This guide explores the practical implications of adopting a more inclusive approach to recruiting people with a learning disability. It presents information about Supported Employment and Job Coaching, including: tips on how and where to get this type of support, how to get funding for it, and how to work with Job Coaches. It also includes case studies which captures the experiences of employers for whom employing people with a learning disability has been a successful and rewarding experience.
(Edited publisher abstract)
This guide explores the practical implications of adopting a more inclusive approach to recruiting people with a learning disability. It presents information about Supported Employment and Job Coaching, including: tips on how and where to get this type of support, how to get funding for it, and how to work with Job Coaches. It also includes case studies which captures the experiences of employers for whom employing people with a learning disability has been a successful and rewarding experience.
(Edited publisher abstract)
Subject terms:
learning disabilities, employment, supported employment, case studies;
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.
This briefing examines how current government policies across the UK, and particularly in England, impact on the lives of people with learning disabilities. It identifies gaps and suggests ways forward, drawing on the research, projects and development work of the Foundation for People with Learning Disabilities.
This briefing examines how current government policies across the UK, and particularly in England, impact on the lives of people with learning disabilities. It identifies gaps and suggests ways forward, drawing on the research, projects and development work of the Foundation for People with Learning Disabilities.
Subject terms:
learning disabilities, policy, quality of life, disabilities;
The survey found that whilst just over half of the Partnership Boards who replied felt they were taking forward some or all of these actions the majority were interested in receiving help to be inclusive of the needs of people with profound and multiple learning disabilities.
The survey found that whilst just over half of the Partnership Boards who replied felt they were taking forward some or all of these actions the majority were interested in receiving help to be inclusive of the needs of people with profound and multiple learning disabilities.
This booklet contains information about the things that people with learning disabilities said are important for them. It helps them to think about what is important in their life and to to tell others what they need.
This booklet contains information about the things that people with learning disabilities said are important for them. It helps them to think about what is important in their life and to to tell others what they need.
GIRAUD-SAUNDERS Alison, et al, FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
Publisher:
Foundation for People with Learning Disabilities
Publication year:
2013
Pagination:
10
Place of publication:
London
The Thinking Skills Programme helps prisoners to understand their behaviour, make better choices and set positive goals, all of which help to reduce their chance of reoffending. The Foundation for People with Learning Disabilities (part of the Mental Health Foundation) was awarded a grant by the Department of Health (DH) to adapt delivery of TSP for offenders with learning disabilities. This report outlines the work done at the Foundation to adapt the course structure, sessions and resources. It notes the initial piloting of the programme at HMP Whatton, the subsequent revision of manuals and other material, and further pilots at HMP Wakefield and HMP Wymott. The feasibility was subjected to what is known as “realistic evaluation”, which found good evidence of benefits for the 22 offenders participating, and which will meet the needs of offender with learning disabilities, whether in custody or in community settings.
(Original abstract)
The Thinking Skills Programme helps prisoners to understand their behaviour, make better choices and set positive goals, all of which help to reduce their chance of reoffending. The Foundation for People with Learning Disabilities (part of the Mental Health Foundation) was awarded a grant by the Department of Health (DH) to adapt delivery of TSP for offenders with learning disabilities. This report outlines the work done at the Foundation to adapt the course structure, sessions and resources. It notes the initial piloting of the programme at HMP Whatton, the subsequent revision of manuals and other material, and further pilots at HMP Wakefield and HMP Wymott. The feasibility was subjected to what is known as “realistic evaluation”, which found good evidence of benefits for the 22 offenders participating, and which will meet the needs of offender with learning disabilities, whether in custody or in community settings.
(Original abstract)
Learning Difficulties and Ethnicity – A Framework for Action was published in 2004. This easy read edition of the update draws attention to the continuing relevance of its key messages together with information on the priority areas from Valuing People Now. There is a simplified action plan for action that should be taken locally and how to track progress. The update will be of interest to a wide range of local people and agencies involved in identifying and addressing the needs of people with learning difficulties from BME communities, and will be of particular relevance for commissioners and providers in local authorities and other statutory agencies, as well as local providers, who all have duties to take certain actions. Learning Disability Partnership Boards, Local Involvement Networks and the new Health and Wellbeing Boards should also use the Framework to ensure progress is made locally and to hold the statutory bodies to account.
Learning Difficulties and Ethnicity – A Framework for Action was published in 2004. This easy read edition of the update draws attention to the continuing relevance of its key messages together with information on the priority areas from Valuing People Now. There is a simplified action plan for action that should be taken locally and how to track progress. The update will be of interest to a wide range of local people and agencies involved in identifying and addressing the needs of people with learning difficulties from BME communities, and will be of particular relevance for commissioners and providers in local authorities and other statutory agencies, as well as local providers, who all have duties to take certain actions. Learning Disability Partnership Boards, Local Involvement Networks and the new Health and Wellbeing Boards should also use the Framework to ensure progress is made locally and to hold the statutory bodies to account.
