Search results for ‘Subject term:"learning disabilities"’ Sort:
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Guide of best practice: from the services principles and service responses grant in Wales 2004/05-2006-07 for people with learning disabilities and their families
- Authors:
- WALES. Welsh Assembly Government, LEARNING DISABILITY WALES, MENCAP CYMRU
- Publisher:
- Wales. Welsh Assembly Government; Learning Disability Wales; Mencap Cymru
- Publication year:
- 2008
- Pagination:
- 39p.
- Place of publication:
- Cardiff
This guidance supplemented and expanded the 1994 Guidance and set out the service principles and service responses that authorities should adopt across a range of issues affecting adults and older persons with learning disabilities.
Home to home: a review of family-based respite care in Dyfed
- Authors:
- SWIFT Paul, RANT Gordon, MCGRATH Morag
- Publisher:
- University College of North Wales. Centre for Social Policy Research and Develop
- Publication year:
- 1991
- Pagination:
- 166p.,tables.
- Place of publication:
- Bangor
Review of a project for people with learning difficulties run by Barnardo's in Dyfed.
A comparison of activity levels among adults with intellectual disabilities living in family homes and out-of-family placements
- Authors:
- FELCE David, PERRY Jonathan, KERR Michael
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(5), September 2011, pp.421-426.
- Publisher:
- Wiley
Despite the fact that the majority of adults with intellectual disabilities live in the family home, little research has been done on their quality of life. This paper aims to compare the activities of adults with intellectual disabilities living in family homes with those in out-of-family placements. It examines 2 aspects of the quality of life: the range and frequency of social and community activities; and the extent of participation in family activity at home. The study involved secondary analysis of a dataset produced by merging data from 4 earlier studies. The merged dataset contained information on 30 adult participants living independently, 142 living in family homes, and 559 in staffed homes. Participant characteristics and household and community activity indicators were compared across places of residence. For those living in family or staffed homes, the association between the activity indicators and place of residence after controlling for participant characteristics was examined. The findings showed that the place of residence was a significant factor after controlling for participant differences. People living independently had higher household participation. People living in staffed housing had higher household participation and did more community activities more frequently than people living in family homes. The findings suggest that adults living in family homes may have fewer activity opportunities than those living in supported accommodation.
Am I being forced to marry?: easy read information for people with learning disabilities
- Author:
- RESPOND ACTION GROUP
- Publisher:
- Respond
- Publication year:
- 2011
- Pagination:
- 7p.
- Place of publication:
- London
People with learning disabilities have the right to get married, but they also have the right not to get married. This easy read booklet provides information for anyone who feels they are being or have been forced into marriage.
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.
Research - what's going on in Wales?
- Author:
- NASH Susie
- Journal article citation:
- Llais, 97, Autumn 2010, pp.14-15.
- Publisher:
- Learning Disability Wales
The Learning Disabilities, Autism and Neurodevelopmental research network (LDAN) is funded by the Welsh Office of Research and Development to attract funding to Wales for the benefit of people with learning disabilities, autism and neurodevelopmental disorders. This article describes two questionnaire studies on aspects of family life. The first study looked at fathers’ psychological well-being and examined whether fathers’ ‘acceptance’ was important in how their children’s behaviour problems affected them. Acceptance was defined as meaning taking what was offered without trying to avoid experiences, and has previously been shown to be beneficial to mothers. The questionnaire measured fathers’ acceptance of difficult emotions and thoughts in relation to their children, and also measured the children’s behaviour problems, fathers’ stress, anxiety and depression, and fathers’ positive well-being. The second study looked at the relationships between adults with a learning disability and their brothers or sisters. These relationships are important in terms of current well-being and also in relation to the involvement of brothers or sisters in the future care of their adult sibling with a learning disability. The study used an online questionnaire to measure the amount of warmth, conflict, and rivalry there was in the relationships.
