Search results for ‘Subject term:"learning disabilities"’ Sort:
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Developing the pregnancy support pack for people who have a learning disability
- Authors:
- PORTER Eleanor, et al
- Journal article citation:
- British Journal of Learning Disabilities, 40(4), December 2012, pp.310-317.
- Publisher:
- Wiley
Today, an increasing number of people with learning disabilities have children. They are expected to fit into existing health services and are disadvantaged when presented with complex information regarding pregnancy and birth. However, there is a lack of information in relation to accessible information on antenatal care and consent to medical procedures, despite this being a recommendation by best practice guidelines on working with parents who have a learning disability. This project aims to redress this balance by developing accessible resources for a typical pregnancy. Thematic analysis is used to evaluate the accessibility and acceptability of the resources from a professional and service user perspective, and identified themes are discussed. Results suggest that adapted resources are helpful in supporting parents with learning disabilities to access essential information about their pregnancy and to make informed decisions about their care. They support the interaction between parents and maternity services, resulting in a more effective and efficient care process.
How do women with an intellectual disability experience the support of a Doula during their pregnancy, childbirth and after the birth of their child?
- Authors:
- McGARRY Alison, KROESE Biza Stenfert, COX Rachel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(1), 2016, pp.21-33.
- Publisher:
- Wiley
Background: The aim of this study was to gain insight into the experiences of parents with an intellectual disability who received support from Doulas during pregnancy, birth and following the birth of their child. In addition, the experiences of the Doulas who provided the support were investigated. Materials and Methods: Four women with an intellectual disability who received Doula support were interviewed before and after the birth of their child. Three Doulas were interviewed after the birth about their experiences of supporting women with an intellectual disability. Results: Interview transcripts were analysed using Interpretive Phenomenological Analysis (IPA). Themes were identified from each interview, before an overall analysis of themes from each support phase was undertaken. Conclusions: Pre-natally, the Doula was considered helpful and a reliable source of information about pregnancy. Each mother perceived Doula support as a means of keeping her child in her care. Post-natally, mothers described a trusting relationship with their Doula, who enabled them to make informed choices. Doulas described how they adapted their work to meet the needs of parents with intellectual disability. Being involved in Child Protection procedures was perceived as stressful and challenging. (Edited publisher abstract)
Inclusion and accessibility
- Author:
- BOX Leandra
- Journal article citation:
- Disability, Pregnancy and Parenthood International, 71, Winter 2010, pp.10-11.
- Publisher:
- National Centre for Disabled Parents
As part of the Strengthening Families, Strengthening Communities parent programme, resources were developed to meet the needs of parents with learning disabilities. An overview of the project is provided, with information on developing the accessible manual, recommendations to consider when working with parents with learning disabilities and feedback from the parents themselves. The project was developed by the Race Equality Foundation in partnership with learning disability organisation CHANGE.
Lost in transition
- Author:
- TARLETON Beth
- Journal article citation:
- Community Care, 30.06.05, 2005, pp.38-39.
- Publisher:
- Reed Business Information
This article looks at the key findings from 'The Road Ahead?' review of transition for young people with learning difficulties undertaken by the Norah Fry Research Centre, University of Bristol with young people with learning difficulties from North Somerset People First and the Home Farm Trust, a national service provider. It shows that transition is a confusing and stressful time for them. Young people, their parents and supporters all need clear information about the transition process itself, as well as information regarding the choices and changes.
Mental health services for children and adolescents with learning disabilities: a review of research on experiences of service users and providers
- Authors:
- JACOBS Myrthe, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.225–232.
- Publisher:
- Wiley
Background: Children and young people with learning disabilities experience high rates of mental health problems. Methods: The present study reviewed the literature on mental health services for children with learning disabilities, to identify known models of service provision and what has been experienced as effective or challenging in providing good services. Results: Children with learning disabilities and their parents experience barriers accessing mental health services that are related to a lack of information and perceptions of services as being inadequate. Service providers identified a lack of resources as a barrier to meeting needs. Although positive experiences are also observed, many parents have found services to be inappropriate or overwhelming. Conclusion: Research linking population need to available resources, and service models to services users’ outcomes would be valuable to make clear recommendations on how mental health services can address the needs of this group more effectively. (Publisher abstract)
First impressions: emotional and practical support for families
- Authors:
- WILLIAMS Laura, DAVIES Jill
- Journal article citation:
- Llais, 76, Spring 2005, pp.6-8.
- Publisher:
- Learning Disability Wales
The research report 'First Impressions' from the Foundation for People with Learning Disabilities revealed that many families of children with learning disabilities are not getting the help, information and support they need. Speaking to families in different parts of England and Wales, the project explored the emotional needs of families from the time of their child's diagnosis until the age of five. This article summarises some of the findings.
Choice processes and satisfaction with care according to parents of children and young adults with intellectual disability in the Netherlands
- Authors:
- NEIBOER Anna P., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 36(2), June 2011, pp.127-136.
- Publisher:
- Taylor and Francis
Quality information on care for people with intellectual disabilities has become available in the Netherlands in recent years. However, despite the expressed desire for access to information on care providers, use of the available information seems to fall short of expectations. There is limited information on the decision-making processes and on what influences it. This study was designed design to better understand the effects of providing decision-support information only (services/quality indicators) and providing a combination of information and personal decision-making support (counselling/peer meetings) on the choice process and satisfaction with care. The study population consisted of 147 parents who sought protected living arrangements, assisted daily activities, or both for their child. The form of support affected the choice process, but did not affect satisfaction with care. Decision-support information combined with personal decision-making support led to less frequent switching of care providers and to more satisfaction with choice information. The parents made limited use of online decision-support information, but did use decision counselling. It is concluded that this population is better supported with an intensified personal approach rather than through the currently available generic approach using websites.
Changes and choices: finding out what information young people with learning disabilities, their parents and supporters need at transition
- Authors:
- TARLETON Beth, WARD Linda
- Journal article citation:
- British Journal of Learning Disabilities, 33(2), June 2005, pp.70-76.
- Publisher:
- Wiley
This article provides an overview of the methods and findings of a project, commissioned by the Social Care Institute for Excellence (SCIE), to explore the information needs of young people with learning disabilities, their families and supporters at transition. It describes how a group of young people with learning disabilities were trained in research methods and undertook four focus groups with other young people with learning disabilities in England and Wales. The different kinds of information required are summarized: getting a job, going to college and about the transition process generally, however with different emphaises from each group.