Search results for ‘Subject term:"learning disabilities"’ Sort:
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Psychiatric services for children and adolescents with intellectual disabilities
- Author:
- ROYAL COLLEGE OF PSYCHIATRISTS
- Publisher:
- Royal College of Psychiatrists
- Publication year:
- 2010
- Pagination:
- 24p., bibliog.
- Place of publication:
- London
This report deals with services for a population that is still relatively neglected: those falling between child and adolescent psychiatry and learning disability psychiatry. It reviews the resources required for a psychiatric service to young people under 18, and their families. Starting with an overview of the changing approaches to the psychiatric needs of this population, the nature of its disorders and the variety of interventions, it sets out the characteristics of a model service dealing with its structure, location, personnel and resources. The report provides a draft standard specification that can inform negotiations between service commissioners, clinicians and general managers of mental health services. While it focuses on the psychiatric element, it recognises that such a service must be multidisciplinary and multiagency and therefore must be seen within the wider range of services supporting mental health. These include education, social services, community child health and other agencies. The report is aimed at anyone involved in planning or helping to develop a psychiatric service for children and adolescents with intellectual disabilities.
Reducing exclusions and the use of specialist services for autistic children and young people
- Authors:
- AUTISM EDUCATION TRUST, OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2020
- Pagination:
- 11
- Place of publication:
- Oxford
This paper sets out good practice in the approach to commissioning services for autistic children and young people. It illustrates a practical application for children and young people of the ‘Ordinary and unique lives for adults with a learning disability and/or autism: a six steps approach’ (Institute of Public Care, 2020) through the implementation of the Autism Education Trust (AET) programme. The programme builds on a model based on the principle that a co-ordinated whole system response to support people and their families during key life episodes could, in some instances, reduce the need for some types of expensive ‘specialist’ provision. The report provides evidence of how the AET programme helps local areas to reduce exclusions and demand on specialist services, which either makes savings for the public purse or enables local authorities to meet the needs of more people without compromising outcomes or increasing budgets. The report finds that the AET programme is a structured, cost-effective approach to skilling up the workforce in mainstream and specialist settings to support autistic children and young people via reasonable adjustments and targeted support and is a good example of the practical application of the IPC whole-system commissioning model for managing demand. (Edited publisher abstract)
Integrated services for children and young people with a disability in Conwy: a case study
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2019
- Pagination:
- 9
- Place of publication:
- Oxford
A case study to show how Conwy is transforming its approach to delivering services for children and young people with disabilities through partnership working across Social Services, Health, Education and the Community and Voluntary sectors to meet complex needs and improve outcomes. This is achieved through co-location, multi-disciplinary teams and projects funded through the Welsh Government's Integrated Care Fund. The case study provides an example of effective integration both at operational level, with professionals and agencies working with individual families to assess need and develop appropriate solutions and at a strategic level by the integrated commissioning of a range of care and support services that respond to complex needs and improve outcomes for children and their families. It describes a number of different approaches to integration including the Council’s All Age Disability Service, the Early Years Child Development Centre jointly run by Health and Social Care, the Child and Adolescent Learning Disability Service and a special school and residential facility. Integration both within and across these services is helping to keep children with disabilities and complex needs at home with family or foster carers and offer opportunities for progression, leading to improved life. (Edited publisher abstract)
Quick guide: commissioning for transition to adult services for young people with special educational needs and disability (SEND)
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2018
- Pagination:
- 18
- Place of publication:
- London
This quick guide aims to help health commissioners and providers tackle the challenges involved in implementing the joint commissioning of services for children and young people with special educational needs and disability (SEND) introduced by Part 3 of the Children and Families Act 2014. The guide is based on the ten key transition principles published by the National Institute for Health and Care Excellence (NICE) in 2016. These are: participation and co-production; person-centred transition planning; clear leadership and accountability; strategic vision across children's and adults' services; understanding transition needs; transition process and protocols; joint commissioning; training and development of staff; role of named worker; and needs of specific groups. Local areas can use this as a resource to inform their own practice. (Edited publisher abstract)
Developing local pathways for children and young people with learning disabilities and/or autism whose behaviours challenge (including those with mental health conditions): tools to develop local pathways
- Authors:
- SHURLOCK Jacqui, ROBINSON Carol
- Publishers:
- Challenging Behaviour Foundation, National Development Team for Inclusion
- Publication year:
- 2017
- Pagination:
- 25
- Place of publication:
- Bath
Sets out key elements that should be in place to provide effective local support for children and young people with learning disabilities and/or autism whose behaviours challenge. The resource can be used by SEND joint commissioning boards and Transforming Care partnerships to help inform a strategic approach to local care pathways. It highlights the importance of working with children and families to develop local challenging behaviour pathways. The resource covers: needs-based commissioning; person-centred planning and preventative support; Positive Behavioural Support; referral routes; coordinated assessments and plans; multi-disciplinary working; pathways for children and young people at pre-school, school age, and in transition to adulthood; working in partnership with families; workforce development; and data and quality. It is one of a set of three resources commissioned by the NHS England Transforming Care Programme to help Transforming Care partnerships, local authorities and CCGs to work together with local families. (Edited publisher abstract)
Getting it right with young people whose behaviour challenges: commissioning for lifelong outcomes
