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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)
Learning disabilities and BME communities: principles for best practice
- Authors:
- TONKISS Katherine, STAITE Catherine
- Publisher:
- University of Birmingham. Institute of Local Government Studies
- Publication year:
- 2012
- Pagination:
- 11p.
- Place of publication:
- Birmingham
Individuals from BME communities are often underrepresented in the uptake of learning disability services. The purpose of this briefing is to present some ideas for best practice in the effective delivery of learning disability services to users from BME communities. The briefing draws on the findings of qualitative research undertaken for a local authority seeking to improve the historically low uptake of these services by individuals from BME communities. The research examined the barriers to service use by individuals from BME communities and explored the scope for more collaborative and integrated approaches to commissioning for the delivery of more suitable learning disability services for BME and emerging communities. This briefing starts by briefly providing some broad findings from this research. It then uses the findings from the research to develop an approach to increasing the use of learning disability services by BME communities, and also increasing the involvement of those service users in the design and commissioning of services. It recognises that the best way to reach BME groups is through face to face contact and utilising existing contacts and networks to build up stronger relationships.
Meeting the needs of parents in early childhood intervention: the educational partnership with parents-good practice and challenges
- Author:
- PRETIS Manfred
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(2), June 2011, pp.73-76.
- Publisher:
- Wiley
There is a general consensus that the effectiveness and efficiency of early childhood intervention (ECI) for children with disabilities is correlated with the active involvement and full participation of parents. This article considers how to improve parent participation in ECI. It considers: the parameters associated with parent participation; why parents should be involved in ECI programmes; the impact of parent participation; and aspects of best practice to increase participation. Parent participation requires a general understanding of each family's needs and desires and specific strategies for determining what each family needs to achieve the outcomes they desire. Studies looking at the effect size of parent participation in ECI programmes shows that the effects vary significantly between different programmes but are in general small. However, a small number of programmes show good effects, and the characteristics of these programmes are discussed. The article highlights the importance of shared understanding and shared decision between professionals and parents as a main predictor of high outcome in ECI.
Good practice in befriending services for people with learning difficulties
- Author:
- HESLOP Pauline
- Journal article citation:
- British Journal of Learning Disabilities, 33(1), March 2005, pp.27-33.
- Publisher:
- Wiley
Despite the growing trend for the development of befriending services, there is a paucity of research about the views of people involved with these services and the effectiveness of service provision. This article describes some of the views and experiences of paid workers, volunteer befrienders, service users (befriendees) and family carers involved with seven befriending services for children and/or adults with learning difficulties in England. Although each of the befriending services shared the broad purpose of increasing the friendship circles of the befriendees, their aims and the ways in which they worked, differed considerably. The focus of the article is on some of the key issues that the befriending services faced, factors that were found to contribute to good practice within befriending services and recommendations for good practice.
Planning for life: involving adults with learning disabilities in service planning
- Author:
- CONCANNON Liam
- Publisher:
- Routledge
- Publication year:
- 2005
- Pagination:
- 211p.
- Place of publication:
- London
Can social care practitioners effectively involve people with learning disabilities in planning their services? Does user involvement for people with learning disabilities really benefit anyone? Policy and practice guidelines for working with people with learning disabilities state that users and carers must be consulted in the provision of services. However, whether this is useful or effective in practice has not yet been adequately considered. This book traces the development of services for people with disabilities and discusses how much things have really changed for today's 'service users' since the days of asylums. It also assesses whether the policy of involvement, such as that outlined in Valuing People, is achievable in practice or simply places unrealistic burdens on professionals and service users. Based on findings from original research and interviews, the author argues that involving people with learning disabilities in service planning is difficult to achieve successfully and is currently, to a large extent, tokenistic. This area of challenging practice and emotive debate is brought to life by the voices of service providers, carers and the service users themselves, and illustrates the realities of working with people with learning disabilities.
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)
Planning and commissioning housing for people with learning disabilities: a toolkit for local authorities
- Authors:
- HOUSING OPTIONS, GREAT BRITAIN. Department of Health. Valuing People Support Team
- Publisher:
- DH Care Networks. Housing Learning and Improvement Network
- Publication year:
- 2010
- Pagination:
- 73p.
