Search results for ‘Subject term:"learning disabilities"’ Sort:
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Making the leap
- Author:
- GREENWOOD Gail
- Journal article citation:
- Learning Disability Today, 13(1), January/February 2013, pp.26-27.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Making the transition from children’s to adult’s services and having to manage your own a personal budget for the first time can be a daunting prospect. Dimensions support advisors provide a single point of contact for people looking for support, helping families navigate through what can seem to be ‘the social care maze’. There are 10 support advisors across the country to provide advice to families with personal budgets looking for support. This article provides a case study of a young person and her family who have been supported by a Dimensions support advisor. It describes how person-centred thinking tools were used to plan a tailor-made support package. The young person now has 3 support workers, who share the same interests as she does. As a result she has a happy busy social life. Her support plan includes aims for her to be domestically independent and this will help her through the next stages of her life. Dimensions will continue to work with her, ensuring the support reflects her needs and adapts as she develops.
Person centred approaches in transition
- Author:
- SANDERSON Helen
- Publisher:
- Helen Sanderson Associates
- Publication year:
- 2012
- Pagination:
- 11p.
- Place of publication:
- Stockport
Person centred approaches offer different ways of gathering information about children and young people in order to help to determine what is important to the person, what they want for their future, and what support they need. The aim of this paper is to describe a wide range of different person centred approaches, derived from different styles of person centred planning. The approaches are: personal portfolios; relationship circles; gifts; skills and interests; hopes and dreams; how to provide good support; communication chart; history; fears and nightmares; and how I spend my time. Information from these approaches can provide patterns and themes which could help point a way forward for transition.
Can transition meetings in school be done in a person-centred way?
- Authors:
- KAEHNE Axel, BEYER Stephen
- Journal article citation:
- Learning Disability Today, October 2011, pp.28-30.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Transition from children’s to adults social services can be a time of upheaval for young people with learning disabilities. This article considers the quality of transition reviews and whether they can be done in a person-centred way. The study worked with a school in the northwest of England to examine the way in which they carry out transition review meetings, whether they meet the criteria of person-centred planning and, if so, how this ensures that everybody who should be involved in transition planning is effectively participating in the meeting. Records of transition meetings and transition plans for 43 pupils about to leave school were analysed. In addition, half of the families were contacted to find out their feelings about the meeting and the planning process. The findings indicated that the young people, their families, school and Connexions staff were consistently present at the meetings; however, social workers and staff from voluntary employment agencies only attended a minority of meetings. Only 44% of the meeting records and transition plans were ‘somewhat accessible’, while almost a third used highly technical language, effectively preventing the young person from understanding their own transition plans. The biggest problem was that many of the meetings did not discuss the whole range of needs of the young person or long-term planning. In particular, only 25% of transition plans outlined clear and actionable employment goals.
Centre of the world
- Author:
- VALIOS Natalie
- Journal article citation:
- Learning Disability Today, 10(10), December 2010, pp.20-22.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes the use of person-centred reviews as part of the transition process for children and young people with learning disabilities. Person-centred reviews are designed to replace other review processes. They meet all statutory requirements but aim to be a more comfortable and engaging process for the young person, their families, and supporters. As well as having professionals attending for statutory requirements, the young person can invite who they want, such as friends and family. The review is held in an environment which uses colour, hospitality and music in order to make the young person feel as comfortable as possible. The article describes a pilot project in the Friars School and Sports College in Northamptonshire to develop person-centred reviews. The pilot group consisted of 8 pupils in year 11 aged 15 and 16, 2 sixth formers at a crucial transitional time in their lives, and 1 visually impaired and physically disabled child in year 10. This pilot has had positive feedback from teachers, parents, grandparents, and pupils.