Supporting parents with learning disabilities and difficulties: stories of positive practice
- Author:
- WORKING TOGETHER WITH PARENTS NETWORK
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 2009
- Pagination:
- 20p.
- Place of publication:
- Bristol
This booklet tells the stories of 6 families headed by a parent or parents with learning disabilities or difficulties who have been enabled, with the right support from professionals, to look after their children and safeguard their welfare. The stories aim to give an insight into the complexities of the real lives of parents with learning disabilities and difficulties, and illustrate the positive impact of professionals who provide appropriate, positive, flexible and coordinated support. The stories show that if parents are given support tailored to their particular learning styles and their family’s needs, they can parent effectively, despite the negative expectations and difficulties they face. The work of the services and staff described in these stories illustrates how the aims and provisions of the Children Act 1989 (for England and Wales ) and the Children Act ( Scotland ) 1995 can be put into practice.
People, policies and professionals: a study of learning disability in a small town
- Author:
- SAINSBURY Sally
- Publisher:
- Ashgate
- Publication year:
- 2002
- Pagination:
- 264p.,bibliog.
- Place of publication:
- Aldershot
This ethnographic study uncovers the problems that arise when principles underlying policy are difficult to interpret and are at odds with the culture of the locality within which policy is implemented. Examining one strategy in particular, the All Wales Strategy in relation to people with learning disabilities, the author focuses as much attention on the community of the small Welsh mining town as on the citizens with learning disabilities who are the object of the policy.
Evaluation of a Dynamic Future: final report
- Author:
- CORDIS BRIGHT
- Publisher:
- Cordis Bright
- Publication year:
- 2018
- Pagination:
- 140
- Place of publication:
- London
Final report of the evaluation of a five year project to support and improve the transition process for disabled young people aged 14-25 living in Wrexham and their families. The evaluation ran from September 2017 to August 2018, covering the full five-year period of the project. The evaluation approach included: review of literature; analysis of monitoring and outcomes data; and consultation with young people, their family members, project staff and other local organisations. A total of 199 young people accessed the project between 2013 and 2018, engaging with the project for eight months. The final evaluation found evidence that the project offers person-centred support to young people which is both more intensive and longer in duration than originally anticipated. It also found the support was valued by young people, families and other local organisations, who saw the person-centred practical focus of the project as key strengths. Young people were able to achieve a number of positive outcomes, including: engaging or remaining engaged with education, training and employment opportunities; becoming less socially isolated and developing improved social networks; increasing confidence and independence; and building practical life skills. Estimates produced as part of the evaluation suggest that the project may be achieving net cost avoidance as a result of reducing the number of young people who are NEET of between £3,415,424 and £6,225,024. This equates to a return on investment of between £3.93 and £7.16 for every £1 spent. The report also makes recommendations for the future development of the project. (Edited publisher abstract)
Using the Mental Capacity Act: a resource for families and friends of people with learning disabilities
- Author:
- HOME FARM TRUST
- Publisher:
- Home Farm Trust
- Publication year:
- 2011
- Pagination:
- 53
- Place of publication:
- Bristol
The Mental Capacity Act 2005 sets out what should happen in England and Wales if someone is unable to make decisions for themselves. This information pack is designed to help the family carers of people with learning disabilities understand how the Mental Capacity Act applies to them when: they want to support a member of their family to make a decision; the family carer needs to make a decision or act on a relative’s behalf; and a worker or organisation makes a decision or acts on behalf of their relative. The written material in the pack gives detailed information about what should happen in these situations and recommends sources of further information and advice on specific topics. Sections include: the five principles of the Mental Capacity Act; code of practice of the mental capacity act; involving family; assessing capacity; best interests; transition to adulthood; moving home; getting authority to make decisions; managing finances; welfare benefits appointee; applying to be a deputy; lasting power of attorney; decisions about health care: challenging; safeguarding; deprivation of liberty safeguards; and words and phrases included in this information.