Search results for ‘Subject term:"learning disabilities"’ Sort:
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Dignity in care: choice and control
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Pagination:
- 13 minutes 30 seconds
- Place of publication:
- London
Everyone has the right to make choices about how they live and how their support is provided. This film shows how people with care and support needs can be supported to have choice and control. Three examples shown are owning a budgerigar; deciding between mince with dumplings or a roast chicken dinner; and going shopping. The young men with learning disabilities who draw up their preferred shopping list travel to town unsupported, buy the food, come back and cook it and then eat it. It's important to take time to understand and know the person, their previous lives and past achievements, and to support people to develop things like ‘life story books'. If you treat people as equals, you can make sure they remain in control of what happens to them. (Edited publisher abstract)
A working life
- Author:
- BROUGHTON Laura
- Journal article citation:
- Learning Disability Today, 14(4), July/August 2014, pp.16-17.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Laura, who has learning disabilities, explains how she has overcome a number of barriers in her life to live independently, work in three part-time jobs as a trainer for Choice Support, as a CQC Expert by Experience, and as a trainer for Paradigm. Laura's story illustrates can be achieved with determination, training and support. (Original abstract)
The use of photovoice with people with intellectual disabilities: reflections, challenges and opportunities
- Authors:
- POVEE Kate, BISHOP Brian J., ROBERTS Lynne D.
- Journal article citation:
- Disability and Society, 29(6), 2014, pp.893-907.
- Publisher:
- Taylor and Francis
Photovoice is part of the growing use of participatory research approaches with people with intellectual disabilities. In this paper we explore the process, opportunities and challenges associated with the use of photovoice with people with intellectual disabilities, illustrated through a research project entitled ‘This Is Me’. Photovoice requires researchers to share power and control in the research process and to tolerate uncertainty. Large investments in time and money are also required. These challenges, however, are outweighed by the benefits of the use of photovoice with people with intellectual disabilities. Photovoice creates a space where people with intellectual disabilities can meaningfully participate and exert control in the research process, and as such is an empowering experience. As a participatory research approach, photovoice is accessible and offers the opportunity for people with intellectual disabilities to develop new skills, confidence and experience inclusiveness in their own terms. (Publisher abstract)
Involving people with intellectual disabilities within research teams: lessons learned from an Irish experience
- Authors:
- IRIARTE Edurne Garcia, O'BRIEN Patricia
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 11(2), 2014, pp.149-157.
- Publisher:
- Wiley
A growing body of literature has shed light into the process of conducting research with people with intellectual disabilities (ID). However, there is limited research on the feasibility of conducting research projects including various groups of people with ID, their supporters, and researchers. This paper reviews three studies conducted with these three groups of people in light of their feasibility, the knowledge generated, and their impact on individual and social change. This study used a reflective analysis focused on the main findings from the three studies, focus groups with people with ID and supporters who conducted the research, and interviews with people to whom the findings were disseminated. The analysis suggested that a team approach including active supporters and experienced researchers was critical to their feasibility. The studies generated knowledge particularly on the perspectives of people with ID on their rights. As a result of participation in these studies, some changes at the individual and social levels occurred, but these were relatively limited. The implications of this analysis for future research are discussed in the context of the implementation of the United Nations Convention on the Rights of Persons with Disabilities. (Publisher abstract)
Friends like these
- Author:
- PENFOLD Julie
- Journal article citation:
- Learning Disability Today, 14(5), September/October 2014, pp.12-13.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Friends 2 Friends, a Lichfield-based user-led support group, is helping people with learning disabilities to overcome social isolation and develop their life skills. The group has over 40 members. Staff and volunteers operate a drop-in centre where members of the group can meet friend, socialise, and learn new skills such as cooking and budgeting. Friends 2 Friends is also involved in initiatives to try and improve the lives of all people with learning disabilities in the area, improving access to bus transport and helping break down barriers with young people. (Edited publisher abstract)
My Rights My Voice
- Author:
- WARNER Karen
- Journal article citation:
- Llais, 111, Summer 2014, pp.14-17.
