Search results for ‘Subject term:"learning disabilities"’ Sort:
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Out of sight: stopping the neglect and abuse of people with a learning disability
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2012
- Pagination:
- 52p.
- Place of publication:
- London
This report was published by Mencap and the Challenging Behaviour Foundation on the day after the final person to be charged with an offence in the Winterbourne View scandal entered a guilty plea at Bristol Crown Court. The charities reveal that they have received further reports from families concerning the abuse and neglect of people with a learning disability in institutional care and give details of a number of serious incidents of abuse. As a result, the charities are calling on the Government to address failings in the care system, to close large institutions and to develop appropriate local services and facilities. The report suggests measures such as the development of local services by commissioners that specifically meet the needs of children and adults with learning disabilities, the integration of local assessment and treatment units with local services, and frequent, rigorous inspections by the Care Quality Commission.
Special educational needs: an analysis and summary of data sources
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 20
- Place of publication:
- Manchester
This document provides a combination of analysis and links to the key data sources on children and young people with special educational needs (SEN). It looks at: prevalence and characteristics; education attainment; preparation for adulthood; absence and exclusion; and the experience of the SEND system. The report reveals that across all schools, the number of pupils with special educational needs has fallen from 1,301,445 in 2015 to 1,228,785 in 2016 (14.per cent of pupils had special educational needs in 2016, a fall from 15.4 per cent in 2015). Moderate Learning Difficulty is the most common primary type of need overall, with 24.2 per cent of pupils with special educational needs having this primary type of need. Autistic Spectrum Disorder remains the most common primary type of need for pupils with a statement or EHC plan. 57.3 per cent of children who had been looked after continuously for 12 months for whom data were available had a special educational need (SEN) in 2015/16, and their most common type of need was ‘Social, Emotional and Mental Health’. (Edited publisher abstract)
Young people with learning disabilities living in state care: their emotional, behavioural and mental health status
- Authors:
- TAGGART Laurence, COUSINS Wendy, MILNER Sharon
- Journal article citation:
- Child Care in Practice, 13(4), October 2007, pp.401-406.
- Publisher:
- Taylor and Francis
Young people with learning disabilities are significantly more at risk of developing mental health difficulties than their non-disabled peers, with prevalence rates of around 40% commonly reported. Nevertheless, high levels of mental health problems also exist among young people living in state care. However, few studies have examined the mental health of these young people with learning disabilities who also live away from home in state care. This paper examines the emotional, behavioural and mental health status of a group of young people with and without learning disabilities residing in state care. Data were collected from social worker reports and the Strengths and Difficulties Questionnaire on these two cohorts who were living in state care for a minimum of one year. The young people with learning disabilities had a higher prevalence of emotional and behavioural problems and were also significantly more likely to score within the abnormal range of the Total Difficulties Score of the SDQ (77.1%) compared with their non-disabled peers (49.6%). There is a need for greater recognition of young people with learning disabilities who live in state care in order to identify emotional, behavioural and mental health needs and to develop more appropriate and effective care plans/therapeutic interventions.
Social work with young people in care: looking after children in theory and practice
- Author:
- THOMAS Nigel
- Publisher:
- Palgrave Macmillan
- Publication year:
- 2005
- Pagination:
- 212p., bibliog.
- Place of publication:
- Basingstoke
This text offers an introduction to social work with children and young people who are looked after away from home. The book explains the context in which children are looked after, the range of services available, and the research evidence, laying the groundwork for developing good practice skills. It emphasises the importance of listening to children and to issues of disability and ethnicity.
Effectiveness of services for sexually abused children and young people. Report 3: perspectives of service users with learning difficulties or experience of care
- Authors:
- FRANKLIN Anita, BRADLEY Louise, BRADY Geraldine
- Publisher:
- Centre of Expertise on Child Sexual Abuse
- Publication year:
- 2019
- Pagination:
- 40
- Place of publication:
- Ilford
This research, undertaken by researchers from Coventry University, explores the views and experiences of young people with learning difficulties or experience of being in care who had accessed specialist services responding to child sexual abuse (CSA). It aimed to identify the key elements of CSA services’ practice that help the recovery for children and young people who are or have been in care and/ or have learning difficulties; challenges to achieving success; and the outcomes considered most important by both groups of young people. A total of 10 young people with learning difficulties and a further 10 young people with experience of being in care who had accessed CSA support services were interviewed. In interviews, the young people were able to describe which elements of practice had been helpful, provide their perspective on successful outcomes, and suggest improvements to services. (Edited publisher abstract)
Children and young people with intellectual disability in residential childcare: prevalence of mental health disorders and therapeutic interventions
- Authors:
- AGUILA-OTERO Alba, et al
- Journal article citation:
- International Journal of Social Welfare, 27(4), 2018, pp.337-347.
