A book aimed at people who may be using direct payments. It outlines how direct payments work and the new rules covering direct payments which started in June 2003. It uses picture case studies to illustrate how direct payments work.
A book aimed at people who may be using direct payments. It outlines how direct payments work and the new rules covering direct payments which started in June 2003. It uses picture case studies to illustrate how direct payments work.
SOCIAL CARE INSTITUTE FOR EXCELLENCE, NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
Publishers:
Social Care Institute for Excellence, National Institute for Health and Care Excellence
Publication year:
2019
Pagination:
4
Place of publication:
London
A quick guide to help practitioners to support people growing older with learning disabilities when they are planning for the future. The guide covers person-centred planning for now, core principles for planning for the future; creating a future plan; and planning for future housing. The content is based on the NICE guideline on 'Care and support of people growing older with learning disabilities.' The quick guide is available as a pdf and as an interactive web resource.
(Edited publisher abstract)
A quick guide to help practitioners to support people growing older with learning disabilities when they are planning for the future. The guide covers person-centred planning for now, core principles for planning for the future; creating a future plan; and planning for future housing. The content is based on the NICE guideline on 'Care and support of people growing older with learning disabilities.' The quick guide is available as a pdf and as an interactive web resource.
(Edited publisher abstract)
Subject terms:
learning disabilities, care planning, person-centred planning, older people;
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 toolkit is designed for organisations in England who support people experiencing homelessness and severe multiple disadvantage (SMD), which refers to experiencing some combination of homelessness, mental health problems, substance misuse, offending, and domestic and sexual violence and abuse. Some of the contents may be helpful to those outside England, but information on support services is limited to England. Staff and managers in services supporting individuals facing SMD can use it to identify when learning disability might be a relevant issue for somebody they support. They can use it to help them make appropriate reasonable adjustments, which might include assisted communication, support with activities of daily living, or support to develop social or practical skills. This toolkit offers a starting point in working towards good practice in supporting people with a learning disability, and signposts to further information and resources. Service managers may also use the toolkit to increase awareness of learning disability generally and inform service processes.
(Edited publisher abstract)
This toolkit is designed for organisations in England who support people experiencing homelessness and severe multiple disadvantage (SMD), which refers to experiencing some combination of homelessness, mental health problems, substance misuse, offending, and domestic and sexual violence and abuse. Some of the contents may be helpful to those outside England, but information on support services is limited to England. Staff and managers in services supporting individuals facing SMD can use it to identify when learning disability might be a relevant issue for somebody they support. They can use it to help them make appropriate reasonable adjustments, which might include assisted communication, support with activities of daily living, or support to develop social or practical skills. This toolkit offers a starting point in working towards good practice in supporting people with a learning disability, and signposts to further information and resources. Service managers may also use the toolkit to increase awareness of learning disability generally and inform service processes.
(Edited publisher abstract)
Subject terms:
learning disabilities, homelessness, complex needs, good practice;
Guidance to support health and social care professionals to meet the psychological needs of people with learning and intellectual disabilities, their families and carers. It explores the different psychological factors that may influence and impact the wellbeing of people with learning or intellectual disabilities during the COVID-19 crisis and highlights where psychologists can offer support and signposts professionals to helpful resources. Specifically, the guidance considers: the protective factors, the precipitating and maintaining factors, the psychological interventions/actions that may be available, and what may be important during the recovery/transformation phase.
(Edited publisher abstract)
Guidance to support health and social care professionals to meet the psychological needs of people with learning and intellectual disabilities, their families and carers. It explores the different psychological factors that may influence and impact the wellbeing of people with learning or intellectual disabilities during the COVID-19 crisis and highlights where psychologists can offer support and signposts professionals to helpful resources. Specifically, the guidance considers: the protective factors, the precipitating and maintaining factors, the psychological interventions/actions that may be available, and what may be important during the recovery/transformation phase.
(Edited publisher abstract)
NHS ENGLAND, PALLIATIVE CARE FOR PEOPLE WITH LEARNING DISABILITIES
Publisher:
NHS England
Publication year:
2017
Pagination:
57
Place of publication:
Redditch
This ‘top tips’ guide aims to support commissioners, providers and clinicians to reduce inequalities in palliative and end of life for people with a learning disability, focusing on ‘The Ambitions for Palliative and End of Life Care’. These six ambitions, which provide a framework for national and local health and care system leaders to take action to improve palliative and end of life care, are: Each person is seen as an individual; Each person gets fair access to care; Maximising comfort and wellbeing; Care is coordinated; All staff are prepared to care; Each community is prepared to help. This document sets how to achieve each ambition, signposts relevant tools and resources and provides good practice examples.
