Search results for ‘Subject term:"learning disabilities"’ Sort:
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NHS learning disability employment: tools and guidance
- Authors:
- NHS EMPLOYERS, NHS ENGLAND
- Publisher:
- NHS Employers
- Publication year:
- 2015
- Pagination:
- 29
- Place of publication:
- Leeds
Practical steps and an overview of available tools designed to encourage employment for people with learning disabilities in NHS organisations. The aim of these tools and guidance is to raise awareness, highlight good practice and break down some of the barriers that both employers and potential employees may face, helping create a culture which welcomes people with learning disabilities. This guidance is structured around five building blocks, taking potential employers and managers through the process of recruiting and employing someone with a learning disability. The building blocks are: getting started; being an accessible employer; identifying real jobs; advertising and recruitment; and employment. (Edited publisher abstract)
Special educational needs in England: January 2015
- Author:
- WHITAKER Adam
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 9
- Place of publication:
- London
This statistical first release publishes data from the January 2015 school census on pupils with special educational needs and information about special schools in England. It also provides data on the characteristics of pupils by their SEN provision. The release shows that 15.4 per cent of pupils in schools in England have identified special educational needs (equating to 1,301,445 pupils). This has been decreasing since 2010 (21.1 per cent) and is a fall of 2.5 percentage points since last year. Nearly a quarter of pupils with a primary need were recorded as having ‘Moderate Learning Difficulty’ as their primary need – the most common primary need. (Edited publisher abstract)
Independent review of deaths of people with a learning disability or mental health problem in contact with Southern Health NHS Foundation Trust April 2011 to March 2015
- Authors:
- GREEN Bob, et al
- Publisher:
- Mazars LLP
- Publication year:
- 2015
- Pagination:
- 254
- Place of publication:
- London
This review seeks to establish the extent of unexpected deaths in mental health and learning disability services provided by the Southern Health NHS Foundation Trust and to identify any themes, patterns or issues that may need further investigation. Through an analysis of 540 individual reports of deaths of service users occurring between April 2011 and March 2015, reviewing documents relating to all deaths and an analysis of a wide range of data, the report identifies a series of key messages which result in recommendations for the Trust, its commissioners and nationally. In particular the review found that: the failure to bring about sustained improvement in the identification of unexpected death and in the quality and timeliness of reports into those deaths was a failure of leadership and of governance; there was no effective systematic management and oversight in reporting deaths and the investigations that follow; the review and investigation of deaths is usually left to the Trust to undertake and commissioners become involved in cases when these are determined to be serious incidents by the Trust; the Trust reported relatively few unexpected deaths of service users to regional and national systems; there was a very poor quality of written investigations at all stages; and the Trust could not demonstrate a comprehensive, systematic approach to learning from deaths as evidenced by action plans, board review and follow up, thematic reviews and resultant service change. (Edited publisher abstract)
A shared life is a healthy life: how the Shared Lives model of care can improve health outcomes and support the NHS
- Author:
- SHARED LIVES PLUS
- Publisher:
- Shared Lives Plus
- Publication year:
- 2015
- Pagination:
- 11
- Place of publication:
- Liverpool
Explains how Shared Lives schemes support people with health needs, making use of community based solutions which can be more cost effective than traditional institutional care. In Shared Lives, an adult (and sometimes a 16/17 year old) who needs support and/or accommodation moves in with or regularly visits an approved Shared Lives carer, after they have been matched for compatibility. Together they share family and community life. Half of the 12,000 UK citizens using Shared Lives are living with their carer as part of a supportive household; half visit their carer for day support or overnight breaks. Shared Lives is also used as a stepping stone for an individual to possibly become fully independent. The report demonstrates that this approach can provide care at lower cost; improves people’s health; reduces pressure on health services; and reduces inequalities in health service provision. (Edited publisher abstract)
Learning disabilities: challenging behaviour: QS101
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2015
- Place of publication:
- London
This quality standard covers the care of children, young people and adults with a learning disability and behaviour that challenges. It is focused on ensuring that assessment leads to personalised care planning and access to meaningful activities. It consists of eight quality statements, aiming to ensure that the approaches used by staff to support people with a learning disability follow the least restrictive practice and promote privacy and dignity. The statements cover: comprehensive health assessment; initial assessment of behaviour that challenges; designated coordinator; personalised daily activities; review of restrictive interventions; use of medication; review of medication; and family and carer support. (Edited publisher abstract)
An equal right to sight: why eye care for children with learning disabilities needs reform
- Author:
- SeeABILITY
- Publisher:
- SeeABILITY
- Publication year:
- 2015
- Pagination:
- 24
- Place of publication:
- Epsom
