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Making sure people who work in NHS trusts have the training they need to support people with learning disabilities
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2022
- Pagination:
- 12
- Place of publication:
- Bath
The National Development Team for Inclusion (NDTi) was commissioned, in 2019, by the South Regional Health Education England Intellectual Disabilities programme to find and share best practice in training people who work in NHS Trusts to support people with learning disabilities. This paper provides an overview of the various elements of the project and a summary of the key findings from the different stages of the work. Whilst training is a vital aspect of improving health and social care for people with learning disabilities it may not in itself reduce the inequalities they experience. There is an urgent need to consider what system changes and wider work must accompany the training to ensure that it is leads to better care, support, experiences, and outcomes for people with learning disabilities. (Edited publisher abstract)
Reasonably adjusted? Mental health services and support for people with autism and people with learning disabilities
- Authors:
- BATES Peter, TURNER Sue, NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2012
- Pagination:
- 65
- Place of publication:
- Bath
The law requires mental health services to make reasonable adjustments so that they stop discriminating against people with autism or learning disabilities. ‘Reasonably adjusted?’ describes the reasonable adjustments mental health services have put in place for people with learning disabilities and people with autism. It is organised in three sections, starting with a summary of the context. The second section follows a care pathway from first contact with primary care services through referral to specialist help and on to discharge, reporting on the adjustments made by individuals and organisations that are trying to provide high quality services to people and their families The third section: ‘Effective services in a flourishing community’ begins with a broad view of active citizenship and follows an organisational pathway. ‘Reasonably adjusted?’ offers practical examples and includes an easy ready summary. Its content forms the basis of a subsequent NDTi publication, ‘The green light toolkit’ (2013). (Edited publisher abstract)
Specialist staff: understanding the challenges in supporting people in their communities
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2018
- Pagination:
- 2
- Place of publication:
- London
Summarises learning from National Development Team for Inclusion Community is for All programme, where specialist staff in learning disability services explored the differences in what they do to support people and families how this fits with asset-based and community focussed work. The main findings were that specialist staff provide a long-term nurturing relationship that someone with multiple impairments and a history of institutionalisation requires. This contrasts to the work of colleagues whose main focus is more immediate needs, such as helping someone get home from hospital. (Edited publisher abstract)
Why we need local pathways for children with learning disabilities and/or autism whose behaviours challenge (including those with a metal health condition)
- Authors:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION, CHALLENGING BEHAVIOUR FOUNDATION
- Publishers:
- National Development Team for Inclusion, Challenging Behaviour Foundation
- Publication year:
- 2017
- Pagination:
- 5
- Place of publication:
- Bath
Building the Right Support (NHS England et al., 2015) sets out a national plan to develop community services and close inpatient facilities for people with a learning disability and/or autism who display behaviour that challenges. This plan covers children and young people, and includes a new service model of local support arrangements to prevent admission. This explanatory note explains why local pathways are needed to improve outcomes for children and families, target public funding more effectively, and fulfil the duties under the Children and Families Act 2014. It also lists the range of organisations who are responsible for the development and delivery of local pathways. It is one of a set of three resources commissioned by the NHS England Transforming Care Programme help Transforming Care partnerships, local authorities and CCGs to work together with local families. (Edited publisher abstract)
An all age strategy for people with learning disabilities who challenge: sharing learning from the Gloucestershire strategy
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2016
- Pagination:
- 2
- Place of publication:
- Bath
This insight draws on learning from the Gloucestershire Challenging Behaviour Strategy and evaluation of the strategy by the NDTi over an 18 month period. The strategy has three key elements: a peer support network of families; an all age intensive support service; and positive behaviour support and positive behaviour management training for all provider services. The paper argues that having an all age strategy that works across social care, health and provider services, and ensuring this is co-ordinated so that it is seen as one strategy rather than a collection of initiatives has been an important factor in the success of the strategy. In addition to the outcomes delivered by the strategy, there have been a number of knock on benefits, including, the increased engagement of family carers in service development. Key to its success has been the flexible approach of the strategy and its ability to respond to the learning from implementation. While it is hard to get good information on the cost effectiveness of preventive services, there is anecdotal evidence of improved outcomes, and good data from the use of the Health Equalities Framework for adults using intensive support services. (Edited publisher abstract)
The Health Equalities Framework: embedding good practice: report from two workshops to support implementation
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2014
- Pagination:
- 11
- Place of publication:
- Bath
Summarises the findings from two workshops for organisations and family carers who are using the Health Equalities Framework (HEF). The report examines how the HEF is being implemented, sets out the lessons learnt, and outlines current initiatives and potential developments. (Edited publisher abstract)
Families and personalisation project: key learning outcomes summary for families, local authorities and support providers
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2012
- Pagination:
- 9p.
- Place of publication:
- Bath
The Better Lives programme was set up in response to concern about how families of people with learning disabilities were, or more commonly were not, becoming involved in and benefiting from the personalisation process. Specifically, the aim was to understand how to engage, inform and support families to achieve real personal outcomes beyond just a personal budget. The programme involved working with groups of families in 3 locations (Suffolk, Calderdale and Wolverhampton) over a period of 18 months. Despite each of the local authorities having people or departments responsible for engaging with and informing families, very few families who took part in the programme had previously been aware of the personalisation agenda and those few knew very little. The programme involved a variety of methods which included information sharing, planning, engaging with statutory services, and delivering real outcomes for the participating families. This document summarises the suggested learning outcomes from the programme for: working with families; local authorities; and support providers.
The real tenancy test: tenancy rights in supported living
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2010
- Pagination:
- 2p.
- Place of publication:
- Bath
The second paper from a three-year project on Housing and Social Inclusion led by the NDTi. The briefing summarises the findings from a project to create a which aimed to provide a simple tool to help them address the issue of housing rights for people with learning disabilities. The Real Tenancy Test is a quick test to be used in supported living and tenancy based supported housing to determine if real tenancy rights are being met. It is designed to get an understanding of whether a tenancy in supported living gives real tenancy rights. It describes important things to consider when planning housing and tenancies for people, including when to use different types of tenancies and how to handle issues of capacity. It says that for the tenancy to be genuine, the following should be happening: a tenancy agreement is in place; the tenant has control over where they live; the tenant has control over who they live with; the tenant has control over who supports them and how they are supported; and the tenant has control over what happens in their home.
Supported living: making the move
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2010
- Pagination:
- 2p.
- Place of publication:
- Bath
This briefing paper arises from a three year project on housing and social inclusion in England, and summarises some of the finding of the main report. It is written mainly for people who work directly or indirectly to plan, develop and provide housing and support for people with learning disabilities. It explains the difference between supported living and residential care. It also describes different types of housing and support that should be available for people, and how to go about putting them in place. Among the conclusions is the fact that while residential care might be right for some people, it should not be the only or predominant choice of housing for adults with learning disabilities. The briefing also suggests that the main focus should be maximising housing rights, choice control and independence. Access to a wider range of models is needed and as these emerge a more flexible mix of support will be required including greater emphasis on connecting people with their communities.
Preparing for adulthood: year 9 annual review guide
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2020
- Pagination:
- 11
- Place of publication:
- Bath
This document highlights the specific requirements set out in the SEND code of practice regarding the year 9 review, particularly focussing on young people’s voice, the pathways and Preparing for Adulthood outcomes. The evidence shows that most of the challenges identified by local areas in supporting young people with special educational needs and disability into adulthood could be addressed if proper transition planning happened from school year nine. The guide highlight the support that year 9 reviews should identify and what fulfilling the statutory requirements of the code means in practice. Person-centred planning tools and examples are included. (Edited publisher abstract)