Search results for ‘Subject term:"learning disabilities"’ Sort:
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Families leading planning: young people and families planning for their transition
- Author:
- -
- Journal article citation:
- Soundtrack, 30, September 2004, pp.14-15.
- Publisher:
- National Development Team
Highlights the person-centred planning tool developed by National Development Team and Helen Sanderson & Associates, specifically for families and young people with learning difficulties involved in transistion. The tool was developed with a funding grant from the Department of Health. Also describes other outcomes from the grant including two launch days and a website.
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.
Constructing adulthood in discussions about the futures of young people with moderate-profound intellectual disabilities
- Authors:
- MURPHY Elizabeth, CLEGG Jennifer, ALMACK Kathryn
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(1), January 2011, pp.61-73.
- Publisher:
- Wiley
This paper investigated how those planning the futures for young people with intellectual disabilities create definitions of adulthood and interpret those in relation to young people’s perceived capacity to plan their own futures. Participants included 28 young people who transitioned from children’s to adult services. Data is composed of interviews with the young people, their carers and transition staff. Findings revealed two distinct views. One considered young people as adults entitled to self-determination, invoking policy injunctions to do so. The other qualified the young people’s adult status and claims to self-determination, emphasising the reality of intellectual disability. The authors concluded that that transition to adult services for those with intellectual disabilities highlights difficulties regarding the relationship between vulnerable young people, families, professionals and society. Reducing these to right and wrong creates an unhelpful context for good decision making. A more constructive approach would include all stakeholders concerning the correct decision.
Families leading planning: looking to the future
- Authors:
- SHORT Alison, SANDERSON Helen, COOK Margaret
- Publisher:
- Families Leading Planning
- Publication year:
- 2004
- Pagination:
- ca. 300p.
This resource is for families looking at Person Centred Planning between the ages 13 - 25, often referred to as “transition” by services. It enables family members to learn from and with other family members and to develop an essential lifestyle plan for and with the persons they care for.
Rainbow's end: transition from school to adulthood
- Author:
- RYAN Tony
- Journal article citation:
- Care Plan, 4(3), March 1998, pp.15-18.
- Publisher:
- Positive Publications/ Anglia Polytechnic University, Faculty of Health and Social Work
Discusses the positive impact of the 1993 Education Act on transitional planning for people with learning difficulties. Argues that traditional ways of planning for people with learning difficulties fail to recognise the complex and unique ways that young people view the transition to adulthood. Reports on some of the findings of a new report published by Values into Action which seeks to address these issues.
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.
The right to advocacy: a review of how local authorities and NHS Boards are discharging their responsibilities under the Mental Health (Care and Treatment) (Scotland) Act 2003
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2018
- Pagination:
- 53
- Place of publication:
- Glasgow
This report investigates access to independent advocacy services for people with mental health problems, learning disability, dementia and related conditions in Scotland. It is based on information received from health boards, local authorities, and from the new health and social care partnerships (HSCPs). The report also investigates whether the integrated children’s services plans of local authorities cover the provision of independent advocacy services for children and young people with mental illness, learning disability or related conditions. The results show that the planning and provision of advocacy services across Scotland is variable and lacks clarity. It found services for adults were often prioritised for those who were receiving compulsory care or treatment .There is a lack of clarity on which organisation is responsible for co-ordinating the preparation of strategic advocacy plans, and on how advocacy providers and people using advocacy services will be involved in planning. The report identifies significant gaps in service provision for children and young people, with some of the services not providing independent advocacy and very restricted eligibility criteria. (Edited publisher abstract)
A survey of consultants in the psychiatry of learning disability
- Authors:
- LINDSEY Mary, FLYNN Adrian
- Journal article citation:
- Psychiatric Bulletin, 27(9), September 2003, pp.342-345.
- Publisher:
- Royal College of Psychiatrists
All 208 consultant members of the Faculty for the Psychiatry of Learning Disability were contacted and asked to complete a questionnaire to provide qualitative and quantitative information about their work and experiences. One hundred and thirty-six consultants responded, giving a 64% response rate. They reported a wide range of clinical, academic and management skills, with 72 having registration in other specialities. Insufficient in-patient provision and problems with discharge were cited by 85% of respondents. There was a wide disparity in the provision of mental health services for children and adolescents with learning dis-abilities and 12 areas reported no services from any source. Although most respondents showed satisfaction with clinical work and professional relationships, there were many concerns about management, commissioning and planning of services. Consultant psychiatrists in the field of learning disability are a broadly skilled group of clinicians with a wide range of responsibilities and areas of expertise, but many are working in services that they see as under-resourced and poorly managed, planned and commissioned. Overall levels of satisfaction are good, particularly in relation to clinical work, peer support and study/academic work.
The CREDO project
- Author:
- JAY Nadine
- Journal article citation:
- Focus, 32, April 2001, pp.15-21.
- Publisher:
- RNIB
Reports on the CREDO Project. A 2-year project aimed at supporting young people between the ages of 13 and 19 who are perceived as having profound and complex impairments. The National lottery Charities Board have funded Circles Network to run two projects, one in England and the other in Northern Ireland. Both projects focus particularly on the move form childhood, which is often a stressful time for young people and their parents.
Permanency planning for children with Down's Syndrome: the adolescent years
- Authors:
- MASON Kathy, SELMAN Peter, HUGHES Mike
- Journal article citation:
- Adoption and Fostering, 23(1), Spring 1999, pp.31-39.
- Publisher:
- Sage
Reports on the third stage of a longitudinal study of 12 children with Down's Syndrome placed for adoption by Barnardo's North East. The children are now aged 12 to 16 years and this article focuses on new issues arising for the children and their families, including the onset of puberty and the dilemmas over what to tell the children about their adoption. Overall the placements continue to prove successful with no breakdowns and a majority of the adoptive parents have subsequently adopted at least one more child with Down's Syndrome.