Search results for ‘Subject term:"learning disabilities"’ Sort:
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Futures planning, parental expectations and sibling concern for people who have a learning disability
- Authors:
- DAVYS Deborah, MITCHELL Duncan, HAIGH Carol
- Journal article citation:
- Journal of Intellectual Disabilities, 14(3), September 2010, pp.167-183.
- Publisher:
- Sage
- Place of publication:
- London
This study investigated adult siblings of people who have a learning disability. It examines demographics, future plans, parental expectations and concerns over future care. A questionnaire was e-mailed to 200 siblings on the Sibs database, of which 21 questionnaires were returned. A full discussion regarding sibling support was reported by 57% of respondents; 33% stated this discussion had not taken place, and 9% were unsure. Fifty seven percent of participants reported no clear future plan. Where a plan did exist, 33% of respondents suggested it was fully agreeable to both them and their parents. Fifty two percent of respondents reported no difference between their wishes regarding their future role and parental wishes. Analysis revealed three key themes: satisfaction with services, parental influence, sibling concern about the future, futures planning, the impact of the disabled person upon sibling lives, and siblings’ needs. The authors suggest that further qualitative research into issues for siblings of adults who have a learning disability is needed.
What do Joint Strategic Needs Assessments tell us about people with learning disabilities in England?
- Authors:
- BAINES Susannah, HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 20(2), 2015, pp.92-96.
- Publisher:
- Emerald
Purpose: A 2013 analysis of local authority Joint Strategic Needs Assessments (JSNAs) showed that JSNAs were not routinely including information on the numbers and health needs of people with learning disabilities, particularly children. This paper compares the information included in 2013 and 2014 JSNAs. Design/methodology/approach: JSNAs for 141 local authorities in England were sought. Local authorities were contacted when JSNAs were not initially found online. All 137 JSNAs found were analysed for mentions and specific sections concerning people with learning disabilities, and content analysed concerning the specific information they contained. Findings: In total, 72 per cent of JSNAs mentioned people with learning disabilities (vs 82 per cent in 2013); 24 per cent mentioned children (vs 39 per cent in 2013) and 72 per cent mentioned adults (vs 81 per cent in 2013). Overall, 13 per cent of JSNAs included a section on children with learning disabilities (vs 9 per cent in 2013), 65 per cent included a section on adults (vs 48 per cent in 2013) and 11 per cent included a section on older adults (vs 8 per cent in the 2013). More JSNAs contained information on current and projected future populations, health needs, social context and service usage concerning adults with learning disabilities compared to children. There was large regional variation in all these indicators. Originality/value: Further work is needed for JSNAs to contain sufficient information on people with learning disabilities to allow for strategic planning, and for JSNAs to be accessible to the public. (Edited publisher abstract)
Gap years
- Authors:
- WARD Linda, et al
- Journal article citation:
- Community Care, 20.2.03, 2003, pp.34-35.
- Publisher:
- Reed Business Information
Looks at services for young people with learning difficulties entering adulthood. Highlights lack of coordination between children and adult services as a continuing problem. Draws on the findings of research which surveyed young people with learning difficulties about the services they received.
Domains of planning for future long‐term care of adults with intellectual and developmental disabilities: parent and sibling perspectives
- Authors:
- LINDAHL Jane, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(5), 2019, pp.1103-1115.
- Publisher:
- Wiley
Background: Research shows that adults with intellectual and developmental disabilities (IDD) increasingly outlive caregivers, who often struggle to plan for the future and have little support and knowledge surrounding long‐term care planning. Methods: The study team conducted interviews with parents and siblings of adults with IDD and performed qualitative coding using a modified grounded theory to explore domains of future planning and identify barriers and facilitators. Results: Themes from the interviews revealed seven major domains of future planning that should be considered by caregivers of adults with IDD. These domains are housing, legal planning, identification of primary caregiver(s), financial planning, day‐to‐day care, medical management and transportation. Approaches to planning within each domain varied greatly. Conclusions: The study team identified the domain of “identification of primary caregiver(s)” as potentially the most important step for caregivers when planning for the future, but also observed that the domains identified are significantly interrelated and should be considered together. (Edited publisher abstract)
Strategic commissioning of accommodation services for adults with learning disabilities
- Author:
- AUDITOR GENERAL FOR WALES
- Publisher:
- Wales Audit Office
- Publication year:
- 2018
- Pagination:
- 62
- Place of publication:
- Cardiff
This review assesses whether local authorities in Wales have effective approaches to commissioning accommodation for adults with learning disabilities. It included audit fieldwork at five local authorities; analysis of performance and expenditure; and modelling future growth and costs. Based on the findings, the review found that local authorities are generally meeting the accommodation needs of adults with learning disabilities, but existing commissioning arrangements are unlikely to be fit for purpose in the future. It reports that local authorities are underestimating the complexity in meeting the long-term accommodation needs of people with learning disabilities and their carers and need to do more to integrate the services. It also found that commissioning strategies do not always result in cost effective services that meet people's needs. The report estimates that authorities will need to increase investment by £365 million in accommodation in the next twenty years to address a growth in the number of people with learning disabilities who will need housing and the increase in the number with moderate or severe needs. The report makes recommendations to local authorities, in six key areas, including: to continue to focus on prevention by providing effective support at home and a range of step up accommodation; to improve the approach to planning services for the future, and to do more to involve people with learning disabilities and their carers in care planning and agreeing pathways to further independence. (Edited publisher abstract)
