Search results for ‘Subject term:"learning disabilities"’ Sort:
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Planning by the people
- Author:
- WILLIIAMS Corin
- Journal article citation:
- Community Care, 12.07.07, 2007, pp.36-37.
- Publisher:
- Reed Business Information
Four local authorities - London Borough of Greenwich, Norfolk, Rotherham and Wiltshire - were awarded beacon status last year for their learning disability services. The author looks at how putting users at the centre of their operations was crucial to them winning the award.
A share of action for the consumers
- Authors:
- BRECHIN A., SWAIN J.
- Journal article citation:
- Community Living, March 1988, pp.20-21.
- Publisher:
- Hexagon Publishing
Compares the goals and practices of Individual Programme Planning systems with that of Shared Action Planning models which place more emphasis on self-advocacy.
Family quality of life empowered by family-oriented support
- Authors:
- SCHIPPERS Alice, VAN BOHEEMEN Marleen
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 6(1), March 2009, pp.19-24.
- Publisher:
- Wiley
Professional services for persons with intellectual disabilities (ID) have begun to attach more importance to their environment. The concept of (family-related) quality of life proved to link very well with this idea and lent itself to constructing and evaluating services. One outcome was the emergence of equal partnerships between families, service providers, and other parties in the community. Within this context, the authors explored and described positive practices in supporting young adults with IDs by realizing their personal future plans based on partnerships, the concept of quality of life, and community support. Nine families were followed over a 2-year period (2004–2006). Face-to-face interviews and a survey were conducted with young adults, family members, and professional supporters. Each family was individually supported in the realization of a personal future plan by an "intermediary" or go-between. The results indicated the importance of partnerships among the participants. In creating such partnerships, all participants can be in control, although all parties involved needed extra support to enhance quality of life.
Putting people in charge of their day services
- Author:
- KELLY Sean
- Journal article citation:
- Community Living, 21(4), 2008, pp.10-12.
- Publisher:
- Hexagon Publishing
Thurrock Council has closed its big day centres for people with learning disabilities and opened up five locality bases now directly managed by a company of people with learning disabilities. The author visits the centre to discuss the changes and feelings about the closure of services.
Measuring client participation in individual programme planning meetings
- Authors:
- ALEXANDER Michelle, HEGARTY John R.
- Journal article citation:
- British Journal of Learning Disabilities, 29(1), March 2001, pp.17-21.
- Publisher:
- Wiley
This article describes the development of a method of measuring client participation in individual programme planning meetings and its use with one client in a routine IPP meeting. A questionnaire for staff was also devised to gauge their perceptions of the client's participation at the same meeting. The client actively participated in much of the meeting; the IPPPC highlighted areas in which he did not participate. Argues that the regular use of the checklist described will guide staff in what to look for when assessing participation and may be especially valuable during staff training.
Big Plans: a guide for meaningfully engaging people with learning disabilities in the development of their plans
- Author:
- HUMANLY
- Publisher:
- Humanly
- Publication year:
- 2018
- Pagination:
- 70
- Place of publication:
- London
A toolkit to support social workers in working with people with learning disabilities and/or autism to plan for important moments in their lives, for example transition into adulthood or moving out of hospital back into the community. It includes a suggested step-by-step process, as well as specific activities for engaging individuals with learning disabilities and/or autism directly, rather than relying on those around them. Sections cover: Getting to know an individual through direct observation; Learning more about an individual from experts; Using creative activities to know individuals better; Creating a Personal Portrait that captures an individual’s needs and preferences; Using the Personal Portrait in planning; Testing options with an individual and capturing reactions; and Reviewing an individual’s experience on an ongoing basis. The toolkit was developed by Humanly and co-designed with the Shropshire team to support sites in the Named Social Worker programme, which was funded by the Department of Health and Social Care and run in partnership by the Innovation Unit and the Social Care Institute for Excellence. It has been designed to be suitable for a wide range of people with learning disabilities and/or autism, including people with complex needs and non-verbal communication.
