facilities, a transition programme and alternative investments to underpin change. The report sets out a series of recommendations to support the strengthening of rights, the delivery of the closure programme and building capacity in the community. (Edited publisher abstract)
Care services for people with learning disabilities and challenging behaviour: fifty-first report of session 2014-15: report, together with formal minutes relating to the report
- Author:
- GREAT BRITAIN. Parliament. House of Commons. Committee of Public Accounts
- Publisher:
- TSO
- Publication year:
- 2015
- Pagination:
- 20
- Place of publication:
- London
Examines progress made in fulfilling the government commitment, following the Winterbourne View scandal in 2011, to discharging inpatients with learning difficulties and challenging behaviour back to their homes and communities. The inquiry found that the number of people with learning disabilities remaining in hospital has not fallen, and has been broadly stable at around 3,200. The report recognises the complexity of the task in designing and commissioning a model of community based care and welcomes the commitment to set out, within the next six months, a closure programme for large mental health hospitals, and to provide a transition plan for people within these hospitals, from 2016–17. The report recommends that proper consideration be given not just to building capacity in the community, but also to enshrining in law patients’, and their families’, right to challenge the decisions taken, whether they are about treatment, admission to mental health hospital, or community care services provided. (Edited publisher abstract)
Special educational needs and disability code of practice: 0 to 25 years: statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities
- Authors:
- GREAT BRITAIN. Department for Education, GREAT BRITAIN. Department of Health
- Publishers:
- Great Britain. Department for Education, Great Britain. Department of Health
- Publication year:
- 2015
- Pagination:
- 292
- Place of publication:
- London
Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, valid from April 2015. It explains the duties of schools and colleges to provide: reasonable adjustments for disabled children and young people; and extra aids and services for disabled children and young people. The code sets out the principles underpinning the legislation including involving children, young people and parents in decisions about their support, and in planning, commissioning and reviewing services. Key sections cover: impartial information, advice and support; working together across education, health and care for joint outcomes; the local offer; early years providers; schools; further education; preparing for adulthood; education, health and care needs assessments and plans; children and young people in specific circumstances; and resolving disagreements. (Edited publisher abstract)
The heart of the matter
- Author:
- PARTON Dan
- Journal article citation:
- Learning Disability Today, 15(3), May/June 2015, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Ridgeway, a supported living service for four young people with a range of physical and learning disabilities, was rated 'outstanding by the Care Quality Commission under the CQC's new inspection system. The article looks some of the factors that contribute to the success of the service which aims to put the people it supports at the heart of everything it does: supporting its residents to find employment; planning goals with residents and their families; matching staff and residents who have similar interests; involving residents in the induction of new staff. (Edited publisher abstract)
Service framework for learning disability
- Author:
- NORTHERN IRELAND. Department of Health, Social Services and Public Safety
- Publisher:
- Northern Ireland. Department of Health, Social Services and Public Safety
- Publication year:
- 2015
- Pagination:
- 157
- Place of publication:
- Belfast
This Service framework for learning disabilities is one of a set of Service Frameworks which sets out standards for health and social care to be used by service users and carers, to help them understand the standard of care they can expect to receive in Northern Ireland. The Service Framework for Learning Disability aims to improve the health and wellbeing of people with a learning disability and their carers and families by promoting social inclusion, reducing inequalities in health and social wellbeing and improving the quality of health and social care services. The Framework sets standards in relation to: Safeguarding and Communication and Involvement in the Planning and Delivery of Services; Children and Young People; Entering Adulthood; Inclusion in Community Life; Meeting General Physical and Mental Health Needs; Meeting Complex Physical and Mental Health Needs; At Home in The Community; Ageing Well; and Palliative and End of Life Care. Each standard is accompanied by a statement on what the standard is intended to achieve. It also sets out the evidence base and rationale for the development of the standard and the performance indicators that will be used to measure that the standard during the three year period 2013 - 2016. The Framework has been developed with the involvement of people from all aspects of health and social care, including patients, users of services and their carers. (Edited publisher abstract)