Search results for ‘Subject term:"learning disabilities"’ Sort:
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Helping to keep safe
- Authors:
- CRONIN Peter, PEYTON Liam
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(6), 2012, pp.291-292.
- Publisher:
- Emerald
This short paper considers risk from the perspective of people with learning disabilities. The two men narrating their experiences are members of a London-based Tuesday Group which helps people understand about good mental health and staying well. They are both independent but do need some outreach support. The paper explores issues around the risk of unwanted attention and keeping safe when going and how being members of this group has supported them in managing the risks they might face.
Gaining feedback from people with learning disabilities
- Authors:
- BALL Jo, SHANKS Andrew
- Journal article citation:
- British Journal of Occupational Therapy, 75(10), October 2012, pp.471-477.
- Publisher:
- Sage
Despite growing interest in involving service users in evaluating service provision there is a lack of evidence about how occupational therapists working in the field of learning disabilities gather feedback. This research explored how members of the UK College of Occupational Therapists Specialist Section - People with Learning Disabilities gathered feedback from their service users. Questionnaires were completed by 70 occupational therapists and 12 of them participated in semi-structured interviews. The occupational therapists were passionate about service user feedback, but they were more likely to use informal methods rather than established methods with a more robust evidence base. Despite research indicating greater potential for bias when asking people with learning disabilities for feedback, almost half the participants did not take measures to reduce this. The survey responses suggest that this is due to service pressures, lack of confidence and the complexity of service users' needs. The authors believe that occupational therapists need to do more to gain feedback from people with learning disabilities and further research is required to establish the most effective way of doing this.
Speaking up about advocacy: findings from a partnership research project
- Authors:
- CHAPMAN Melanie, et al
- Journal article citation:
- British Journal of Learning Disabilities, 40(1), March 2012, pp.71-80.
- Publisher:
- Wiley
Advocacy is about speaking up for yourself and your rights or speaking up for other people. There are 4 types of advocacy: self-advocacy; citizen advocacy; professional advocacy; and peer advocacy. The aim of this research project was to explore people’s understandings of advocacy and to identify gaps in advocacy provision for people with learning disabilities and their families. The study method used a partnership research approach carried out by a research team consisting of people with learning disabilities and people without learning disabilities. Four focus groups were conducted with different stakeholders: 17 people with learning disabilities; 9 family carers; 6 direct support workers; and 6 service managers and commissioners. The findings are organised under the following themes: understandings of advocacy; sources of advocacy; need for advocacy; barriers to advocacy; and other influences on advocacy. The findings show that some people are confused about the different types of advocacy. Advocacy could be improved: by having more information about what support there is; by increasing choice and control in people’s lives; by changing the way services think; and by having advocates who do not work for services and who have time to get to know a person well.
The important things in life
- Journal article citation:
- Viewpoint, 131, November/December 2012, pp.14-17.
- Publisher:
- Mencap/Gateway
Decisions made on behalf of people with a learning disability and their families are often made without any input from the people they affect the most. Mencap's 'Listen and Learn' consultation programme was developed to find what is important to people with learning disabilities. The consultation used surveys, focus groups and interviews with people with learning disabilities, their family members or carers, Mencap members of staff and leaders of local Mencap groups. The results of the consultation are briefly discussed under the following themes: early years and childhood; making decisions about where to live, jobs and money; support for the whole family; healthcare; participation; staying safe; and relationships. Mencap intend to use the results to inform its work and planning over the next five years. (Original abstract)
Changing day services: do you agree?
- Author:
- CAMPBELL Martin
- Journal article citation:
- Journal of Intellectual Disabilities, 16(3), September 2012, pp.205-215.
- Publisher:
- Sage
- Place of publication:
- London
Models of day services for people with intellectual disabilities in Scotland are changing. Buildings-based day services are being replaced increasingly with community-based provision in the form of alternative day opportunities. There has been some concern that a move to more flexible ‘alternative day opportunities’ is driven more by reduced budgets than a policy of modernising day services in response to individual needs. The aim of this study was to rate and collect views on existing day services in Fife, Scotland in order to inform the change process. A total of 60 questionnaires were completed by 36 carers, 18 service users, and 6 care staff. The questions were designed to evaluate day activities, care plans, opening times, transport and the most valued aspects of existing day services. The respondents indicated general satisfaction with existing day services, although half believed that day services should be reviewed. The most valued parts of day services were forming and building friendships, and a safe place to go. Any changes to these services should be responsive to needs and should achieve outcomes that are valued. The day service review process should be robust and transparent so that all views can be heard and the rationale for modernising day services should be clearly explained.
