Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning disabilities market position statement: good practice checklist
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2017
- Pagination:
- 4
- Place of publication:
- Oxford
A learning disability market position statement checklist that takes into account the Institute of Public Care's approach to ‘Commissioning Ordinary Lives for People with Learning Disabilities and/or Autism’. It provides a quick way of assessing whether a market position statement, which summarises the supply and demand in a local area or region, covers the right areas and the extent to which it is market facing. It can be used to review statements which take account of all ages across the whole system, such as health, education, social care, housing and communities. The checklist can be used by local areas use it to review their own market position statements and could also be used as part of a wider discussion with neighbouring authorities. (Edited publisher abstract)
Two discussion papers on domiciliary care commissioning and procurement
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2016
- Pagination:
- 45
- Place of publication:
- Oxford
Two discussion papers on domiciliary care commissioning and procurement, produced by the Institute of Public Care the for the Social Services Improvement Agency for Wales (SSIA) and the National Commissioning Board for Wales (NCB). The first discussion paper explores some of the opportunities and challenges presented by taking an outcomes-based approach to the commissioning of domiciliary care. It looks at possible service- and individual-level outcomes, the role of re-ablement, the role and nature of providers in the care market, and measuring the performance of domiciliary care providers. It concludes by suggesting a set of design rules for commissioners who want to take an outcome-based commissioning approach to domiciliary care. The second discussion paper sets out the options available to local authority commissioners for the procurement of services, focusing on domiciliary care services and supported living services for people with learning disabilities. It covers the relationship between commissioning and procurement, EU and UK procurement requirements, and different models of procurement. (Edited publisher abstract)
Estimating the prevalence of severe learning disability in adults
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2009
- Pagination:
- 15p., bibliog.
- Place of publication:
- Oxford
There has been a considerable growth in learning disability expenditure brought about by an increase in the number of people with learning disability through improvements in life expectancy, higher levels of dependency, and changed attitudes to service provision. This project aimed to develop evidence-based estimates of: the prevalence of complex or severe learning disability among the adult population; and the prevalence of adults with a learning disability living with a parent. This information is important for commissioners and service providers to identify how many people may require services in the future and at what level of dependency. The study used data from the learning disability registers of Sheffield and Leicestershire, as these are the only identified local authority registers which are comprehensive enough to be able to provide the required data. The report calculates the prevalence rate for people with complex or severe learning disabilities and those living at home by age bands, and considers the differences in the results from the 2 registers. It concludes that a systematic and detailed approach to the collection of data is needed by local authorities in order for them to be able to adequately meet the needs of their learning disability populations.
Reducing exclusions and the use of specialist services for autistic children and young people
- Authors:
- AUTISM EDUCATION TRUST, OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2020
- Pagination:
- 11
- Place of publication:
- Oxford
This paper sets out good practice in the approach to commissioning services for autistic children and young people. It illustrates a practical application for children and young people of the ‘Ordinary and unique lives for adults with a learning disability and/or autism: a six steps approach’ (Institute of Public Care, 2020) through the implementation of the Autism Education Trust (AET) programme. The programme builds on a model based on the principle that a co-ordinated whole system response to support people and their families during key life episodes could, in some instances, reduce the need for some types of expensive ‘specialist’ provision. The report provides evidence of how the AET programme helps local areas to reduce exclusions and demand on specialist services, which either makes savings for the public purse or enables local authorities to meet the needs of more people without compromising outcomes or increasing budgets. The report finds that the AET programme is a structured, cost-effective approach to skilling up the workforce in mainstream and specialist settings to support autistic children and young people via reasonable adjustments and targeted support and is a good example of the practical application of the IPC whole-system commissioning model for managing demand. (Edited publisher abstract)
Integrated services for children and young people with a disability in Conwy: a case study
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2019
- Pagination:
- 9
- Place of publication:
- Oxford
A case study to show how Conwy is transforming its approach to delivering services for children and young people with disabilities through partnership working across Social Services, Health, Education and the Community and Voluntary sectors to meet complex needs and improve outcomes. This is achieved through co-location, multi-disciplinary teams and projects funded through the Welsh Government's Integrated Care Fund. The case study provides an example of effective integration both at operational level, with professionals and agencies working with individual families to assess need and develop appropriate solutions and at a strategic level by the integrated commissioning of a range of care and support services that respond to complex needs and improve outcomes for children and their families. It describes a number of different approaches to integration including the Council’s All Age Disability Service, the Early Years Child Development Centre jointly run by Health and Social Care, the Child and Adolescent Learning Disability Service and a special school and residential facility. Integration both within and across these services is helping to keep children with disabilities and complex needs at home with family or foster carers and offer opportunities for progression, leading to improved life. (Edited publisher abstract)
Minority groups in extra care housing
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- DH Care Networks. Housing Learning and Improvement Network
- Publication year:
- 2010
- Pagination:
- 17p.