This report suggests that children with learning disabilities are 28 times more likely to have a serious sight problem than other children, but are less likely to be able to communicate their concerns to parents/carers should any problems develop. For some children, not having a pair of glasses is impeding their ability to make sense of their world and acquire skills. What is more, identification of sight problems is often symptom led and behaviour may be wrongly attributed to the diagnosis of learning disability, rather than a sight problem. The report finds: insufficient vision screening to pick up issues early on; fragmented pathways of care and communication; a rigid primary eye care contract for sight testing services and glasses; inadequate funding; and eye care low on child public health priorities. The report calls for the government to ensure children in special schools: are offered a comprehensive specialist sight test when they first start at school; are offered an annual specialist sight test (or more often if necessary) performed in the familiar surroundings of their special school; have their glasses fitted and be supported to get used to them, within their special school; and have their test results explained to them, their families and teachers, as well as their health professionals, throughout their school life and in transition to adulthood. (Edited publisher abstract)
Decisions about technology: principles and guidance on good practice when considering the use of telecare and assistive technology for people with dementia, learning disability and related disorders
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2015
- Pagination:
- 23
- Place of publication:
- Edinburgh
This guidance is for those considering the use of technology to assist with care and maintain independence when the individual concerned may lack the capacity to make the decision. It examines the human right and legal implications of assistive technology and sets out key principles of good practice. These are: the intervention must provide a benefit that cannot otherwise be achieved; it must be the least restrictive in relation to the person’s freedom in order to achieve the desired benefit; the past and present wishes of the person must be taken into account; the views of relevant others should be taken into account; and the intervention should encourage the person to use existing skills and develop new ones. The document examines the use of electronic location devices and the use of CCTV to monitor the actions of an adult or of staff. A brief overview of assistive technology currently available is also included. (Edited publisher abstract)
Accessing social care and health care services: the rights of adults with a learning disability
- Author:
- TUCKER Jason
- Publisher:
- Mencap Cymru
- Publication year:
- 2015
- Pagination:
- 47
- Place of publication:
- Cardiff
This tool kit aims to set out the duties and obligations that local authorities and health authorities have to provide social care and health care services, and to explain how those services can be accessed. It focuses on the law and procedure applicable in Wales, and particular consideration is given to the rights of adults with a learning disability. Part 1 explains how a local authority determines whether a person is eligible to receive services and provides an overview of the key services that are usually available from local authorities. Consideration is also given to when local authorities can charge for the services provided, and how any charges are calculated. Information is also provided regarding carers’ assessments. Part 2 explains the duties and obligations that local health boards have to provide health care services, including community-based services. Consideration is also given to assessing capacity, and when people can be deprived of their liberty. Part 3 explains the key ways in which decisions regarding social and health care can be challenged where there is a disagreement about the level of services to be provided. The tool kit also contains a Future Changes section, which highlights some of the key changes that are likely to occur when the Social Services and Well-being (Wales) Act 2014 takes effect in April 2016. (Edited publisher abstract)
Supporting parents with a learning disability through the child protection system
- Author:
- TUCKER Jason
- Publisher:
- Mencap Cymru
- Publication year:
- 2015
- Pagination:
- 59
- Place of publication:
- Cardiff
The purpose of this tool kit is to assist Mencap Cymru’s regional officers, who are working as learning disability advocates, by setting out the key responsibilities which adult social care and children’s services departments have, and explaining the ways in which parents with a learning disability should be supported through the child protection process. The tool kit, which focuses on the law and procedure applicable in Wales, is divided into the following sections: key concepts; the duties of local authorities towards adults with learning disabilities; the child protection process and pre-proceedings; the child protection process and going to court; guidance from case law; future changes; and additional resources. (Edited publisher abstract)
Practice guide: supporting professionals to meet the needs of young people with learning disabilities who experience, or are at risk of, child sexual exploitation
- Authors:
- SMEATON Emilie, FRANKLIN Anita, RAWS Phil
- Publisher:
- Barnardo's
- Publication year:
- 2015
- Pagination:
- 69
- Place of publication:
- Ilford
The aim of this practice guide is to provide professionals with learning from an exploratory research study addressing the needs of children and young people with learning disabilities who experience, or are at risk of, child sexual exploitation (CSE). These include: ensuring long-term support; recognising the needs of individual young people with learning disabilities; meeting communication and learning needs; building good relationships based on trust; supporting disclosure of CSE; and planning sessions. In addition, the guide examines approaches to interventions designed to support young people and includes guidance on how to support parents and carers. As well as supporting direct practice, the guide includes prompts for reflection and action, which encourage professionals and services to consider what steps are, and can be, taken in the local area to meet the needs of children and young people. Where appropriate, additional information, other than that provided by the research, is presented. (Edited publisher abstract)