Tizard Learning Disability Review, 8(4), October 2003, pp.19-28.
Publisher:
Emerald
Reports on a study of 283 families with youngsters with learning disabilities to examine the experiences of young people and their families in the transition from children's to adult services. The research was carried out by the Home Farm Trust and the Norah Fry Research Centre, University of Bristol, The research consisted of a postal questionnaire which was distributed to 370 families; 27 in-depth interviews which were conducted with parents in the family home; and 27 face-to-face interviews with the young people with learning difficulties from these families. The study found that existing legislation and guidance were largely failing youngsters with learning disabilities and their families at transition. There were substantial discrepancies between what ought to have been provided and what young people and their families experienced in practice, and significant difficulties as youngsters moved between children's and adult health and social services. Other difficulties experienced at transition are also reviewed, along with possibilities for improvements in practice. The study also looked at some innovative schemes and services in this area.
Reports on a study of 283 families with youngsters with learning disabilities to examine the experiences of young people and their families in the transition from children's to adult services. The research was carried out by the Home Farm Trust and the Norah Fry Research Centre, University of Bristol, The research consisted of a postal questionnaire which was distributed to 370 families; 27 in-depth interviews which were conducted with parents in the family home; and 27 face-to-face interviews with the young people with learning difficulties from these families. The study found that existing legislation and guidance were largely failing youngsters with learning disabilities and their families at transition. There were substantial discrepancies between what ought to have been provided and what young people and their families experienced in practice, and significant difficulties as youngsters moved between children's and adult health and social services. Other difficulties experienced at transition are also reviewed, along with possibilities for improvements in practice. The study also looked at some innovative schemes and services in this area.
Subject terms:
learning disabilities, parents, risk, social services, social care provision, user views, transport, young people, access to services, benefits, education, families, health care, good practice;
In its creation, Valuing People represented a radical departure from the traditional processes of Whitehall policy development. For the first time, people with learning disabilities were actively involved in the working parties from which the White Paper was developed; their views, needs, ambitions, and dreams were reflected in the final document. Subsequent to the White Paper’s publication, the involvement of both service users and family carers has continued to be an important element of the implementation process; in particular they have had an important role to play in Learning Disability Partnership Boards. These new structures within local government aim to bring together key local stakeholders, including people with learning difficulties and family carers as well as social services and health and a wide range of providers of services, in order to raise awareness of learning disability issues beyond the specialist services and plan for the implementation of the changes the White Paper required. Taking as its starting point the assumption that effective implementation of Valuing People would require significant changes to services at both a strategic and operational level, the Strategies for Change project posed a number of questions: How can local strategies be developed which reflect the needs, wishes and concerns of local populations? How can people with learning disabilities and family carers be involved effectively in the work of Partnership Boards? How can the types of support offered to people with learning disabilities be changed, to enable people to take more control over their own lives? What role should commissioners of learning disability services play in bringing about these changes? How have people with learning disabilities experienced previous changes to their support services and how can these changes be user-led?
In its creation, Valuing People represented a radical departure from the traditional processes of Whitehall policy development. For the first time, people with learning disabilities were actively involved in the working parties from which the White Paper was developed; their views, needs, ambitions, and dreams were reflected in the final document. Subsequent to the White Paper’s publication, the involvement of both service users and family carers has continued to be an important element of the implementation process; in particular they have had an important role to play in Learning Disability Partnership Boards. These new structures within local government aim to bring together key local stakeholders, including people with learning difficulties and family carers as well as social services and health and a wide range of providers of services, in order to raise awareness of learning disability issues beyond the specialist services and plan for the implementation of the changes the White Paper required. Taking as its starting point the assumption that effective implementation of Valuing People would require significant changes to services at both a strategic and operational level, the Strategies for Change project posed a number of questions: How can local strategies be developed which reflect the needs, wishes and concerns of local populations? How can people with learning disabilities and family carers be involved effectively in the work of Partnership Boards? How can the types of support offered to people with learning disabilities be changed, to enable people to take more control over their own lives? What role should commissioners of learning disability services play in bringing about these changes? How have people with learning disabilities experienced previous changes to their support services and how can these changes be user-led?
Subject terms:
independence, housing, learning disabilities, policy, severe learning disabilities, social exclusion, standards, user participation, user views, carers, central government, children, education, employment, empowerment, health care, government policy;
Includes chapters on: supporting families of children and adults with learning difficulties; achieving supported housing; supported employment and real jobs; continuing education for adults with learning difficulties; institutional trends in services; developing better relationships between health and social services; assessment and care management; making contracts work for people with learning difficulties; user participation in services; complaints procedures; developing better services for people from black and minority ethnic communities; gender issues; older people with learning difficulties; self advocacy; challenging behaviour; sexuality; parents with learning difficulties; poverty; and media images of people with learning difficulties. Also contains sections on services provision in the United States and Canada.
Includes chapters on: supporting families of children and adults with learning difficulties; achieving supported housing; supported employment and real jobs; continuing education for adults with learning difficulties; institutional trends in services; developing better relationships between health and social services; assessment and care management; making contracts work for people with learning difficulties; user participation in services; complaints procedures; developing better services for people from black and minority ethnic communities; gender issues; older people with learning difficulties; self advocacy; challenging behaviour; sexuality; parents with learning difficulties; poverty; and media images of people with learning difficulties. Also contains sections on services provision in the United States and Canada.
Subject terms:
independence, learning disabilities, mass media, multidisciplinary services, older people, parents, parents with learning disabilities, poverty, quality assurance, residential care, sexuality, sheltered employment, social care provision, supported housing, user participation, women, assessment, care management, complaints, contract procedures, contracts, education, families, employment, equal opportunities, health care;