Search results for ‘Subject term:"learning disabilities"’ Sort:
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Examples of individual supported living for adults with intellectual disability
- Authors:
- COCKS Errol, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 20(2), 2016, pp.100-108.
- Publisher:
- Sage
- Place of publication:
- London
Background: This article provides a qualitative account of four models of support for adults with intellectual disability in individual supported living (ISL) arrangements. Materials and Methods: Completion of the first 50 evaluations of 150 arrangements for the third phase of the ISL project provided the examples. Results: Four approaches are described: living alone, co-residency, relationship and host family. Within each type, wide variations occur particularly based on security of tenure, formal and informal support and management variations. Conclusion: Fifty evaluations so far illustrated a wide range of approaches to ISL, providing evidence of the critical importance of the formal and informal support environment and reinforcing the contention that ISL is appropriate for people with high support needs. (Publisher abstract)
Stepping out
- Author:
- PETERS Zelda
- Journal article citation:
- Mental Health Today, April 2011, pp.34-35.
- Publisher:
- Pavilion
- Place of publication:
- Hove
There is currently a shortage of 'step down' or 'step down' services that provide the link between secure hospital or prison settings and independent living. Building Futures, a subsidiary of Turning Point, has developed a programme that involves working with commissioners to build services which fill gaps in care and meet local need. This produces more cost effective, relevant services and prevents out of area placements. The key features of the model are described.
A silver lining
- Author:
- SNELL Janet
- Journal article citation:
- Learning Disability Today, 10(2), April 2009, pp.22-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Following the aftermath of the institutional abuse scandal in Cornwall, alternative accommodation needed to be found for many people with learning disabilities. This article outlines how people with high support needs are now experiencing independent living. Case studies of five individuals are included which illustrate how their lives have improved through supported living and shared ownership.
Housing support for people with learning disabilities
- Author:
- HUDSON Bob
- Journal article citation:
- Community Care, 17.04.08, 2008, pp.32-33.
- Publisher:
- Reed Business Information
Supporting people programmes are part of the personalised care agenda. The favoured model for providing housing and support to people with learning disabilities is some variant of supported housing or independent living. The Supporting People programme aims to improve housing related support to people who need help to retain their tenancies and secure independence. This article summarises the findings of research funded by the Joseph Rowntree Foundation, to examine the impact of the programme on people with learning disabilities in England. Although it reveals that most users are glad to be in their own home, it expresses some problems with the way Supporting people is working in practice.
Love thy neighbour
- Author:
- MAY Malcolm
- Journal article citation:
- Community Care, 25.2.99, 1999, p.6.
- Publisher:
- Reed Business Information
The author explains how consultation with close neighbours helped smooth the way for a staffed housing project for people with learning difficulties.
Stress and the move into community accommodation
- Authors:
- BRAMSTON Paul, CUMMINS A. Robert
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 23(4), December 1998, pp.295-308.
- Publisher:
- Taylor and Francis
The move into community-based supported accommodation for people with an intellectual disability can be exciting and rewarding but also confusing, demanding and perhaps even frightening. This study follows the concerns and stresses of four Australian people with an intellectual disability for five months as they negotiate the trials and rewards of moving out into a flat in the community, with only drop-in support. Implications are drawn from the data for those involved in supporting people with an intellectual disability to move into supported accommodation.
Learning in action
- Author:
- TAYLOR Paul
- Journal article citation:
- Soundtrack, 6, November 1995, p.10.
- Publisher:
- National Development Team
The National Development Team (NDT) has been setting a network of Action Learning Sets of people wanting to learn more about Supported Living and develop it where they live and work.
Who's in control
- Author:
- KINSELLA Peter
- Journal article citation:
- Mencap News, 43, April 1994, pp.6-7.
Explains how the Supported Living Scheme, pioneered in the UK by the National Development Team, can give people with learning disabilities more control over how they live.
Being in control: choice and control of support received in supported living. A study based on the narratives of people with intellectual disability and support staff
- Authors:
- PALLISERA Maria, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 46(2), 2021, pp.164-174.
- Publisher:
- Taylor and Francis
Background: This research aims to study the role of people with intellectual disability in taking decisions regarding the support provided under the supported living model. Method: Interviews were conducted with 13 people with intellectual disability, and six support professionals with experience working in organisations offering personalised support. These covered the person’s pathway, the support received, and their role in controlling this. Interviews were recorded and transcribed, and the data analysed through thematic content analysis in two consecutive phases, one descriptive and one interpretative. Results: While supported living aims to provide personalised solutions to individual needs, support is conditioned to a greater or lesser extent by the assessment professionals make regarding the autonomy of the person with intellectual disability. Conclusions: In order for individuals to make advances in their choice of, and control over, support received, people with intellectual disability must be empowered, and professional practices adapted through training. (Edited publisher abstract)
Staying connected during COVID-19: family engagement with adults with developmental disabilities in supported accommodation
- Authors:
- ARATEN-BERGMAN Tal, SHPIGELMAN Carmit-Noa
- Journal article citation:
- Research in Developmental Disabilities, 108, 2021, p.103812.
- Publisher:
- Elsevier
Background: Enduring family engagement and informal support is crucial to the health and well-being of adults with developmental disabilities (DD) residing in supported accommodation. The COVID-19 pandemic and restrictive measures enforced in residential settings have resulted in changes in daily routine and modified the ways families can interact with and provide support to residents. Yet, the impact of these changes has not been empirically explored. Aim: Explore how family caregivers have interacted with and supported their relatives with DD residing in supported accommodation during the pandemic. Methods: Changes in frequencies of communication modes and types of informal support were measured through a cross‐sectional and anonymous online survey which completed by 108 family caregivers of adults with DD. Results: Most family caregivers adopted remote communication technologies; however, these were not perceived to be effective in filling the gap created by reduced face-to-face contact. While families were able to provide emotional support and advocacy using digital technologies, they were limited in their ability to provide significant social support. Conclusions: Findings may help key stakeholders develop and implement novel strategies and policies to accommodate the changing circumstances and to ensure continuity of family engagement and informal support in the context of COVID-19. (Edited publisher abstract)