Search results for ‘Subject term:"learning disabilities"’ Sort:
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Changing day services: do you agree?
- Author:
- CAMPBELL Martin
- Journal article citation:
- Journal of Intellectual Disabilities, 16(3), September 2012, pp.205-215.
- Publisher:
- Sage
- Place of publication:
- London
Models of day services for people with intellectual disabilities in Scotland are changing. Buildings-based day services are being replaced increasingly with community-based provision in the form of alternative day opportunities. There has been some concern that a move to more flexible ‘alternative day opportunities’ is driven more by reduced budgets than a policy of modernising day services in response to individual needs. The aim of this study was to rate and collect views on existing day services in Fife, Scotland in order to inform the change process. A total of 60 questionnaires were completed by 36 carers, 18 service users, and 6 care staff. The questions were designed to evaluate day activities, care plans, opening times, transport and the most valued aspects of existing day services. The respondents indicated general satisfaction with existing day services, although half believed that day services should be reviewed. The most valued parts of day services were forming and building friendships, and a safe place to go. Any changes to these services should be responsive to needs and should achieve outcomes that are valued. The day service review process should be robust and transparent so that all views can be heard and the rationale for modernising day services should be clearly explained.
Lived experience and the social model of disability: conflicted and inter-dependent ambitions for employment of people with a learning disability and their family carers
- Authors:
- GIRI Abhrajit, et al
- Journal article citation:
- British Journal of Learning Disabilities, 50(1), 2022, pp.98-106.
- Publisher:
- Wiley
Background: Only 5.9% of working adults with a learning disability are in paid employment and their family-carers are similarly likely to be unemployed, as they continue to take on an extended caring and advocacy role as the welfare state retreats. Despite social policy efforts to stimulate employment for people with a learning disability, there has been little or no progress. Changes in the language of welfare benefit departments seek to use the words once heralded as success for the Disability rights activists and proponents of the social model: such as Inclusion, independence and citizenship. A new definition of the social model of disability utilising Hannah Arendt needs to redefine the "private" sphere of the lived experience of people with a learning disability to allow for a better understanding of the inter-dependencies that exist between people with a learning disability, their family carers and a wider support network. Materials and Methods: Empirical data were collected in a mixed methods study while undertaking a consultation on the future of day services for people with a learning disability in a Local Authority in the north of England, UK. Results: The results reveal high levels of inter-dependence between people with a learning disability and their carers, combined with the continued financial struggle as a lived experience of caring. The study found that barriers in providing care and support restrict the rights of people with a learning disability and their carers to secure employment. Conclusions: There is a need to reconceptualise the social model of disability to more closely resonate with the lived experiences of people with a learning disability and their carers. A newly revised theoretical approach should incorporate the "private" sphere of live acknowledging the inter-dependent, co-produced relationships, between people with a learning disability and their carers to support and enable employment for both people with a learning disability and their carers under the Care Act 2014 (Department of Health, 2014). (Edited publisher abstract)
Centres for people with intellectual disabilities: attendees' perceptions of benefit
- Authors:
- GAJEWSKA Ursula, TRIGG Richard
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(6), 2016, pp.587-591.
- Publisher:
- Wiley
Background: Day and community learning centres aim to provide intellectually disabled people with social support, life skills and greater control over their lives. However, there is little research exploring the benefits of attendance from the perspective of attendees and whether these goals are met. Materials and methods: Unstructured interviews were held with four female and three male participants with a mild level of disability, from an East Midlands Mencap facility. Interviews were transcribed and analysed through the Grounded Theory approach. Results: Themes of social support, life skills, control and self-image emerged from the transcripts. This brief report focuses on issues of self-image and internal control of behaviour and emotion, as these constructs have received less attention within existing literature. Conclusions: Learning centres provide important psychological benefits for people with learning difficulties. These are often less accessible to evaluation, but are nonetheless key outcomes from the perspective of attendees. (Publisher abstract)
Looking at day services in Dorset: recreation and leisure
- Authors:
- SHEPHERD Andrew, WRIGHT Fiona
- Publisher:
- Great Britain. Department of Health. Social Services Inspectorate. South and Wes
- Publication year:
- 1995
- Pagination:
- 7p.
- Place of publication:
- Bristol
Report from two people with learning difficulties who were involved in an inspection of day services in the Dorset area.
Report on inspection of RNID Court Grange, Devon
- Authors:
- DEARNLEY J., FOORD H., HORNE D
- Publisher:
- Great Britain. Department of Health. Social Services Inspectorate. South West Re
- Publication year:
- 1992
- Pagination:
- 24p.,diags.
- Place of publication:
- Bristol
Looks at the families surveyed; help in the home; respite care; day opportunities; accommodation; and overall satisfaction.