- Publisher:
- Wiley
Children with intellectual disability are more likely to suffer abuse and neglect. Therefore, they are over‐represented among children in childcare interventions, particularly in residential childcare. The main goal of this article was to explore the correlates of mental health diseases in a sample of 169 children (6–18 years old) in residential care with intellectual disability compared with a group of 625 children, also in residential care but without disability. Results show that the prevalence of intellectual disability in residential childcare in Spain is about 19%, which is significant due to their special needs. In addition to this disability, they have a higher frequency of clinical problems in the scales of withdrawal‐depression, thought problems, attention problems and, above all, social problems than do their peers in residential care. They are also referred more frequently to therapeutic services, in particular to psychiatric intervention and they receive more pharmacological treatments.337-347
Moving on: transitions out of care for young people with learning disabilities in England and Sweden
- Authors:
- ROBERTS Helen, et al
- Journal article citation:
- British Journal of Learning Disabilities, 46(1), 2018, pp.54-63.
- Publisher:
- Wiley
Background: Young people with learning disabilities are frequently underrepresented in research accounts. This study describes the experiences of young people moving from the care system. Methods: The authors scoped the English and Swedish literature for first-hand accounts and interviewed four young people with learning disabilities leaving the English care system. Findings: “Grey” and campaigning literature are more likely than academic studies to include the voices of service users, but even then, the voices tend to be those of professional or family carers. Both the literature and interviews demonstrate young peoples’ awareness and understanding of the social as well as financial benefits of work. Good foster care could be precarious, and young people in unhappy placements lacked direction. Exploitation around a young person's housing and finances could be problems. There was evidence of “threshold” difficulties in accessing services. Conclusions: Despite an NHS commitment to listening to users in the UK, and similar aspirations in Sweden, our search of the literature identified few studies reporting care leavers' with learning disabilities own words. Our data add to the voices of a group frequently silent or silenced. We found evidence of resilience and hope as well as difficulties and frustrations. The accounts in the literature and our interviews provide data on what it can be like to try to operate “the system.” The people we spoke with and those whose accounts we found in the literature were thoughtful and engaging. They provide an important source of knowledge for policy and practice. (Edited publisher abstract)
A review of the legislative and policy context in relation to looked after disabled children and young people in Northern Ireland
- Authors:
- KELLY Berni, DOWLING Sandra, WINTER Karen
- Publisher:
- Queens University Belfast
- Publication year:
- 2013
- Pagination:
- 101
- Place of publication:
- Belfast
This review looks at legislation and policy in Northern Ireland (NI) relating to looked after disabled children and young people. Chapters cover: international rights-based legislation, including relevant United Nations policy documents; rights-based legislation in Northern Ireland; the local legislative context for disabled children in Northern Ireland; Irish policies relating to disabled children and young people who are looked after across children and family, disability and mental health policy areas. Key policies in youth justice and education are also discussed. The review then considers key trends identified, including whole child and family centred approaches; early intervention, multi-agency working, and user participation. The final chapter brings together the broad themes of the review indicating areas of commonality and difference across legislation and policy relevant to the lives of disabled children and young people who are looked after. (Edited publisher abstract)
Preparing young people for the world of work
- Author:
- SINCLAIR Grainne
- Journal article citation:
- Outlook, 26, Spring 2005, pp.10-11.
- Publisher:
- National Council of Voluntary Child Care Organisations
The Project Co-ordinator of the Who Cares? Trust assesses the impact of programmes that set out to improve the further education, training and employment of young people leaving care. Looks at the 2000-02 Employability Programme and the 2002-04 Employability Plus Programme.
I'll complain the way I want
- Author:
- DICKSON Dory
- Journal article citation:
- Community Care, 12.2.04, 2004, pp.34-35.
- Publisher:
- Reed Business Information
Reports on the findings of a survey by NCH among its residential service users (aged between 9 and 22) which reveled that children's and young people's views on complaints often challenged adult ideas about best practice.