Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 71
Competency and consent to medical treatment
- Authors:
- MENCAP, NATIONAL SOCIETY FOR MENTALLY HANDICAPPED CHILDREN AND ADULTS
- Publisher:
- Mencap
- Publication year:
- 1989
- Pagination:
- 24p.
- Place of publication:
- London
A contribution to the debate about the means by which decisions on medical treatment should be taken in the interests of those who are not, or are not wholly, competent to decide for themselves on the acceptance or refusal of treatment
Our vote, our voice: peer training about elections by people with learning difficulties
- Author:
- OUTSIDE THE BOX
- Publisher:
- Outside the Box
- Publication year:
- 2007
- Pagination:
- 84p., DVD
- Place of publication:
- Glasgow
Outside the Box has been working with people who have learning difficulties This is an information pack about elections. The pack has: information about making choices; information about finding out who is in charge; information about voting and keeping in touch with the people you elected; a list of useful contacts; ideas that other people and groups have tried and a glossary of difficult words.
Financial decision-making: guidance for supporting financial decision-making by people with learning disabilities
- Authors:
- SUTO Irenka, CLARE Isabel, HOLLAND Anthony
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2007
- Pagination:
- 129p.
- Place of publication:
- Kidderminster
This guide sets out to promote good practice in the area of financial decision-making. It has been prompted by the introduction of the Mental Capacity Act 2005. The aim of the Act is to enable people with learning disabilities to have as much choice and control as possible over their lives and the services and support they receive. This guide explores ways of realising these goals within the context of money management. The guide provides a framework that will help those who support men and women with learning disabilities in thinking through difficult situations involving financial decisions and making judgements that are ethically and legally defensible. It contains structured guidance to maximise independence, with examples of practical, research-based materials to explore understanding of basic financial concepts and contribute to formal and informal assessments of financial decision-making ability. Suggestions are also made to develop the decision-making abilities of people with learning disabilities and enable those who are unable to make one or more financial decisions for themselves to participate as fully as they can in the management of their money. The guide has been written for health and social care practitioners, managers in social care provider organisations, social care regulators, support workers, family carers and others who are concerned about the well-being of men and women with learning disabilities. It is also a resource that can be used to complement training courses in health and social care.
'Quality of life' and medical decision making for adults with profound and multiple learning disabilities
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2005
- Pagination:
- 13p., bibliog.
- Place of publication:
- London
People with profound and multiple learning disabilities must have the same entitlement to medical treatment as anyone else. The existence of a learning disability does not justify different standards of medical treatment. If quality of life criteria are relevant they should be applied to a person with a learning disability in the same manner as to a person without a disability. People may value and enjoy living a life we would not choose for ourselves. Considerations of ‘quality of life’ are only relevant in the context of the gravity of illness and do not concern the degree or nature of a person’s disability.
Choice, dementia and people with learning difficulties
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 1999
- Pagination:
- 4p.
- Place of publication:
- York
Like the rest of the population, people with learning difficulties are living longer and are also increasingly joining the growing numbers of people who have dementia. This trend throws up a range of issues for policy-makers and practitioners. Little attention has been paid to how choice and empowerment, fundamental to the community care reforms, can be made meaningful for individuals with learning difficulties and dementia. This research examined how far 20 people with these dual impairments, living in a range of settings, were involved in making choices and decisions about their own lives, and identified what facilitated or hindered that process.
Helping people with a learning disability explore choice
- Authors:
- JACKSON Eve, JACKSON Neil
- Publisher:
- Jessica Kingsley
- Publication year:
- 1999
- Pagination:
- 94p.
- Place of publication:
- London
Aimed at people with learning difficulties and their carers and designed to aid the improvement of social skills. Comprises a series of short stories focusing on different areas of decision making.
