Search results for ‘Subject term:"learning disabilities"’ Sort:
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What's happening?
- Authors:
- BARBARA Tim, et al, (Producers), WILSON Alastair, (Author)
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2006
- Pagination:
- DVD
- Place of publication:
- London
The University of Strathclyde, Glasgow, worked with 16 young people with learning disabilities to find out what makes them feel anxious or depressed. Using video and photo diaries the young people talked about how they felt. This DVD presents the experiences of three young people from this study. They talk about how their lives became difficult or unhappy and what helped them to start to feel better. The DVD is intended to help young people, families and practitioners to identify and learn from their experiences.
Sexual health services and support: the views of younger adults with intellectual disability
- Authors:
- WILLIAMS Fionnuala, SCOTT Gordon, McKECHANIE Andrew
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 39(2), 2014, pp.147-156.
- Publisher:
- Taylor and Francis
Background: The sexual health needs of younger adults with intellectual disability (ID) are not currently being met by mainstream sexual health services. Little research has been conducted into improving these services’ accessibility. Method: Thirty-four people with ID aged 16–35, who attended ID services in Lothian, Scotland, completed a questionnaire at a face-to-face interview about whom they could go to for advice and information about sex and relationships, which information sources they used, their experiences of sexual health services, and their preferences regarding these services. Results: Most participants wanted to attend mainstream services and felt staff from these services should be able to meet their special needs. Preferences on services varied between individuals. Conclusions: It is important that there continues to be a variety of sexual health services available and that staff are appropriately trained in working with people with ID. Further research is needed to identify and resolve unmet needs in this are (Publisher abstract)
A place in society: the importance of planning for life for people with autistic spectrum disorders
- Author:
- NATIONAL AUTISTIC SOCIETY
- Publisher:
- National Autistic Society
- Publication year:
- 2004
- Pagination:
- 10p.
- Place of publication:
- London
In order to highlight the lifelong difficulties experienced by people with autism spectrum disorders and those who care for them, the National Autistic Society chose the theme of 'planning for life' for Autism Awareness Week 2004. This report brings together evidence on current outcomes for people with autism spectrum disorders, covering diagnosis, school exclusions, living at home, employment, people with learning disabilities and the criminal justice system, advocacy and carers. It includes examples from people who have experienced significant difficulties in their everyday lives that could have been avoided with effective multi-agency planning. It discusses policy developments, including transition planning and personal life plans, and sets out recommendations regarding young people, adult services, and general issues.
Caring for mentally disabled people in Scotland
- Author:
- TITTERTON M.
- Journal article citation:
- Social Policy and Administration, 25(2), June 1991, pp.136-148.
- Publisher:
- Wiley
Describes differences in policy and practice from the situation in England and Wales in caring for the young mentally disabled.
Children and young people with Down syndrome: their awareness of Down syndrome and developing self‐perceptions
- Authors:
- DEAKIN Karen, MOORE Derek G., JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(6), 2018, pp.197-1208.
- Publisher:
- Wiley
Background: Past research suggests children with Down syndrome often lack awareness of their disability despite the visibility of their condition. Method: This study used novel tasks to investigate their insight. Twenty‐eight young people with Down syndrome (aged 8–17 years) were recruited, along with control groups of 67 typically developing young people. Three tasks explored the children's awareness of Down syndrome: (a) choice of partner for social activities, (b) sorting photographs and (c) attributing positive or negative descriptors to photographs. Results: All participants expressed a preference to engage in social activities with typically developing peers. Most participants with Down syndrome identified with the typically developing person. Even though all participants attributed more positive descriptors to the photographs of the typically developing individuals, they remained positive about themselves. Conclusion: The early awareness of difference shown by young people with Down syndrome suggests this may play an important role in their developing identities. (Publisher abstract)
Developing an outcomes model for disabled children in Scotland
- Author:
- CHILDREN IN SCOTLAND
- Publisher:
- Scotland. Scottish Government Social Research
- Publication year:
- 2013
- Pagination:
- 67
- Place of publication:
- Edinburgh
Disabled children have broadly the same aspirations as non-disabled children and the outcomes they would like to achieve are therefore similar. However, for many disabled children and young people, there are fundamental outcomes that need to be achieved as a foundation for others, including and especially, communication. This project focused on better understanding ‘outcome models’ for all children and young people and for children and young people in the diverse and challenging context of disability. This research was commissioned by the Scottish Government’s Children’s Rights and Wellbeing Division to identify and develop an outcomes model based on Getting It Right for Every Child (GIRFEC), and the SHANARRI indicators of wellbeing (“Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included”) for disabled children and young people in Scotland. It was to include both children with disabilities as defined by the Equality Act 2010 and those defined as having additional support needs in the context of the Education (Additional Support for Learning) (Scotland) Act 2004. The project was modified early on to focus on mapping outcomes work that is already in progress, and to identify the essential components of outcomes models. (Edited publisher abstract)
Interpersonal sources of conflict in young people with and without mild to moderate intellectual disabilities at transition from adolescence to adulthood
- Authors:
- LARKIN P., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(1), January 2012, pp.29-38.