- Place of publication:
- London
This report explores the issues facing commissioners and providers in meeting the needs of minority groups of older people within the community through Extra Care Housing services. It draws on existing research and materials and the experience of a small number of authorities gained through telephone interviews. It looks at how minority groups are being defined, how their needs are being met by mainstream services, and when specialist services are appropriate. Part 1 of the report looks at populations and policies across a number of types of minority groups (black and minority ethnic groups; lesbian gay and bisexual people; people with disabilities including sight loss, learning disabilities and mental health problems; and homeless people) and draws conclusions about the overall approaches needed by commissioners. Part 2 looks explicitly at the black and minority ethnic community, looking at understanding the needs of these groups and designing services to meet needs. Case studies in Birmingham, Tower Hamlets, and Suffolk are described.
Ordinary and unique lives for adults with a learning disability and/or autism: a six steps approach
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2020
- Pagination:
- 30
- Place of publication:
- Oxford
This paper sets out good practice in the approach to commissioning services for people with learning disabilities and/or autism. It is aimed at commissioners, working primarily within health and social care settings, who are responsible for the strategic design and development of local services for people with learning disabilities and/or autism and their families and whose role involves driving innovation and practice change. The paper adapts the IPC’s six steps approach – a model for managing demand in older people’s services, linked to suggested performance indicators and targets – specifically for learning disability services. It includes a set of operational principles, examples of good practice and suggested performance indicators that can be used to form the basis of an effective local commissioning plan that can offer better overall value for the public purse. The six steps approach comprises: information, advice, assistance and advocacy; universal services; universal plus; early intervention; short-term intensive support; long-term specialist support; understanding population and market shaping. (Edited publisher abstract)
The integrated service for children with additional needs (ISCAN) in Gwent: a case study
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2019
- Pagination:
- 8
- Place of publication:
- Oxford
A case study which shows how Gwent has brought health and social care together for children and young people with complex needs to create a seamless service for families facilitated by a new care co-ordination model. It offers an example of effective integration both at operational level, with professionals and agencies working with families to assess need and develop appropriate solutions and at a strategic level by the integrated commissioning of a range of care and support services that respond to complex needs and improve outcomes for children and their families. It looks at why things needed to change and how parents and carers were at the forefront of new developments; how integration has been managed in phases - streamlining the referral process and then establishing integrated assessment and planning and a new care co-ordination service. It also highlights what has been achieved for families and lessons learnt. The case study will be of interest to anyone who is involved in commissioning or providing services for children and young people with complex needs. (Edited publisher abstract)
Policy and literature review for comprehensive needs assessment of the life pathway for people with disabilities
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2016
- Pagination:
- 24
- Place of publication:
- Oxford
This paper, prepared for West Sussex County Council, covers policy and legislation in relation to children and young adults with disabilities. It is comprised of the following parts: a brief overview of the policy and legislative context, together with potential opportunities; a review of the specific learning from transitions research for children and young people with disabilities; a review of the Life Pathway Model and pathway approaches; and examples of good practice models of care in the pathway to adulthood. (Edited publisher abstract)
Commissioning services for people with a learning disability: good practice guidance
- Authors:
- NATIONAL COMMISSIONING BOARD, OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2017
- Pagination:
- 46
- Place of publication:
- Oxford
Good practice guidance developed to help Regional Partnership Boards in Wales to develop their own approaches to the integrated commissioning of services for people with a learning disability. The guidance will help commissioners to follow the principles in the Social Services and Well-being (Wales) Act 2014, in terms of helping individuals to lead an ordinary life with dignity, and co-producing appropriate solutions to help individuals to achieve the outcomes important to them. The guidance looks at the role of the strategic commissioner, how they can lead cultural change and how to commission ‘good lives’ through co-production approaches. It also explains how taking a whole systems, lifespan approach to positive behaviour support can reduce placement breakdown and prevent hospital admission. The guidance has been developed by the National Commissioning Board in partnership with the Institute for Public Care. (Edited publisher abstract)