Words matter: personal assistants need to support decisions by people with learning disabilities
- Authors:
- DOWLING Sandra, et al
- Publisher:
- University of Bristol. Policy Bristol
- Publication year:
- 2018
- Pagination:
- 4
- Place of publication:
- London
Briefing summarising key findings and policy implications of research to examine how conversations with support workers and personal assistants (PAs) help people with learning disabilities to make decisions. The research analysed video data of real life interactions that happened in settings including people’s own homes, shops, cafes and during leisure activities. The research reveals how the fine details of interactions are crucial to supporting decision making and enabling equality in conversations. This research was conducted as part of a large grant, ‘Tackling Disabling Practices: co-production and change’, funded by the Economic and Social Research Council. (Edited publisher abstract)
Decision making toolkit: a practical guide to supporting young people with special educational needs and disabilities to make their own decisions and to be engaged in the best interests decision making process
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- National Children's Bureau
- Publication year:
- 2017
- Pagination:
- 16
- Place of publication:
- London
This decision making toolkit is a practical guide to support social workers, health practitioners, school and college staff, parent carers, families and anyone working directly with children and young people with special educational needs and disabilities (SEND). It is designed to be used in partnership with young people to support them to make their own decisions and to participate as fully as possible in decisions made on their behalf. It includes a template practitioners can use to support a young person who lacks capacity to go through a best interests decision making process based on the best interests checklist in the Mental Capacity Act 2005 code of practice. (Edited publisher abstract)
Social care intervention and human rights: a practitioner's guide
- Author:
- BRITISH INSTITUTE OF HUMAN RIGHTS
- Publisher:
- British Institute of Human Rights
- Publication year:
- 2016
- Pagination:
- 16
- Place of publication:
- London
This booklet provides information for social care practitioners about using the Human Rights Act and human rights approaches in social care settings, where mental capacity or mental health is a factor. The booklet is in three sections covering: removing people from their own home to a care setting, which includes a decision making flowchart; adult safeguarding interventions and ‘unwise’ decisions; rights of learning disabled people to marry and have a family. Each section outlines potential human rights issues for practice; suggestions for taking a human rights approach; information about the key rights most likely to be relevant to that area of practice; and worked examples. It is one of eight booklets developed as part of the British Institute of Human Rights (BIHR) project ‘Delivering Compassionate Care: Connecting Human Rights to the Frontline’, which aims to place human rights at the heart of mental health services and ensure frontline staff have the knowledge and skills uphold the dignity and human rights of the people using their service. The booklet is aimed at both qualified and unqualified staff. It also contains information that may be useful for people using services, their family, carers or advocates. (Edited publisher abstract)
Contraceptive choices for women with learning disabilities
- Authors:
- EARLE Sarah, et al
- Publisher:
- Open University. Faculty of Health and Social Care
- Publication year:
- 2015
- Pagination:
- 66
- Place of publication:
- Milton Keynes
This report presents key findings from interviews undertaken with 19 women with learning disabilities about their experiences of contraceptive decision-making. The stories were gathered by an inclusive team of female researchers from the Open University who interviewed women across a range of UK settings.The research looked specifically at why women believe they are receiving contraceptive care, how have women made decisions about what sort of contraception would be useful to them, whether they feel supported to make contraceptive decisions, and the type of support the women have received to understand contraceptive care and its implications. The research found that women’s experiences of contraceptive decision-making vary hugely, as do levels of experience, knowledge and understanding. One key finding reported was that women appreciate staff who will listen carefully to concerns about contraception and relationships and support then to access the best contraception care. Other key findings include that: a few women make very independent choices about sex and contraception and others are supported to make contraceptive choices by family, friends, advocates and health and social care professionals; women are sometimes on contraception because they are not trusted or believed, or because they are thought to be ‘at risk’ of pregnancy and abuse; some women do not receive suitable information or advice to make informed choices and decisions; and some women reported having been forced to use contraception when it was not needed. Drawing on the research finding, the report sets out implications for policy, practice and future research to help support women with learning disabilities to make appropriate contraceptive choices. (Edited publisher abstract)