- Publisher:
- Wiley
The aim of this study was to identify key contextual features of social or interpersonal conflict for young people with intellectual disabilities. For the study, undertaken in central Scotland, 26 young adults aged 16 to 20 years with intellectual disabilities and 20 non-disabled young adults completed semi-structured interviews about a recent experience of interpersonal conflict. Participants were asked to describe their beliefs and feelings about the event and their subsequent response, with content analysis and coding used to categorise responses. The results showed that participants with intellectual disabilities were more likely to encounter conflict with strangers or peers outside their friendship group and to describe incidents of aggression than were non-disabled participants. The article reports that the findings suggest that young adults with intellectual disabilities are often the target of overt aggression from those outside their inner social sphere while their non-disabled peers are more likely to experience conflict with people close to them, and that young adults with intellectual disabilities may also be more likely to feel victimised by interpersonal conflict.
Working out of the box: an evaluation of short breaks and intensive support services to families and disabled young people whose behaviour is severely challenging: summary report
- Author:
- McCONKEY Roy
- Publisher:
- Action for Children
- Publication year:
- 2011
- Pagination:
- 46p.
- Place of publication:
- London
This summary report brings together the main findings from an evaluation of three Action for Children services in Cardiff, Glasgow and Edinburgh. These services provide specialist short breaks and intensive support services to families and learning disabled young people with severely challenging behaviours. The report provides a literature review and a detailed analysis of the model of service that has evolved at the three locations. An overview of staff employed by the services shows that most have some form of higher qualification and access to regular training. Families using the service tend to be from poor backgrounds, with many being lone parent families, and many living in rented accommodation and dependent on benefits. More boys than girls accessed the services. Most were teenagers and most attended special schools, with many also being diagnosed with autism. About a quarter were dependent on others for feeding, dressing and toileting. Key workers rated the changes in children and families over the preceding six months and reported that a sizeable proportion had shown some improvements in communication and personal care. Interviews with stakeholders involved with a sample of children revealed a very positive evaluation of the services. The children benefitted from participating in a range of activities, but their social inclusion remains limited. The report concludes with recommendations on the future developments of these services.
You tell me what we can do after this: findings and recommendations for the participation of young people with learning disabilities
- Author:
- WILSON Charlotte
- Journal article citation:
- Scottish Journal of Residential Child Care, 15(2), 2016, pp.8-28.
- Publisher:
- Department of Social Work. University of Strathclyde.
In recent years the participation of children has been highlighted with ever increasing importance, due to a raft of inquiry reports and legislation. In spite of this, and the increasing number of children defined as ‘disabled’, the participation of children with learning disabilities has been marginalised and is often described as ‘tokenistic’. This article reports on a research project which explored the factors which impact on levels of participation, for children and young people with learning disabilities in a residential short breaks setting. (Publisher abstract)
With a little help from my friends: ‘circle of friends’: supporting children and young people with additional support in Scotland’s mainstream schools
- Author:
- BRENNAN Raymond
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2015
- Pagination:
- 29
- Place of publication:
- Glasgow
Reports on the findings of research which aimed to better understand difficulties children with learning disabilities face around friendships and relationships. The project focuses on the knowledge and experience that parents and their children have of ‘The Circle of Friends’ approach, and explores its potential to improve the experiences that children have when they are at risk of being excluded from mainstream settings, in particular school settings. The aim of this approach is to build a ‘team’ around the child or young person by inviting their peers to become part of the circle. The research gathered feedback using parent questionnaires, a total of 35 responses were received. A case study outlining the experience of one family with exerience of 'The Circle of Friends' approach is also included in the report. The findings support the promotion of a Circle of Friends approach in schools and the data suggest that the approach is consistent with the Scottish government’s SHANNARI wellbeing outcomes framework and GIRFEC (Getting it Right for Every Child). The paper was produced as part of the PROP2 (Practitioner Research: Outcomes and Partnership) programme, a partnership between the Centre for Research on Families and Relationships (CRFR) at the University of Edinburgh and IRISS covering health and social care in Scotland. (Edited publisher abstract)