Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning disability services efficiency project: delivering savings in learning disability services
- Publication year:
- 2014
- Pagination:
- 20
- Place of publication:
- London
The Learning Disability Services Efficiency Project was set up by the Local Government Association in 2014 to enable local authorities to develop and share new and innovative approaches to making savings in learning disability services. Five councils were selected to take part in the project: London Borough of Barking and Dagenham, Cumbria County Council, Darlington Council, Kent County Council and Wiltshire Council. This report provides a summary of each pilot sites after six months of the programme. Short case studies are included throughout. The report also builds on the findings from the Adult Social Care Efficiency (ASCE) programme to draw out some initial messages for adult social care: reducing costs, reducing demand and ongoing challenges. (Edited publisher abstract)
The future need for social care services for adults with disabilities in England 2012-30
- Author:
- NATIONAL INSTITUTE FOR HEALTH RESEARCH. School for Social Care Research
- Publisher:
- NIHR School for Social Care Research
- Publication year:
- 2012
- Pagination:
- 4
- Place of publication:
- London
Researchers at the Centre for Disability Research (CedR), Lancaster University collected information about the assessed level of eligibility for samples of children aged 14-16 identified as having special educational needs (SEN), and explored the relationship between SEN and disability. The aim was to estimate changes in the need for social care services for adults with disabilities in England between 2012 and 2030. The project builds on and extends the research team’s previous work on estimating future need for social care services among adults with learning disabilities over the time period. This summary of the research notes that estimates are based on “need” rather than “demand”; and that changes in demand are likely to outstrip changes in need because of the reduction in the capacity of informal support networks to provide care. (Edited publisher abstract)
Estimating the future need for adult social cares services for people with learning disabilities in England
- Authors:
- EMERSON Eric, HATTON Chris
- Publisher:
- Lancaster University. Centre for Disability Research
- Publication year:
- 2008
- Pagination:
- 19p.
- Place of publication:
- Lancaster
This research, commissioned by the Learning Disability Coalition, shows that the demand for services for people with learning disabilities is increasing by between 3.2% and 5.5% per year which exceeds the government estimate of 1% per year. It is suggested that there will be sustained growth in the need for social care services for adults with learning disabilities from 2009-2026.
‘Love makes me feel good inside and my heart is fixed’: what adults with intellectual disabilities have to say about love and relationships
- Authors:
- McCARTHY Michelle, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, early cite May 2021,
- Publisher:
- Wiley
Background: Adults with intellectual disabilities have historically been hindered, rather than supported, in their desire to form loving relationships. This paper sought to explore with them what kinds of support they wanted in the 21st Century. Method: Semi-structured in-depth interviews were conducted with 40 adults with intellectual disabilities in the United Kingdom. Results: Participants placed a high value on having a partner and being supported to maintain and develop a loving relationship. The factors which constrained them in achieving this included a lack of social opportunities, barriers created by social care services and limits on them exercising autonomy. Facilitating factors included access to specialist dating agencies, strong family and staff support and opportunities to learn about relationships. Conclusions: The importance of a loving relationship as a source of pleasure and meaning in the lives of adults with intellectual disabilities who are often disadvantaged in many other spheres of life is emphasised. (Edited publisher abstract)
Managing demand for social care among adults with intellectual disabilities: a systematic scoping review
- Authors:
- ROJAS‐GARCIA Antonio, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(2), 2020, pp.111-125.
- Publisher:
- Wiley
Background: Demand for formal social services support for adults with intellectual disabilities is increasing internationally. Initiatives which empower individuals with intellectual disabilities to improve their health, develop living skills or manage chronic illnesses may promote independence and reduce unnecessary dependency on social services. Methods: A “preventative framework” to managing demand comprising several domains was developed from existing literature to guide the search strategy. Results: Fourteen papers related to three domains in the predetermined preventative framework were selected for inclusion in the review, including twelve economic studies. Outcomes included measurement of care needs, and cost‐comparison between social care models or cost‐effectiveness of interventions. Due to the heterogeneity, the present authors were not able to quantitatively synthesize findings. Conclusions: The present authors conclude that evidence linking initiatives across sectors to demand for adult social care is lacking. The present authors identify several gaps in the literature and make recommendations for future research and data recording in practice. (Edited publisher abstract)
Social care for adults aged 18-64
- Authors:
- IDRISS Omar, ALLEN Lucinda, ALDERWICK Hugh
- Publisher:
- Health Foundation
- Publication year:
- 2020
- Pagination:
- 48
- Place of publication:
- London
An analysis of publicly available data to understand the social care needs of younger adults in England, how they differ from those of older people, and how these needs are changing. The analysis explores: system context - what the social care system for younger adults looks like; care needs - including data on self-reported disability and levels of care needs; system performance - how well the social care system cares for younger adults and their carers; and outcomes - including data on the quality of life for service users and unpaid carers. The document reports that people aged 18–64 with learning disabilities, mental health problems, and other social needs make up around a third of care users accessing long-term support in England and over half of local authority spending on social care. Key findings from the analysis show that: the number of younger adults with care needs is growing but the number of people accessing public support has fallen; quality and outcomes for younger adults accessing social care vary; workforce problems are chronic across the social care system, with learning disability nursing courses struggling to attract students. Unpaid carers of younger adults also experience worse outcomes in some areas than carers of older people, for example they are more less likely to be satisfied with services and more likely to report financial difficulties. The report concludes that policies to reform adult social care will not be successful unless they understand and address the needs of younger adults. The report identifies five implications for policy based on the data in the analysis. (Edited publisher abstract)
Transition from school to adult services for young people with severe or profound intellectual disability: a systematic review utilizing framework synthesis
- Authors:
- JACOBS Paula, MacMAHON Kenneth, QUAYLE Ethel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(6), 2018, pp.962-982.