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2015
- Pagination:
- 2
- Place of publication:
- Bath
Summarises key findings from work carried out by the NDTi in the East Midlands and NHS East Midlands which aimed to investigate the support available for young people with learning disabilities whose behaviour challenges and to examine how to improve outcomes. The study gathered views of people with learning disabilities whose behaviour challenges, their families, social care and health staff, managers and commissioners. It included both the views of people with positive outcomes who were living in the community or connected to family and friends and also people with poor outcomes who have moved away to institutional placements. Findings discuss the changes that need to be made to services in three main areas: strategy and structure, commissioning and service management; and practice. The report highlights the need for a lifelong perspective when planning for children and young people, and ensuring that support is designed and delivered in ways that will be successful and sustainable into adult life. The findings will be of interest to commissioners and managers in social care, public health, health and education who are responsible for services to children, young people and adults with learning disabilities. (Edited publisher abstract)
Evaluation of the national trial extension of Special Educational Needs and Disability (SEND) Tribunal powers
- Authors:
- IFF RESEARCH, BELMANA
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2021
- Pagination:
- 111
- Place of publication:
- London
This report presents findings from the evaluation of the trial extension of powers of the First-tier Special Educational Needs and Disability (SEND) Tribunal. The extended powers allow the Tribunal to make non-binding recommendations about health and social care elements of appeals alongside education aspects. The main conclusions that can be drawn from the evaluation are: families are exercising their rights to bring health and social care issues to the Tribunal under the trial powers in greater numbers than expected, but there may be further to go in raising awareness of what the process of appealing involves; there is evidence that appellants perceive the Tribunal, under the trial extended powers, to be more able to resolve their issues than other routes of redress for health and social care issues; appellants also compare the Tribunal, under the trial extended powers, favourably with other routes of redress in terms of giving their health and social care issues a fair hearing; there is evidence that LAs and CCGs are for the most part agreeing to implement Tribunal health and/or social care recommendations; set against these relatively positive perceptions of outcomes, appellants report that taking their health and social care issues to the Tribunal is more difficult, time-consuming and expensive than other routes of redress for health and social care issues; taking health and social care issues to the Tribunal adds costs for LAs and CCGs, but costs less on average than education, health and social care issues being taken to Tribunal and other routes of redress separately; taking health and social care issues to the Tribunal also adds to overall levels of provision and consequently provision costs. (Edited publisher abstract)
Learning disability: behaviour that challenges: (QS101)
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2019
- Pagination:
- 57
- Place of publication:
- London
Quality standard covering care and support and services for children, young people and adults with a learning disability (or a learning disability and autism) and behaviour that challenges, and their families and carers. The standard includes 12 quality statements which describe what high quality care should look like. They include quality statements on: a lead commissioner to oversee strategic commissioning of services for all people with a learning disability; provision of annual health checks; initial assessment of behaviour that challenges; the provision of a named lead practitioner; involving families and carers; parent-training programmes; personalised daily activities; services in the community; housing; review of restrictive intervention; and use and review of medication. The standard is expected to contribute to improvements in the following outcomes: promotion of independence, choice and control over daily life; experience of using social care and healthcare services; use of restrictive practices; and quality of life for people with a learning disability and behaviour that challenges, and their carers. Originally published in 2015, this quality standard was updated in July 2019 to add four new statements, update one statement and amend one statement. (Edited publisher abstract)
The integrated service for children with additional needs (ISCAN) in Gwent: a case study
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2019
- Pagination:
- 8
- Place of publication:
- Oxford
A case study which shows how Gwent has brought health and social care together for children and young people with complex needs to create a seamless service for families facilitated by a new care co-ordination model. It offers an example of effective integration both at operational level, with professionals and agencies working with families to assess need and develop appropriate solutions and at a strategic level by the integrated commissioning of a range of care and support services that respond to complex needs and improve outcomes for children and their families. It looks at why things needed to change and how parents and carers were at the forefront of new developments; how integration has been managed in phases - streamlining the referral process and then establishing integrated assessment and planning and a new care co-ordination service. It also highlights what has been achieved for families and lessons learnt. The case study will be of interest to anyone who is involved in commissioning or providing services for children and young people with complex needs. (Edited publisher abstract)
Quick guide: guidance for health services for children and young people with special educational needs and disability (SEND)
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2018
- Pagination:
- 27
- Place of publication:
- London
This guide aims to help health commissioners and providers involved in implementing the joint commissioning of services for children and young people with Special Educational Needs and Disability (SEND) introduced by Part 3 of the Children and Families Act 2014. The Act introduced a number of new duties for Clinical Commissioning Groups, which included to commission services jointly for children and young people (up to age 25) with SEND, including those with Education Health and Care EHC plans; work with the LA’s to contribute to the Local Offer of services available; and ensure that health providers inform parents and the appropriate LA where a young child under school age has SEN or a disability. Sections of the guide include: the Designated Medical Officer or Clinical Officer role; the Health, Education and Care Plan; and engaging with families. (Edited publisher abstract)