Search results for ‘Subject term:"learning disabilities"’ Sort:
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Using photovoice to include people with profound and multiple learning disabilities in inclusive research
- Author:
- CLULEY Victoria
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.39-46.
- Publisher:
- Wiley
Background: It is now expected that projects addressing the lives of people with learning disabilities include people with learning disabilities in the research process. In the past, such research often excluded people with learning disabilities, favouring the opinions of family members, carers and professionals. The inclusion of the voices of people with learning disabilities is a welcome and much needed change. While there has been many valuable inclusive researches carried out in the past 10–15 years, much of this research has included people with mild and/or moderate learning disabilities. Far less published research has included people with profound and multiple learning disabilities. Materials and Methods: This research article outlines how the visual method ‘photovoice’ can be successfully used to include people with profound and multiple learning disabilities in the research process. Results and discussion: It is argued that inclusive research is often limited by the choice of research methods, which result in the exclusion of people with profound and multiple learning disabilities from the research process. The article advocates a mediated and flexible approach to inclusive research that embraces and supports the needs of all involved. A practical example of photovoice research with people with learning disabilities demonstrates how this can be achieved. Conclusion: When planning inclusive research, researchers should be mindful of both the variety of needs that people with learning disabilities can bring to the research process and the need to tailor methods to these needs. Such action requires a flexible approach to the inclusive research process. (Publisher abstract)
Commentary on “An audit of an Intensive Interaction service”
- Author:
- BAKER Peter
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.117-120.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on “An audit of an Intensive Interaction service”. Design/methodology/approach: Drawing on the literature regarding other related person-centred approaches and clinical and research experience, an argument is made that people with profound intellectual and multiple disabilities are particularly at risk when service innovation does not account for their unique needs. Findings: Practice and service models need to specifically account for the needs of people with profound intellectual and multiple disabilities. Originality/value: The commentary draws attention to the importance of implementation and seeks to draw lessons from well established, service wide approaches for people with intellectual disabilities. (Publisher abstract)
Housing for people with a learning disability
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2012
- Pagination:
- 50
- Place of publication:
- London
This report describes the current housing situation for people with a learning disability in England and Wales. It draws on the findings to two research projects to provide a picture of where people live now and what the future may look like for them in terms of their housing. It identifies the barriers to people living independently, from the way local authorities prioritise social housing to the lack of specialist housing for people with profound and multiple learning disabilities. It also looks at the impact of the Welfare Reform Act 2012 and suggests that the reforms will see greater numbers of people with a learning disability losing their independence. The report recommends the development of national strategy on housing for people with learning disability and for all local authorities to include specific plans for people with a learning disability in their housing strategy. The report aims to support decision-makers on issues relating to the provision of housing for people with a learning disability in England. (Original abstract)
A vicious circle: visual impairment in people with learning disabilities
- Authors:
- STANFORD Penelope, SHEPHERD Gary
- Journal article citation:
- Nursing Times, 9.8.01, 2001, pp.36-37.
- Publisher:
- Nursing Times
Visual problems in people with learning disabilities can lead to further disablement and lowered self-esteem. Suggest ways in which nurses can counteract this.
Demonstrating control of decisions by adults with learning difficulties who have high support needs
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2001
- Pagination:
- 4p.
- Place of publication:
- York
Choice and control are at the heart of developments for people with learning difficulties. The recent White Paper, Valuing people: A new strategy for learning disability for the 21st century, acknowledges this in its key principles. People with high support needs (who may be labelled as having severe or profound learning difficulties and may also have physical and sensory impairments) may find themselves excluded from these developments. Research by Values Into Action investigated how decision-making can be supported and demonstrated.
Whose fight is it?
- Author:
- LEWIS Christina
- Journal article citation:
- Community Care, 26.3.98, 1998, p.26.
- Publisher:
- Reed Business Information
The author talks to parents of children with learning difficulties who find themselves torn between their own needs and their responsibilities to their children.
Paradigms in intellectual disability: compare, contrast, combine
- Authors:
- BURTON Mark, SANDERSON Helen
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 11(1), 1998, pp.44-59.
- Publisher:
- Wiley
Four relatively distinct traditions in work with people with intellectual disability are identified: ordinary living/normalisation, functional, behavioural and developmental. These approaches are analysed as paradigms which could be incompatible or compatible. The paradigms are explored in relation to a profoundly disabled man, whose case illustrates the complementarity of these approaches. It is suggested that the ordinary living paradigm is best seen as a basic guide to direction with the other paradigms feeding into it to help chiefly with implementation. However, the possibility is raised that rather than the co-existence of different paradigm, what is really being sought here is a new and super-ordinate paradigm that still awaits its full development.
Occupational therapy empowering support workers to change how they support people with profound intellectual and multiple disabilities to engage in activity
- Authors:
- HAINES David, WRIGHT Jonathan, COMERASAMY Huguette
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 15(4), 2018, pp.295-306.
- Publisher:
- Wiley
People with profound intellectual and multiple disabilities may not always be well supported to engage meaningfully in activity at home, an injustice impacting on well‐being and quality of life. Research sought better understanding of how occupational therapists work to improve the quality of this support, in particular, how they encourage support workers and managers to adopt recommendations. A single, purposively selected, case of supporting engagement in activity at home was investigated using a critical ethnographic case study methodology from an interpretivist and social constructionist stance. An occupational therapist worked with five people with severe and profound learning disabilities and their support workers over one year. Data were collected using ethnographic methods (participant observation, interviews and document analysis) and analyzed using an emergent systematic strategy (formal coding and categorisation, alongside intuitive and affective analysis) and NVivo qualitative data analysis software. The case's story (illustrated by an ethnographic vignette constructed from the data) highlights challenges encouraging others to follow recommendations as intended. It has two overarching themes: the impact of shifting support and leadership cultures; and characteristics of occupational therapy, seeking in particular to create and sustain cultural change by working with support workers in a collaborative and empowering way. To overcome the impacts of organisational culture on how support is given (thereby improving the quality of lives of people with profound intellectual disabilities) professionals need to collaborate with support workers. Occupational injustices they arguably may face, in particular risk of burnout where their roles are conflicting or ambiguous, may also need to be addressed. Implications are suggested for health and social care professionals working indirectly through support workers of people with profound intellectual disabilities (and others with high support needs) and for the education and training of these professionals. (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)
Short breaks support is failing family carers: reviewing progress 10 years on from Mencap's first Breaking Point report
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2013
- Pagination:
- 49
- Place of publication:
- London
Updates the findings of an earlier Mencap report to investigate whether recent policy initiatives have improved the availability and provision of short breaks provision for people caring for family members learning disabilities. It also examines the extent to which cuts to central and local budgets have impacted on services. A total of 264 family carers responded to a survey on short breaks provision and caring. Freedom of Information requests were also sent to 152 local authorities in England that provide social services. The survey found that 8 out of 10 family carers have reached breaking point due to the lack of short breaks. Families also felt that services they were not having regular assessments and that services were not meeting their needs. The lack of access to short breaks has also a serious impact on family carers, such as stress or having to give up work. The report includes quotes from family carers who responded to the survey. Recommendations are also made for local authorities, central government and service providers. (Original abstract)