- Publisher:
- Wiley
Background: The transition to adulthood has been described as a difficult time in the lives of young people with intellectual disability. There has been little emphasis on young people with severe or profound intellectual disability specifically, even though their pathways may differ, due to greater support needs across the life course. Methods: A systematic review was conducted utilising Bronfenbrenner's ecological model to inform framework analysis to synthesise qualitative findings.Results: Taking an ecological perspective proved valuable. The transition process was described as stressful and barriers were identified across the ecological levels. Parents accounted for the majority of participants in studies, and the needs of young people and their parents emerged as highly interdependent.Conclusion: Themes reflect the complex nature of the question what adulthood should look like for individuals with severe or profound intellectual disability. There is a lack of involvement of multiple stakeholders and young people themselves within studies. (Publisher abstract)
Resource allocation priorities in social care for adults with a learning disability: an analysis and comparison of different stakeholder perspectives
- Authors:
- DAVIES Sue, et al
- Journal article citation:
- Tizard Learning Disability Review, 20(4), 2015, pp.199-206.
- Publisher:
- Emerald
Purpose: How resources for social care are allocated to individual service users has long been a concern. There are debates regarding the priority given to certain needs in Resource Allocation Systems (RASs). The purpose of this paper is to compare the views of adults with a learning disability and Directors of Adult Social Care regarding their priorities for resource allocation with priorities arising from observed resource allocation decisions. Design/methodology/approach: In a consultation workshop, 12 adults with learning disabilities were asked to rank the perceived importance of eight needs-related outcomes. Directors of Adult Social Care completed an online questionnaire concerning the distribution of resources across the same eight outcomes. Actual resource allocation data from 11 local authorities were also modelled against these outcomes. A variable importance metric (the percentage contribution of each outcome to predicting costs) was used to rank the importance of these outcomes in terms of determining actual resource allocation. Findings from these data collections were compared. Findings: There were discrepancies between the views of adults with a learning disability, the perspectives of Directors and actual resource allocation data. Whereas adults with a learning disability perceived psychological well-being as most important, Directors and actual resource allocation data stressed the importance of activities of daily living and carer burden. Originality/value: This analysis will prove useful in understanding the concerns of adults with a learning disability and whether these are adequately addressed by current RASs. (Publisher abstract)
Transition for teenagers with intellectual disability: carers' perspectives
- Authors:
- BHAUMIK Sabyasachi, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(1), March 2011, pp.53-61.
- Publisher:
- Wiley
Teenagers with intellectual disabilities have significantly more health problems than the rest of the population and many encounter difficulties accessing the services they need during the transition from children's to adult services. This multidisciplinary, interagency study was undertaken in Leicester city, Leicestershire County and Rutland County. Its main aims were to estimate the number of teenagers with intellectual disability between the ages of 16 and 19 and their levels of mental and physical health care needs, to identify their carers' perceptions of the transition process to adult services, and to make recommendations on addressing unmet needs. A mapping exercise was used to identify teenagers with diagnosed intellectual disabilities, and face-to-face semi-structured interviews were carried out with the carers of 24 teenagers. The article describes the study and presents results, including demographic characteristics, the pattern of disabilities, a comparison of health problems of Caucasians and South Asian teenagers, and key issues reported by carers. Most of the teenagers had significant levels of intellectual disabilities, multiple problems, required constant supervision, and were using a range of health, social care and education services. However, their carers still reported unmet needs and 50% had difficulty in accessing services. Different patterns of service use and unmet needs were found among the ethnic groups identified in the sample. Carers were concerned about lack of information concerning transition planning and adult services and wanted earlier, more coordinated transition planning, and the researchers noted the need for quality information and validated standardised tools that could be used for transition planning.
Building effective support for learning disabled parents
- Author:
- GORE Nick
- Journal article citation:
- Community Care, 18.11.10, 2010, pp.34-35.
- Publisher:
- Reed Business Information
The study, 'Being a family: parents with learning disabilities in Wales', published by Learning Disability Wales, conducted interviews with eleven parents who had learning disabilities and the professionals who support them. Parents with learning disabilities reported mixed experiences of services. The study also highlighted what parents felt was good support. The article looks at how the findings could inform better practice.