Top tips for developing Personal Health Budgets for children and young people with complex needs
- Author:
- THINK LOCAL ACT PERSONAL
- Publisher:
- Think Local Act Personal
- Publication year:
- 2017
- Pagination:
- 10
- Place of publication:
- London
These top tips provide essential ‘building blocks’ for the successful development of Personal Health Budgets for children and young people. They are based on work undertaken by the National Development Team for Inclusion (NDTi) for Think Local Act Personal and NHS England with Plymouth, Hampshire and Derbyshire. The tips cover the areas of: leadership; understanding Personal Health Budgets as whole system change; understanding and gaining commitment from key players, such as health and social care professionals; placing families at the centre of the process; clarity around support planning; linking into wider service systems; developing staff skills, and developing the third sector and community capacity. It includes two case studies which highlight the benefits of having advisors with lived experience of Personal Health Budgets. (Edited publisher abstract)
Me, my family, my home, my friends, and my life
- Author:
- IN CONTROL
- Publisher:
- In Control
- Publication year:
- 2016
- Pagination:
- 38
- Place of publication:
- Wythall
Reports on a project which set out to make improvements to the lives and support received by children and young people with complex needs by moving to a single 'whole life, whole family' approach. Six local authorities and their partners participated in the project. Using the life experience of the children, young people and their families' and their experiences of support to date, a new plan of support which centred on thinking whole life and whole family was developed. The report highlights the importance of thinking how to engage the important 'non-professionals' in a family's life and using the strengths and assets that already exist. It also provides a simple framework, which helps people working with children to recognise the need to be flexible, make the base use of skills and knowledge in the local workforce, and to be child and family centred. The report is available in both a printed and online version. The online version contains links to audio files containing the reflections and learning from those involved in the project. (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)
Peer mentoring in the Real Opportunities project
- Author:
- GRIFFITHS Laura
- Journal article citation:
- Llais, 108, Autumn 2013, pp.18-20.
- Publisher:
- Learning Disability Wales
The Real Opportunities project aims to support young people aged 14-19 with a learning disability, severe and complex needs or an Autistic Spectrum Disorder through the transition to adulthood by offering a holistic model of support to help them lead as independent a life as is possible. It provides support and training to young people, their carers, and professionals to help with the development and delivery of a person centred plan. This article looks at the key role peer mentoring plays in the project and the benefits it provides to both the young people the mentors go onto support and the mentors themselves. (Original abstract)
My person-centred transition review: a resource guide for schools and services involved in transition
- Authors:
- KELLY Diana, BROOKS Sally
- Publisher:
- Partnership with Parents
- Publication year:
- 2010
- Pagination:
- loose leaf, CD ROM
- Place of publication:
- Redhill
This loose-leaf folder and CD-Rom aims to help schools working with children and young people learning disabilities or special educational needs who are involved transitional reviews. It is presented in a colourful, easy-to-use manner, with many illustrations and photographs demonstrating good practice. The guide has ten sections. These include: an introduction to person-centred transition reviews; before the transition review; setting the date and planning the review; creating the review invitation booklet with the young person; planning what to talk about; preparing the venue; and preparation for services and families, relatives and friends. Sections 6 and 7 detail how to run a person-centred transition review meeting, and sharing and recording the information gathered at the review. Two sections then detail after the review in terms of action plans, transition plans, feedback and evaluations. The final section contains useful references, listing contacts and websites, relevant legislation and government guidance. Examples of successful use of the resource by schools in Surrey, England are provided.
Access to and experience of child and adolescent mental health services: barriers to children and young people with learning disabilities and their families
- Authors:
- SIN Chi Hoong, FRANCIS Rob, COOK Chloe
- Journal article citation:
- Mental Health Review Journal, 15(1), March 2010, pp.20-28.
- Publisher:
- Emerald
Drawing on the findings of a literature review undertaken in 2008 and updated in 2009, and conducted in partnership with the UK Centre for Evidence-based Policy and Practice, this article looks at barriers in relation to access to, and experiences of, child and adolescent mental health services, reporting on such barriers and their impact on children and young people with learning disabilities, a group identified as being at a disproportionate risk of experiencing mental health problems. The authors discuss how families are often unclear about how to access mental health services and what services are available, how information and knowledge related barriers are particularly significant for certain minority ethnic groups, and how barriers related to the mental health services workforce mix, skills and staff attitudes can also mean that skills required for working with people with both mental health conditions and learning disabilities can be lacking. The article identifies that systems-related barriers include a lack of joint commissioning and planning, unclear care pathways, the lack of a single point of referral, difficult transition to adult mental health services and a lack of appropriate services. The authors conclude that the findings of the literature review demonstrate that, despite commitment to improving access to and experience of child and adolescent mental health services, there are still a number of key barriers, and that ensuring that such services deliver person-centred support and services requires systemic and cultural changes with continuing engagement and improvement.