(Edited publisher abstract)
This ‘top tips’ guide aims to support commissioners, providers and clinicians to reduce inequalities in palliative and end of life for people with a learning disability, focusing on ‘The Ambitions for Palliative and End of Life Care’. These six ambitions, which provide a framework for national and local health and care system leaders to take action to improve palliative and end of life care, are: Each person is seen as an individual; Each person gets fair access to care; Maximising comfort and wellbeing; Care is coordinated; All staff are prepared to care; Each community is prepared to help. This document sets how to achieve each ambition, signposts relevant tools and resources and provides good practice examples.
(Edited publisher abstract)
Subject terms:
end of life care, learning disabilities, good practice;
A guide for employers outlining the business case for employing people with a learning disability. The paper sets out the economic benefits of employing people with a learning disability and the evidence on their work performance and employment costs, looking at willingness and ability to work and reliability. It suggests that championing inclusion can help boost staff morale, which can have a positive contribution on the work output of an organisation. In addition, employing people with a learning disability can promote diversity in the workplace and can help a company to maintain a positive reputation for corporate social responsibility. The document also describes Mencap supported employment services, which provide tailored support throughout the entire process – from recruitment through to on-the-job support and beyond.
(Edited publisher abstract)
A guide for employers outlining the business case for employing people with a learning disability. The paper sets out the economic benefits of employing people with a learning disability and the evidence on their work performance and employment costs, looking at willingness and ability to work and reliability. It suggests that championing inclusion can help boost staff morale, which can have a positive contribution on the work output of an organisation. In addition, employing people with a learning disability can promote diversity in the workplace and can help a company to maintain a positive reputation for corporate social responsibility. The document also describes Mencap supported employment services, which provide tailored support throughout the entire process – from recruitment through to on-the-job support and beyond.
(Edited publisher abstract)
This guide explains what co-production means, how to check if co-production is happening, and what Transforming Care Partnerships can do to support co-production. Transforming Care Partnerships are the groups of people working together to improve services and support for people with a learning disability and people with autism who display behaviour that challenges. The guide suggests that key indicators that co-production is happening include: there is a co-produced policy on co-production that shows the way everyone will work; there is a clear plan on co-production that has been co-produced; how the Transforming Care Partnership works is built on the co-production principles; all communication is open and easy to understand; and there is evidence of a ‘shift in power’ to people and families from professionals.
(Edited publisher abstract)
This guide explains what co-production means, how to check if co-production is happening, and what Transforming Care Partnerships can do to support co-production. Transforming Care Partnerships are the groups of people working together to improve services and support for people with a learning disability and people with autism who display behaviour that challenges. The guide suggests that key indicators that co-production is happening include: there is a co-produced policy on co-production that shows the way everyone will work; there is a clear plan on co-production that has been co-produced; how the Transforming Care Partnership works is built on the co-production principles; all communication is open and easy to understand; and there is evidence of a ‘shift in power’ to people and families from professionals.
(Edited publisher abstract)
Subject terms:
co-production, user participation, learning disabilities, autism;
This policy statement provides guidance on handling new applicants for registration and applications to vary registration from providers of services for people with learning disabilities. It aims to guide registration managers and inspectors in their assessments of providers of services for people with learning disabilities, and to help them decide whether to grant or refuse registration applications, or applications to make variations to registration. The statement covers the opening a new specialist assessment and treatment unit or hospital; the opening a new care home or location for supported living; and new applications for registration.
(Edited publisher abstract)
This policy statement provides guidance on handling new applicants for registration and applications to vary registration from providers of services for people with learning disabilities. It aims to guide registration managers and inspectors in their assessments of providers of services for people with learning disabilities, and to help them decide whether to grant or refuse registration applications, or applications to make variations to registration. The statement covers the opening a new specialist assessment and treatment unit or hospital; the opening a new care home or location for supported living; and new applications for registration.
(Edited publisher abstract)
Subject terms:
care providers, registration, regulation, learning disabilities;