Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Extended abstract:
Author:MALLETT Robina; POWER Margaret; HESLOP Pauline Title: All change: transition into adult life: a resource for young people with learning difficulties, family carers and professionals Publisher: Pavilion, 2003
Summary
This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available.
Context
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families.
Contents
An introduction describes new Government initiatives (Valuing people, The SEN Code of Practice, and the new Connexions service), explains how to use the guide, and lists useful resources. Part 1 consists of information for adults who are supporting a young person with learning difficulties during transition and has chapters on planning for transition, changing roles (from parent to carer, and being a young adult with learning difficulties); choices for the future (about further education, work, daytime activity and where to live); using adult services (social services; health services; technology, aids and equipment; getting around; and knowing where you stand: rights and entitlements); and living life to the full (making friends, sex matters: developing personal and intimate relationships, and having fun: leisure, sport and holidays). Useful resources are listed throughout. This part ends with a glossary and its own index. Part 2 is the young people's pages and is written in accessible language. It begins with notes on how to use the part and an introduction, and has chapters on transition, planning for the future, new choices to think about, and becoming an adult – what changes?
Subject terms:
learning disabilities, service transitions, young people, families;
This easy reading training pack is designed to help people with learning disabilities put on training events about disability hate crime. There are 4 parts of the training course: what is hate crime and what does it do to people’s lives; what does hate crime feel like; how can we help people to report hate crime and support them after the crime; and how can everyone work together to make things better? The pack presents a potential itinerary and layout for courses, provides talking points, and presents ideas on how to report hate crime to the authorities.
This easy reading training pack is designed to help people with learning disabilities put on training events about disability hate crime. There are 4 parts of the training course: what is hate crime and what does it do to people’s lives; what does hate crime feel like; how can we help people to report hate crime and support them after the crime; and how can everyone work together to make things better? The pack presents a potential itinerary and layout for courses, provides talking points, and presents ideas on how to report hate crime to the authorities.
Subject terms:
learning disabilities, training materials, disabilities, hate crime;
The film is about freedom to live your life your way and the part supporters have to play in celebrating individuality. Tim Sully re-enacts a painful experience and asks the viewer to consider what it feels like to be controlled or patronised. The DVD can be used as part of the staff induction and training process
The film is about freedom to live your life your way and the part supporters have to play in celebrating individuality. Tim Sully re-enacts a painful experience and asks the viewer to consider what it feels like to be controlled or patronised. The DVD can be used as part of the staff induction and training process
Subject terms:
learning disabilities, person-centred care, quality of life;
University of Stirling. Dementia Services Development Centre; Scottish Consortium for Learning Disability
Publication year:
2008
Pagination:
205p.
Place of publication:
Stirling
This pack is intended to help managers and teams to consider wide practice issues with team member when a person with learning disability develops dementia. It is designed to be a useful focus for learning within a team and addresses key aspects of the values, knowledge, understanding and skills required of a social care worker by the Scottish Social Services Council, but also has relevance to other professional groups. Part1 describes the knowledge base, Part 2 gives a best practice case study, and part three describes seven "discussions": working with the person, communicating, seeing meaning in behaviour, responding to behaviours, pathways to support, positive risk assessment and management, and teams and multidisciplinary working.
This pack is intended to help managers and teams to consider wide practice issues with team member when a person with learning disability develops dementia. It is designed to be a useful focus for learning within a team and addresses key aspects of the values, knowledge, understanding and skills required of a social care worker by the Scottish Social Services Council, but also has relevance to other professional groups. Part1 describes the knowledge base, Part 2 gives a best practice case study, and part three describes seven "discussions": working with the person, communicating, seeing meaning in behaviour, responding to behaviours, pathways to support, positive risk assessment and management, and teams and multidisciplinary working.