Cornwall People First: work in progress: an inclusive research report
- Authors:
- TUCKER Suzy, et al
- Publisher:
- Cornwall People First
- Publication year:
- 2012
- Pagination:
- 91p.
- Place of publication:
- Penzance
‘Work In Progress’ was an inclusive research project (2010-12), which aimed to find the best ways for people with a learning disability to be supported into paid employment. It was funded by the Big Lottery. The research was carried out at Cornwall People First, with four paid posts for co-researchers who had a learning disability. They all had experience of using supported employment agencies (SEAs), and they were able to see things from the point of view of the people with learning disabilities whom we interviewed. That is what makes this project unique. Participants included 63 people, including clients of SEAs, family members, job coaches, managers, colleagues and employers, in four different settings. The models included a college-based course, as well as an SEA supporting people to set up their own businesses. People with learning disabilities said they wanted to work for the same reasons as everyone else, to earn money – but also to have something to do in their lives. One of the main things that put people off seeking work was the benefits system. They thought they would be worse off if they worked.
Checking Up On Des: My Life My Choice's research into annual health checks for people with learning disabilities in Oxfordshire
- Author:
- MICHELL Bryan
- Journal article citation:
- British Journal of Learning Disabilities, 40(2), June 2012, pp.152-161.
- Publisher:
- Wiley
This easy read article examines what an Oxfordshire Self-Advocacy Organisation did regarding annual health checks for people with learning disabilities. The four self-advocate researchers with learning disabilities worked with Oxfordshire's Primary Care Health Facilitator and a Professor to find out why only one in four people in our area had a health check in 2009/10. After talking to doctors, the research team concluded that doctors needed more support from professionals who know more about learning disabilities. Regular training is needed for surgery staff and carers to help show them how best to support people with learning disabilities, and people with learning disabilities should act as experts by giving advice to Doctors on how to improve the health checks. Also, doctors needed to improve communication with their patients. ‘Easy Read’ materials should be available on a website for doctors to use with their patients.
Life support: the difference between a daily existence and a fulfilling life
- Author:
- UNITED RESPONSE
- Publisher:
- United Response
- Publication year:
- 2012
- Pagination:
- 15p.
- Place of publication:
- London
The Campaigns Panel is an informal network of people with disabilities or mental health needs who are supported by United Response as well as their relatives. This report has been produced by members of the Campaign Panel who have a learning disability and support need, or are relatives to someone who has. The report explores what good support means to people with learning disabilities and why it is crucial that any reforms to social care lead to better quality support. The participants were asked about what support meant to them, what they liked to do in life, what their views were, and what their thoughts were on the future. The report is illustrated throughout with quotes and visual images.
Ten years of partnership
- Author:
- RIDDINGTON Carol
- Journal article citation:
- Tizard Learning Disability Review, 17(1), 2012, pp.14-21.
- Publisher:
- Emerald
Learning Disability Partnership Boards (LDPBs) were established throughout England in 2001 and are convened by local authorities. This article explores how people with learning disabilities have been involved on LDPBs and the opportunities they have had to take part in civic activities. As part of a PhD study, the author conducted observations of meetings of 5 different LDPBs operating in south east England between 2005 and 2007 and carried out interviews with 55 board members, including 27 representatives with learning disabilities. The article describes the study and its findings, covering membership and chairing meetings, roles and responsibilities, spontaneous and unplanned contributions, and formal presentations. It found that representatives with learning disabilities contributed in 4 ways: as a co-chair of meetings, responsible for a specific activity or role, contributing to meetings and discussions, and as a presenter. The author reports that opportunities for people with learning disabilities to influence outcomes are not fully recognised and normal meeting conventions can prove difficult, but that alternative arrangements can enable people with learning disabilities to contribute more to meetings and have more influence on outcomes.
Commentary on "Ten years of partnership" - is the glass half full?
- Author:
- PARROTT Richard
- Journal article citation:
- Tizard Learning Disability Review, 17(1), 2012, pp.22-25.
- Publisher:
- Emerald
In this paper, the author provides a commentary on an article by Riddington about Learning Disability Partnership Boards (LDPBs) and how people with learning disabilities have been involved on LDPBs. Drawing on personal experience of working in partnership in a local LDPB, the paper reviews practical experience of supporting the participation of people with learning disabilities as active citizens, especially in the context of LDPBs. It recognises that there are many examples of good practice, while noting that there is no cause for complacency. It argues for purposeful, continuous improvement and suggests that this requires local leadership, investment of time, energy and effort, and building systematically on success.