The preparing for adulthood review: a good practice toolkit
- Author:
- PREPARING FOR ADULTHOOD
- Publisher:
- Preparing for Adulthood
- Publication year:
- 2015
- Pagination:
- 55
- Place of publication:
- Bath
This toolkit explores how person-centred approaches can help effectively transfer statements and learning difficultly assessments to education and health care plans. The guide focuses on young people who are preparing for adulthood – those aged 14-25 who will be transferring from a statement of special educational needs (SEN) or are receiving support at college following a learning difficulty assessment. It provides suggestions of how to skill up the workforce and use information from EHC plans to inform commissioning and develop the market, explaining how to: have good conversations with young people about their aspirations; use person centred practice to develop good education, health and care plans and transfer statements and learning disability assessments to education, health and care plans; deliver preparing for adulthood reviews from Year 9 as described in the Special Educational Needs and Disabilities Code of Practice; achieve quality planning at scale and develop the workforce; and develop a strategic approach to person centred practice and preparing for adulthood pathways. (Edited publisher abstract)
‘How long are we able to go on?’ Issues faced by older family caregivers of adults with disabilities
- Authors:
- DILLENBURGER Karola, MCKERR Lyn
- Journal article citation:
- British Journal of Learning Disabilities, 39(1), March 2011, pp.29-38.
- Publisher:
- Wiley
As the population ages, the number of older carers of disabled children rises accordingly. This paper reports findings from a study of parents/carers of disabled children asking them about relationships, social support and future planning. These carers are often under a lot of stress because of failing health, financial pressures, bereavement and worry about the future of their sons/daughters. Participants included 29 older parents/cares of 27 adults with intellectual and/or developmental disabilities. They were interviewed to investigate their views and experiences regarding long-term care and service arrangements, health and psychological needs and future planning. Results revealed a serious lack of support, respite care and future planning which caused high stress levels for caregivers. The authors concluded that policy makers and researchers working in this should take into consideration the needs of older caregivers when making future plans for adults with disabilities.
Siblings of adults with developmental disabilities: psychosocial outcomes, relationships, and future planning
- Authors:
- HELLER Tamar, ARNOLD Catherine Keiling
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 7(1), March 2010, pp.16-25.
- Publisher:
- Wiley
As a result of longer lifespan and the aging of their parents, siblings play an increasing role in the lives of people with intellectual and developmental disabilities. In this article, the authors reviewed the literature on siblings of adults with intellectual and developmental disabilities, concentrating on three main questions: what are the psychosocial outcomes of having a sibling with an intellectual and developmental disabilities on the sibling without a disability?; what factors relate to the nature of the sibling relationship?; and what factors relate to future planning, including expected and future relationships when parents can no longer provide care? The authors examined 23 relevant published studies for the period 1970–2008 on adult siblings over 21 years of age that addressed the relationships, psychosocial outcomes, and involvement in future planning. In conclusion, the authors suggest that these studies present a mixed, but positive picture of the psychosocial outcomes of having a sibling with a disability. They also indicate that siblings tend to have long-lasting close relationships with their siblings with a disability and anticipate taking on greater supportive roles as both grow older.
Older carers of adults with a learning disability confront the future: issues and preferences in planning
- Authors:
- BOWEY Laura, McGLAUGHLIN Alex
- Journal article citation:
- British Journal of Social Work, 37(1), January 2007, pp.39-54.
- Publisher:
- Oxford University Press
The Valuing People White Paper (Department of Health, 2001) requires services to secure a plan for all service-users with learning disabilities living with older carers and promises them and their families more choice and control over how and where they live. This paper examines the views of the older carers (aged over seventy) of sixty-two adults with a learning disability about planning for the future. Fifty-six took part in interviews in their own homes and six completed a questionnaire. All carers were white and recruited from one local authority in response to the requirements of the White Paper. Findings indicate that a significant proportion is either not ready or is unwilling to make future plans. Barriers to planning include a perceived lack of need due to the existence of two carers, a lack of awareness of timescales involved in securing housing, difficulties in letting go, a lack of confidence in available housing options, and the existence of mutually supportive relationships. The findings show a need for a proactive approach to information and support provision to enable these families to work through a process of making plans for the future. This is essential to prevent the need for emergency placements in response to crisis and in turn to ensure that adults with learning disabilities have genuine choice and involvement in how and where they live.
Further education for people with learning difficulties: findings
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 1996
- Pagination:
- 4p.
- Place of publication:
- York
The Further and Higher Education Act (1992) brought major changes to the way that continuing education is delivered for adults. The 'Still a Chance to Learn?' Project explored the impact of these changes specifically on adults with learning difficulties. The study found that the Act has had a mixed impact, with younger people and those with less severe learning difficulties often gaining, while the position for those with profound leaning difficulties has worsened.