Subject terms:
learning disabilities, local authorities, black and minority ethnic people, commissioning, good practice;
Learning Difficulties and Ethnicity – A Framework for Action was published in 2004. This update draws attention to the continuing relevance of its key messages together with information on the priority areas from Valuing People Now. There is a simplified action plan for action that should be taken locally and how to track progress. The update will be of interest to a wide range of local people and agencies involved in identifying and addressing the needs of people with learning difficulties from BME communities, and will be of particular relevance for commissioners and providers in local authorities and other statutory agencies, as well as local providers, who all have duties to take certain actions. Learning Disability Partnership Boards, Local Involvement Networks and the new Health and Wellbeing Boards should also use the Framework to ensure progress is made locally and to hold the statutory bodies to account.
Learning Difficulties and Ethnicity – A Framework for Action was published in 2004. This update draws attention to the continuing relevance of its key messages together with information on the priority areas from Valuing People Now. There is a simplified action plan for action that should be taken locally and how to track progress. The update will be of interest to a wide range of local people and agencies involved in identifying and addressing the needs of people with learning difficulties from BME communities, and will be of particular relevance for commissioners and providers in local authorities and other statutory agencies, as well as local providers, who all have duties to take certain actions. Learning Disability Partnership Boards, Local Involvement Networks and the new Health and Wellbeing Boards should also use the Framework to ensure progress is made locally and to hold the statutory bodies to account.
Subject terms:
learning disabilities, local authorities, black and minority ethnic people, commissioning, good practice;
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers. To present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers. To present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
Extended abstract:
Author
FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
Title
Making us count: identifying and improving mental health support for young people with learning disabilities: a research report.
Publisher
Mental Health Foundation, 2005
Summary
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers, to present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available, and highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
Context
Approximately one-third of a million young people in the UK have learning disabilities. Of these, 40% are likely to develop a mental health problem. In 2001 the Foundation for People with Learning Disabilities convened an enquiry to explore a very neglected area: the mental health needs of young people with learning disabilities. The result was the Count Us In report (2002). The range of mental health problems experienced by such people is similar to the general population. However, they are far more likely to develop emotional difficulties such as depression and anxiety and these often go unrecognised and untreated. There are difficulties in accessing suitable college or work placements and leisure opportunities and maintaining friendships or relationships and these often triggered mental health problems. Young people also encountered difficulties in getting appropriate services. Pathways to referral for help and support were vague. There were often long time delays to access assessment and interventions; young people were shunted between mainstream and specialist services or did not ‘fit in' anywhere.
Contents
The present report offers some practical advice that practitioners and commissioners can take on board to improve the range of services available. A preface gives the background and is followed by an executive summary and an easy to read summary. Chapters then discuss involving young people and their families in research; towards better support; how young people with learning disabilities and their family carers understand anxiety and depression; supporting young people with learning disabilities and mental health needs from a minority ethnic community; improving emotional support for young people with learning disabilities; and the well-being project: identifying and meeting the needs of young people with profound and multiple learning disabilities and their carers. Conclusions and recommendations are followed by appendices describing a mapping exercise, policy in Scotland , and randomised controlled trials.
Conclusion
The conclusion that one in four young people with learning disabilities will experience mental health problems each year may even be an underestimate, so it is essential there is a range of approaches and services to respond. Opportunities for friendships, social and leisure activities, education and employment enhance self-esteem. They should be at the centre of planning. Language can be a difficulty. Problems are not recognised. Parents do not want children given another label. Recommendations are made on mental health education and promotion, person-centred approaches and transition, and identifying mental health problems and providing appropriate support.
63 references
Subject terms:
learning disabilities, mental health services, user views, vulnerable children, young people;
SOCIAL CARE INSTITUTE FOR EXCELLENCE, FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
Publisher:
Social Care Institute for Excellence
Publication year:
2010
Pagination:
6p.
Place of publication:
London
This briefing summarises the key implications of the personalisation agenda for community-based health and social care staff supporting people with a learning disability. The briefing focuses on personal budgets, direct payments and self-directed support. Three short case examples are included to show the different ways in which people with learning disabilities have used their direct payments.
This briefing summarises the key implications of the personalisation agenda for community-based health and social care staff supporting people with a learning disability. The briefing focuses on personal budgets, direct payments and self-directed support. Three short case examples are included to show the different ways in which people with learning disabilities have used their direct payments.
Subject terms:
learning disabilities, personalisation, self-directed support, social care staff, community learning disabilities teams, direct payments;