The big conversation report
- Authors:
- JOHN Debbie, CATLEY Angela
- Publisher:
- Community Catalysts
- Publication year:
- 2021
- Pagination:
- 22
- Place of publication:
- Harrogate
A review of what people do in the day and daytime support for people with a learning disability and/or autism in Merton, referred to as the Big Conversation. The report is informed by an engagement process that took place between May and July 2021 and was designed to hear from people who have a stake or interest in daytime support for people with a learning disability and/or autism in Merton. In total 381 people contributed to the Big Conversation. Almost 70% of these were people with lived experience of learning disability and/or autism. Lots of people did more than one thing during the week. They did different things at different times. Lots of people liked day centre, school or college. Friends and family were important to most people with sports teams and helping people also mentioned regularly Key findings: 81.5% of respondents were satisfied with the support they get during the day. 63% of families of adults said that the day services offer what their family member needs very well or well. An interactive version of this report is also available and linked to this record. (Edited publisher abstract)
Social inclusion and intellectual disability in Ireland: Social inclusion co-ordinators’ perspectives on barriers and opportunities
- Authors:
- KENNY Antonia, POWER Martin
- Journal article citation:
- Scottish Journal of Residential Child Care, 17(4), 2018, Online only
- Publisher:
- Department of Social Work. University of Strathclyde.
Social inclusion is a cornerstone of policy for individuals with disabilities. Yet, studies have shown that in spite of positive developments, meaningful social inclusion remains a challenge. In Ireland, a number of policies have been enacted in recent years to promote social inclusion. In 2011, ‘Time to move from congregated settings – A strategy for community inclusion’ (2011), was introduced and sought to move individuals from congregated settings into the community. This was quickly followed by ‘New Directions’ (2012), which promoted the use of community supports to expand choice and inclusion. Implementation however has confronted a number of challenges. Against this backdrop, this study explored social inclusion co-ordinators’ perspectives of social inclusion, barriers and facilitators. Two semi-structured group interviews were conducted with eleven co-ordinators in two day services. These coordinators have a particular remit to promote social inclusion in the day service they work in. The interviews were analysed thematically and two key themes emerged: a disconnect between the policy goals and lived experience, and barriers to meaningful social inclusion. (Edited publisher abstract)
Group-based cognitive-behavioural anger management for people with mild to moderate intellectual disabilities: cluster randomised controlled trial
- Authors:
- WILNER Paul, et al
- Journal article citation:
- British Journal of Psychiatry, 203(4), 2013, pp.288-296.
- Publisher:
- Cambridge University Press
A cluster-randomised trial of group-based 12-week cognitive-behavioural therapy (CBT), which took place in day services for people with intellectual disabilities and was delivered by care staff, was evaluated to assess its effectiveness as an intervention for anger management in people with intellectual disabilities. Participants were 179 service users identified as having problems with anger control randomly assigned to either anger management or treatment as usual. Participants were recruited from services in parts of Scotland, England and Wales. Assessments were conducted before the intervention, and at 16 weeks and 10 months after randomisation. The intervention had only a small, and non-significant, effect on participants’ reports of anger on the Provocation Index, the primary outcome measure. However, keyworker Provocation Index ratings were significantly lower in both follow-up assessments, as were service-user ratings on another self-report anger measure based on personally salient triggers. Both service users and their keyworkers reported greater usage of anger coping skills at both follow-up assessments and keyworkers and home carers reported lower levels of challenging behaviour. The intervention provides evidence of the effectiveness of a CBT intervention for this client group and demonstrates that the staff who work with them can be trained and supervised to deliver such an intervention with reasonable fidelity. (Edited publisher abstract)
Activity, aging, and retirement: the views of a group of Scottish people with intellectual disabilities
- Authors:
- JUDGE Joe, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 7(4), December 2010, pp.295-301.
- Publisher:
- Wiley
The structuring of daytime activities for older people with intellectual disabilities is often at odds with the views or needs of the people involved with these activities. The aim of this study was to understand the perceptions of people with intellectual disability with respect to the mandatory retirement from attending day centres. The participants were drawn from two Scottish local authorities, where local policy dictates that when an adult reaches the age of 65 they must retire from day services. Semi-structured interviews were conducted with 16 adults aged 41 to 64 and the resultant transcripts subjected to interpretive phenomenological analysis. Five themes emerged from the analysis: the importance of activity; the day centre as a social hub; confusion concerning retirement; desire for continuity; and the value of independence. The adults placed great value on participation in daytime activity and on attendance at local authority-run day centres. They wished to remain active well into old age and wished to contribute to their local communities. Disconcertingly, the participants highlighted the difficulties with their understanding of retirement and those who demonstrated a level of understanding felt that they had a disconnected role in the process. The article suggests that the provision of daytime activity for older people with intellectual disabilities should be scrutinised closely with respect to what people do as retirees and how they prepare for a change in lifestyle.
Getting there and back: consultation with users of transport services to Newham Social Services day centres
- Author:
- CRAW Marc
- Publisher:
- Newham. Social Services Department
- Publication year:
- 2000
- Pagination:
- 25p.,tables.
- Place of publication:
- London
As part of the Best Value consultation process, this survey looks at user and centre manager satisfaction with transport services to and from day centres.