“Living the life I want”: a framework for planning engagement with people with intellectual disability and complex support needs
- Authors:
- DEW Angela, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.401-412.
- Publisher:
- Wiley
Background: Self‐determination involves autonomy, agency, choice and control. This study investigated how these aspects of self‐determination relate to engaging people with intellectual disability and complex support needs in setting goals and making plans. Method: Body mapping was used to understand the planning experiences of 30 adults with intellectual disability and complex support needs. Each participant created two body maps using a guided group‐based process. Visual and text data were thematically analysed and a framework for planning engagement developed. Results: The framework identifies the centrality of having a well‐developed sense of self which includes insight, motivation and agency, and which is shaped by contextual barriers and facilitators and influenced by helpful and unhelpful support. Conclusions: A well‐developed sense of self and ability to harness resources and people is fundamental to the ability of individuals with intellectual disability and complex support needs articulating goals, identifying aspirations, and attaining valued outcomes. (Edited publisher abstract)
'Don't hold back': transitions to adulthood for young people with learning disabilities
- Author:
- CHILDREN'S COMMISSIONER FOR WALES
- Publisher:
- Children's Commissioner for Wales
- Publication year:
- 2018
- Pagination:
- 40
- Place of publication:
- Cardiff
This report looks at the experiences of young people with learning disabilities in Wales, and as they transition to adulthood. It draws the views of 99 young people with learning disabilities, 187 parents and carers, 43 professionals and the results of an evidence review. The findings cover involvement in care planning; family life and the support needs of parents; accessing services; service quality; friends, social life and transport; and hopes for the future. It results found that the Social Services and Wellbeing (Wales) Act 2014 and the Well-Being of Future Generations (Wales) Act 2015 are failing to deliver the support young people with learning disabilities need. Young people’s participation in planning and decision making about them has been low, and that they face considerable changes in support after eighteen. Families also found it difficult to access the support they need and they are often left with little information about where to go for help. The report makes a number of recommendations, including for young people to play an active and central role in planning their transition to adulthood and for local transition processes to be integrated across health, education and social services. (Edited publisher abstract)
Consumer-directed goal planning in the delivery of assistive technology services for people who are ageing with intellectual disabilities
- Authors:
- MIRZA Mansha, HAMMEL Joy
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(5), September 2009, pp.445-457.
- Publisher:
- Wiley
A consumer-directed service-delivery approach to assistive technology and environmental modification intervention in the US was examined with people who were ageing with intellectual disabilities. The intervention was based on a collaborative approach involving consumers, their social supports and service deliverers. Thirty individuals were randomly selected to receive the intervention from a sample of 75 community-dwelling adults. Outcomes related to consumers' and significant others' perceptions of performance and satisfaction with goal attainment were assessed and the consumer-directed goal planning process examined. Participants in the intervention group reported significantly higher levels of performance and satisfaction related to goals identified at baseline than participants in the control group. Two broad categories of goals were addressed during the intervention – basic self-care goals and participation/environmental/systems level goals. A 98% direct agreement rate between consumer-identified goals and goals addressed by service deliverers was found during the intervention. Of the environmental strategies employed during the intervention, assistive devices and systems level advocacy and action were the two most frequently used across goals.
Essential lifestyle planning: a handbook for facilitators
- Authors:
- SMULL Michael, SANDERSON Helen, ALLEN Bill
- Publisher:
- North West Training and Development Team
- Publication year:
- 2001
- Pagination:
- 342p.
- Place of publication:
- Manchester
Essential lifestyle planning is a guided process for learning how someone wants to live and for developing a plan to help make it happen. It’s also: a snapshot of how someone wants to live today, serving as a blueprint for how to support someone tomorrow; a way of organizing and communicating what is important to an individual in “user friendly”, plain language; a flexible process that can be used in combination with other person centered planning techniques; and, a way of making sure that the person is heard, regardless of the severity of his or her disability. Developing plans that really reflect how people want to live require: the perspectives of those who know and care about the person; their stories about good days and bad; and, what they like and admire about the person.