- Place of publication:
- London
This ‘toolkit’ is intended to assist local authorities and their partners to plan effectively for the housing requirements of local people with learning disabilities and deliver the objective of more people with moderate to severe learning disabilities living in their own homes. The toolkit is set out in two main parts: planning – the steps likely to be required to plan for a wider choice of housing options; and delivery – the steps and actions likely to be required to commission a choice of housing options in reality. The toolkit is designed so that each 'component' section can be used independently, or it can be used in its entirety as a sequential series of steps and actions. Each section contains: a ‘checklist’ type series of questions that a local authority can use to plan activity and action and to self-assess its current position and performance; and possible approaches and suggestions for making progress including a sample of examples of good practice from a range of local authorities across England. It also contains a list of useful resources.
A new kind of trainer: how to develop the training role for people with learning disabilities
- Authors:
- OWEN Katherine, BUTLER Gary, HOLLINS Sheila
- Publishers:
- Gaskell, St. George's Hospital Medical School
- Publication year:
- 2004
- Pagination:
- 63p.
- Place of publication:
- London
This book tells the story of a service user (with a learning disability) through each stage of obtaining his job as a training adviser at a Medical School, what the job involves, and shows how he continues to develop in the role. There is an increasing expectation that service users will be involved in preparing health and social care professionals to work with people with learning disabilities, following a recommendation in the Valuing People Government White Paper. This book provides an introduction and guide for both service users and employers. It is based on more than 10 years experience of employing people with learning disabilities as training advisors in a Medical School to train staff and students. It will assist service users with both how to find a job initially, providing accessible materials which are easy to understand, and in developing their role as trainers. It will also assist organisations (particularly universities and colleges) by providing good practice guidance together with many pointers about preparing a disability friendly environment that will help them to employ users with learning disabilities as trainers.
Developing the workforce: learning disability services in Trent: a report for South Yorkshire Education and Training Consortium/North Trent Workforce Development Confederation/East Midlands Workforce Development Confederation Trent; final draft report
- Authors:
- PICKERING Sharon, THOMPSON Jeanette
- Publisher:
- South Yorkshire Workforce Development Confederation
- Publication year:
- 2001
- Pagination:
- 111p.
- Place of publication:
- Sheffield
Currently learning disability services face a number of challenges for building a workforce that reflects the needs of people that use services. Workforce development must: start with the needs of people who use services, using ‘best information’ to inform the process; establish partnerships to ensure the success of workforce development; including all key stakeholders, families and carers at all stages of the process; and focus on outcomes. Good quality services are informed by the needs wants and expectations of those using the service and should: advocate the social model of disability, promoting choice and control; promote and value anti- discriminatory practice; reflect the multi-cultural nature of communities; pursue a multi disciplinary approach; promote evidence-based practice; provide local and flexible delivery; and · incorporate evaluation and review by the participants, employer organisation, people with a learning disability, their families and service commissioners.
Developing the workforce: learning disability services in Trent; supporting documents
- Authors:
- PICKERING Sharon, THOMPSON Jeanette
- Publisher:
- South Yorkshire Workforce Development Confederation
- Publication year:
- 2001
- Pagination:
- 99p.
- Place of publication:
- Sheffield
Currently learning disability services face a number of challenges for building a workforce that reflects the needs of people that use services. Workforce development must: start with the needs of people who use services, using ‘best information’ to inform the process; establish partnerships to ensure the success of workforce development; including all key stakeholders, families and carers at all stages of the process; and focus on outcomes. Good quality services are informed by the needs wants and expectations of those using the service and should: advocate the social model of disability, promoting choice and control; promote and value anti- discriminatory practice; reflect the multi-cultural nature of communities; pursue a multi disciplinary approach; promote evidence-based practice; provide local and flexible delivery; and · incorporate evaluation and review by the participants, employer organisation, people with a learning disability, their families and service commissioners.