Staff working in residential, day and domiciliary settings will all encounter learning disabilities, either in their own establishment or in establishments where clients are using the services, so they need to understand what is meant by the term "learning disability" and what they can do to lessen the impact of any disability. This workshop resource is designed for use with direct care staff and others who support or are involved with people with learning disabilities. The workshop can either be run in a single day or on a modular basis, and can be used to develop training to include staff in the statutory, voluntary and private sectors. This resource can be used for staff at varying levels as it will help staff to understand the wider service structures within which their own agency is located, and to appreciate their own and each other's roles. The video pack includes sessions on such subjects as attention, perception, memory, comprehension and coping with change.
Staff working in residential, day and domiciliary settings will all encounter learning disabilities, either in their own establishment or in establishments where clients are using the services, so they need to understand what is meant by the term "learning disability" and what they can do to lessen the impact of any disability. This workshop resource is designed for use with direct care staff and others who support or are involved with people with learning disabilities. The workshop can either be run in a single day or on a modular basis, and can be used to develop training to include staff in the statutory, voluntary and private sectors. This resource can be used for staff at varying levels as it will help staff to understand the wider service structures within which their own agency is located, and to appreciate their own and each other's roles. The video pack includes sessions on such subjects as attention, perception, memory, comprehension and coping with change.
Subject terms:
learning disabilities, managers, residential care, staff;
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Extended abstract:
Author
FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES.
Title
Learning with families: a training resource.
Publisher
Mental Health Foundation, 2003
Summary
This pack is described as a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Context
The White Paper Valuing people (2001) called for a new relationship between families and staff in learning disability services, proposing the involvement of family carers in staff training and development which, it is said, can help staff understand the experiences of families.
Contents
An introduction gives the aim as to enable staff to have a greater understanding of what it means for families to have a relative with a learning disability and how this can affect their relationships with professionals. It discusses the background, and explains that the resource consists of eight sections with handouts and overheads, a video presenting the experiences and views of four families to be used in conjunction with the written materials, and an evaluation form. How it was developed, how to use it, the number of participants (ideally 10-16), preparation for training, and delivering the training are outlined. A table maps the content of this publication to the learning outcomes of LDAF Unit 016: Contribute to supporting relationships - families, carers and friends. The resource has two core components.
Section A: 'Introduction to learning with families', introduces participants to the programme and enables them to discuss positive and negative aspects of family networks and consider the particular characteristics of families with a relative with a learning disability.
Section B, 'Life in the family home', should enable participants to gain an understanding of life in the family home by looking at the impact of having a family member with a learning disability, the difficulties which family carers can have in acknowledging their need for services and the needs of older family carers.
Further sections are: Section C aims to help participants understand some of the feelings family carers experience when it is time to plan ahead and how to promote better planning, support and decision-making; D should help participants understand how family carers and professionals can develop effective partnerships; E intends that participants should gain greater understanding of the feelings and emotions family carers experience when their relative with a learning disability leaves home, the preparations needed and adjustments which must be made following a move; F's aim is to bring understanding of the changes that affect family members when their relative with a learning disability moves from full-time education to different daytime activities and the importance of a satisfying way of life; G should help participants understand the difficulties family carers may have in acknowledging their need for breaks from caring, the benefits of short-term breaks for the person with a learning disability and their family carers, and that short-term breaks may serve as a preparation for the future; and H aims to help participants understand how family carers and professionals can communicate more effectively with one another to maximise available resources and experience.
Appendix 1 gives guidelines for those new to training, and Appendix 2 is the evaluation form.
Heinemann; British Institute of Learning Disabilities
Publication year:
2007
Pagination:
92p.
Place of publication:
Oxford
Introduces understanding of the role of Learning Disability Worker and the responsibilities of supporting someone who has a learning disability. The book meets the learning outcomes for the unit, with a range of features to make the learning stimulating and interesting. Written by BILD, so learners can be sure of relevant and reliable content, the book provides all necessary underpinning knowledge and careful linking to the relevant NVQ.
Introduces understanding of the role of Learning Disability Worker and the responsibilities of supporting someone who has a learning disability. The book meets the learning outcomes for the unit, with a range of features to make the learning stimulating and interesting. Written by BILD, so learners can be sure of relevant and reliable content, the book provides all necessary underpinning knowledge and careful linking to the relevant NVQ.
