Search results for ‘Subject term:"learning disabilities"’ Sort:
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Supporting self-advocacy
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Journal article citation:
- Community Care, 31.01.08, 2008, pp.34-35.
- Publisher:
- Reed Business Information
This article draws on SCIE's 'Position Paper 6: Supporting Self-Advocacy' to highlight how best to support self-advocacy services for people with learning disabilities.
A step towards personalised learning
- Author:
- LITTLE Peter
- Journal article citation:
- Adults Learning, 19(5), January 2008, pp.12-13.
- Publisher:
- National Institute for Adult Continuing Education
This article explores the development of the Foundation Learning Tier (FLT). It is a recent provision which, it is hoped, will facilitated personalised and flexible learning for learners with learning and other disabilities.
Challenging behaviours: prevalence and topographies
- Authors:
- LOWE K., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 51(8), August 2007, pp.625-636.
- Publisher:
- Wiley
Variations in reported prevalence of challenging behaviour indicate the need for further epidemiological research to support accurate planning of future service provision. All services providing for people with learning disabilities across seven unitary authorities, with a total population of 1.2 million, were screened to identify people with challenging behaviour. Interviews were conducted with primary carers to gain data on identified individuals' characteristics and support. Measures designed for a similar study conducted in Manchester University were incorporated to allow direct comparison with earlier findings, together with standardized tools to assess adaptive behaviour and social impairment. In total, 4.5 (2.5–7.5) people per 10,000 population were rated as seriously challenging, representing 10% (5.5–16.8%) of the learning disability population; the most prevalent general form was other difficult/disruptive behaviour, with non-compliance being the most prevalent topography. The majority showed multiple behaviours and multiple topographies within each general behaviour category. Also identified were substantial numbers of additional people reported as presenting challenging behaviours at lower degrees of severity. Prevalence rates for seriously challenging behaviours were comparable to those reported in the earlier studies, thus confirming previous findings. The prevalence of less serious challenging behaviour also has major clinical significance and emphasizes the need for enhanced understanding and skills among personnel within primary- and secondary-tier health, education and social care services, and for strengthening the capacity of community teams to provide behavioural expertise.
Symbols can improve the reading comprehension of adults with learning disabilities
- Authors:
- JONES F.W., LONG K., FINLAY W.M.L.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(7), July 2007, pp.545-550.
- Publisher:
- Wiley
This study aimed to test the hypothesis that adding symbols to written text can improve its comprehensibility for adults with learning disabilities. Nineteen adults with mild or borderline learning disabilities attempted to read four short passages of text, two of which had Widgit Rebus symbols added to them. Following each passage, they were asked questions to test their comprehension. A counterbalanced design was employed. Participants’ comprehension scores were significantly higher for the symbolized passages than the non-symbolized ones. It is concluded that adding symbols to written text can make comprehension easier for some adults with mild and borderline learning disabilities.
A comparison of WAIS-R and WAIS-III in the lower IQ range: implications for learning disability diagnosis
- Authors:
- FITZGERALD Suzanne, GRAY Nicola S., SNOWDEN Robert J.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(4), July 2007, pp.323-330.
- Publisher:
- Wiley
Whether the Flynn effect (the increase in the populations’ IQ over time) affects the IQ scores of people with learning disability or borderline learning disability remains unclear. The issue is important as the Flynn effect should alter the number of people eligible for health service resources. A comparison of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) with the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) in individuals with learning disability or borderline learning disability was conducted. All participants completed the WAIS-R and the WAIS-III. Discrepancy scores were calculated for the Full Scale IQ score and the Verbal and Performance subscale scores. WAIS-III Full Scale scores were significantly lower by over 4 IQ points. Verbal and Performance Scale IQ scores were also significantly lower than the corresponding WAIS-R scores. The shift from WAIS-R to WAIS-III means that 66% more people meet criterion A for the diagnosis of learning disability and hence this has major resource implications for health service providers.
Putting people at the heart of services
- Author:
- ROWAN Katie
- Journal article citation:
- Community Living, 20(3), February 2007, pp.10-11.
- Publisher:
- Hexagon Publishing
The author looks at supported volunteering which provides extra support to people with learning difficulties and other needs to enable them to work as volunteers. She draws on her experience at Nugent Care where she worked to set up and develop the Step Up supported volunteering project and the Connect Volunteer Friendship Scheme with older people with learning difficulties.
A reflection on PostModernism and the transformation of failure in learning disability services within the independent public sector at the beginning of the 21st Century
- Author:
- DAY Steve
- Journal article citation:
- British Journal of Learning Disabilities, 35(1), March 2007, pp.38-42.
- Publisher:
- Wiley
The author discusses the transformation of learning disability services in light of the postmodern world. He places the transformation of services for people with learning disability, within the context of a global market place. He argues that change in the construction and administration of both the National Health Service and Social Services has, and is, having a profound effect on the lives of people with learning disabilities. Those changes have come about, in part, due to a recognition of past failures. The author has worked in Learning Disability Services for 19 years, and has seen in that time British society slowly begin to recognize people with learning disabilities amongst its population. There is a creaking door opening for people with learning disabilities, providing them recognition within the PostModern construct of fragmented societies. It is argued that against such a backdrop there is a real chance of the failure to meet the needs of people with learning disabilities becoming transformed.
Borders Finding Out project: employment workshop
- Author:
- BORDERS FINDING OUT PROJECT
- Publisher:
- Outside the Box Development Support
- Publication year:
- 2006
- Pagination:
- 18p.
- Place of publication:
- Glasgow
The Borders Finding Out project brings together people who have learning disabilities, families, people who work in services for people with learning disabilities and people who are interested in everyone having the chance to do what they want. A report from a workshop in Hawick on 16 November 2006 with the Fife Employability Team is presented. The benefits of people with learning disabilities working are outlined.
Getting work and being included
- Author:
- OUTSIDE THE BOX
- Publisher:
- Outside the Box Development Support
- Publication year:
- 2006
- Pagination:
- 4p.
- Place of publication:
- Glasgow
Outside the Box will be working with people in Borders who have learning disabilities and people with mental health problems, to look at what helps people get into work. The first stage of the project is looking at what helps people get into work and what the problems are and about different types of work. Ways to get involved in the project are outlined.
Working reflexively in learning disabilities: what Emma taught us
- Authors:
- MANNERS Paula Jean, RUSS Marina, CARRUTHERS Emma
- Journal article citation:
- British Journal of Learning Disabilities, 34(4), December 2006, pp.211-214.
- Publisher:
- Wiley
This article is about the feelings of powerlessness that professionals feel to cure learning disability and to answer questions such as 'why do I have a learning disability?'. The authors describe how on person with learning disabilities showed them, through role play, what it was like to have learning disabilities.