- Publisher:
- Learning Disability Wales
Reports on the My Rights My Voice project, which is in its last year. The project is three years long and has been run with other European partners. It's overall aim is to provide a course led by trainers with a learning disability to colleagues and service providers on the rights in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). (Edited publisher abstract)
Doing research inclusively: bridges to multiple possibilities in inclusive research
- Authors:
- NIND Melanie, VINHA Hilra
- Journal article citation:
- British Journal of Learning Disabilities, 42(2), 2014, pp.102-109.
- Publisher:
- Wiley
This article reports on a study of how people do research that matters to people with learning disabilities and that involves them and their views and experiences. The study was an attempt to bring together people doing inclusive research so that, collectively, practices could be taken stock of. This would add to the individual reports and reflections on approaches that are already available. In particular, the authors wanted to explore what quality means in inclusive research and how we might best achieve this. Focus groups were used to share and generate knowledge, and the authors recorded, transcribed and analysed the dialogue, looking for themes and answers to core questions. It was found that there are many different ways of doing research inclusively, and a model to describe this is proposed. Reflecting on the findings, the authors argue that it is important to keep a flexible vision of inclusive research and to keep learning and talking together. (Edited publisher abstract)
Contact with primary care: the experience of people with intellectual disabilities
- Authors:
- PERRY Jonathan, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(3), 2014, pp.200-211.
- Publisher:
- Wiley
Background: People with intellectual disabilities experi-ence disparities in their health and health care. Annual health checks are intended to counter such disparity by improving access to primary health care. However, little is known about their experience of having a health check or other types of contact with primary care services. Materials and Methods: The findings of two studies which used focus groups were combined. 102 people with intellectual disabilities participated in the focus groups. Results: Participants' experiences of primary care services generally, and health checks in particular, were positive. However, unanimity was rare on any of the topics discussed and a number of areas of dissatisfaction emerged. Conclusions: Further studies with larger and more representative samples are necessary as feedback from people with intellectual disabilities about their experience of contact with primary care staff might help to enhance GP knowledge about their health requirements. (Publisher abstract)
Working with people with autism: the autistic perspective
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Pagination:
- 11 minutes 56 seconds
- Place of publication:
- London
- Edition:
- Revised
In this film, we see how Scott, a man with autism and learning disabilities, and Marie, a professor with Asperger’s Syndrome, learn to make sense of society, with the support of colleagues and family members. Scott’s parents speak of the rituals he employs to cope with daily life and the behaviours that are triggered when the world does not make sense to him. Marie talks of the challenges she faces in learning the rules of professional communication and the techniques she uses to interact with others and manage her anxieties. She makes the point, however, that these anxieties come about because society does not yet understand people with autism, and disables them as a result.
Key word signing usage in residential and day care programs for adults with intellectual disability
- Authors:
- MEURIS Kristien, MAES Bea, ZINK Inge
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 11(4), 2014, pp.255-267.
- Publisher:
- Wiley
This study aimed to give an account of the prevalence of Key word signing (KWS) and the sign knowledge of adults with intellectual disabilities (ID) and their support staff in Flemish residential programmes (RPs) and day care programmes (DCPs). Communication specialists in all RPs and DCPs for adults with ID in Flanders, the Dutch-speaking part of Belgium, were contacted by phone and were asked whether they used KWS, and if so, whether they were willing to fill out a questionnaire about the KWS use of support staff and clients. Findings show that of 347 RPs and DCPs in Flanders, 85% met the inclusion criteria. Half (51.2%) of these programs used KWS. Of these 152 programs, 93 (61.2%) completed our questionnaire. A quarter (26.6%) of their adult clients with ID used KWS. Most of them knew 10-50 signs, whereas most support staff knew fewer than 10 signs. The presence of a speech and language therapist as well as sign knowledge and attitude of support staff were significantly related to the sign knowledge of their clients. Motivational problems for staff to use KWS were quite common. KWS support should be more widespread and more easily accessible. (Edited publisher abstract)