Subject terms:
learning disabilities, NVQs, outcomes, social care staff;
Content type:
learning resource
Location(s):
England
Series name:
(Induction Award: Supporting people who have a learning disability)
A CD to help people with learning disabilities towards employment, this easy-to-use programme is led by cartoon character Jo. He talks directly to the user, guiding them to create a useable CV and think about the right kind of employment for them. With Jo, the user will: learn how to look for work/go job hunting; develop time management skills; create their personal diary showing activities, free time and time available for work; find organisations that can help to find work and training; and find examples of people and projects that have succeeded in work and training.
A CD to help people with learning disabilities towards employment, this easy-to-use programme is led by cartoon character Jo. He talks directly to the user, guiding them to create a useable CV and think about the right kind of employment for them. With Jo, the user will: learn how to look for work/go job hunting; develop time management skills; create their personal diary showing activities, free time and time available for work; find organisations that can help to find work and training; and find examples of people and projects that have succeeded in work and training.
Subject terms:
learning disabilities, social skills, disabilities, employment;
Many people with intellectual disabilities have difficulty managing feelings of anger. Anger Management is a complete training package for helping people with intellectual or physical disabilities deal with anger in constructive, effective ways. The training program consists of 12 fully-scripted sessions dealing with topics such as recognising feelings of anger, learning to relax and think calmly, and being assertive and handling problems competently. Each session follows a standard format, including introductions, reviews of previous sessions, and explanations. Photocopiable handouts, facilitator's script and evaluation sheets are provided for each session. Designed specifically for people with intellectual disabilities, but suitable for people with physical disabilities too, this training package provides relevant and authoritative information and exercises.
Many people with intellectual disabilities have difficulty managing feelings of anger. Anger Management is a complete training package for helping people with intellectual or physical disabilities deal with anger in constructive, effective ways. The training program consists of 12 fully-scripted sessions dealing with topics such as recognising feelings of anger, learning to relax and think calmly, and being assertive and handling problems competently. Each session follows a standard format, including introductions, reviews of previous sessions, and explanations. Photocopiable handouts, facilitator's script and evaluation sheets are provided for each session. Designed specifically for people with intellectual disabilities, but suitable for people with physical disabilities too, this training package provides relevant and authoritative information and exercises.
Based on a survey of Association for Real Change's member organisations, which all support people with learning difficulties, the issues faced are broken into sections, including practical problems, the legal situation and auditors' requirements. The pack is founded on clear values and promotes people's rights to have control over their money. Equally, risk is thoroughly addressed and there are useful tools for assessing levels of required support alongside risk and capacity. An important section has lots of resources to help people (and their staff) develop better skills with money. One of the guide's strengths is the ARC's members' contributions; their own pilot projects offer ideas on best practice and some solutions. The Financial Passport is a simple idea that will help people explain how they should be supported. The accompanying CD-Rom contains procedures that can be adapted; plus a simple budget planning programme which some may find useful. Although the guide is aimed at support staff and auditors, much of the information could be shared with family carers.
Based on a survey of Association for Real Change's member organisations, which all support people with learning difficulties, the issues faced are broken into sections, including practical problems, the legal situation and auditors' requirements. The pack is founded on clear values and promotes people's rights to have control over their money. Equally, risk is thoroughly addressed and there are useful tools for assessing levels of required support alongside risk and capacity. An important section has lots of resources to help people (and their staff) develop better skills with money. One of the guide's strengths is the ARC's members' contributions; their own pilot projects offer ideas on best practice and some solutions. The Financial Passport is a simple idea that will help people explain how they should be supported. The accompanying CD-Rom contains procedures that can be adapted; plus a simple budget planning programme which some may find useful. Although the guide is aimed at support staff and auditors, much of the information could be shared with family carers.
Subject terms:
learning disabilities, personal finance, debt, financial abuse;