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England’s most disadvantaged groups: people with learning disabilities
- Author:
- EQUALITY AND HUMAN RIGHTS COMMISSION
- Publisher:
- Equality and Human Rights Commission
- Publication year:
- 2016
- Pagination:
- 11
- Place of publication:
- London
This spotlight report focusses on the experiences of people with learning disabilities, drawing on the findings from Is England Fairer? (Equality and Human Rights Commission, 2016). It examines the experiences of people with learning disabilities in relation to education, work, health and care, and prisons. There is increased recognition of the disadvantages that people with learning disabilities face. However, change has been slow and many people with learning disabilities are still ‘cared for’ rather than ‘supported with’. The result is that many learning disabled people are still excluded and continue to face inequality in every aspect of their lives. The report indicates that a greater number of learning disabled people are currently in higher education than in previous years. However, six months after qualifying, leavers with a specific learning disability were less likely to be in full-time work. People with learning disabilities have also considerably poorer health than the general population and they are not correctly identified and supported by the criminal justice system. (Edited publisher abstract)
Achievement in non-accredited learning for adults with learning difficulties: report of the scoping study
- Authors:
- MAUDSLAY Liz, NIGHTINGALE Christine
- Publisher:
- National Institute of Adult Continuing Education
- Publication year:
- 2004
- Pagination:
- 48p.
- Place of publication:
- Leicester
This publication focuses on the recognition of progress made by adults with learning difficulties in non-accredited areas of learning. It contributes to the development projects on Recognising and Recording Progress and Achievement (RARPA) in Non-accredited Learning, led by the National Institute of Adult Continuing Education (NIACE) and the Learning and Skills Development Agency (LSDA) and funded by the Learning and Skills Council (LSC). This publication is the result of an investigation by NIACE into the issues for both providers and learners with learning difficulties in recognising and recording achievements. It identifies issues through a literature review as well as a survey of post-age-16 learning providers. It investigates the curriculum design of learning programmes available to learners with learning difficulties; the learners' needs and expectations; identification of learning objectives which meet the outcomes of the programme, the group and the individual learner; formative assessment processes; and the recognition of student progress and achievement. The study indicates the dedication of many learning providers in attempting to recognise and record the progress and achievements of students with learning difficulties, but highlights that increased understanding of the situation is necessary, as a collaborative institutional and sectoral response to the issues outlined in this publication is still required.
Independent living for the most excluded: case studies of local authorities and third sector organisations working together to help vulnerable groups into homes and jobs
- Authors:
- GREAT BRITAIN. Cabinet Office. Office of the Third Sector, GREAT BRITAIN. Cabinet Office. Social Exclusion Taskforce
- Publisher:
- Great Britain. Cabinet Office
- Publication year:
- 2010
- Pagination:
- 20p.
- Place of publication:
- London
The socially excluded adults public service agreement (PSA 16) aims to ensure that the most socially excluded adults are offered the chance to get back on a path to a more successful life, by increasing the proportion of at-risk individuals in settled accommodation and in employment, education or training. PSA 16 focuses on 4 client groups who are particularly vulnerable to multiple forms of disadvantage: care leavers; offenders under probation supervision; adults in contact with secondary mental health services; and adults with moderate to severe learning disabilities. In 2009 the Office of the Third Sector and the Social Exclusion Task Force investigated 4 places where local authorities have used Supporting People funding to help individuals from PSA 16 groups into jobs and homes, to inform understanding of the third sector organisations which provide these services. This publication describes these 4 case studies, sketching the organisational structures in each place and the ways they help PSA 16 groups and giving contact details for each. The case studies are: Norwood in partnership with Redbridge Local Authority working with adults with learning disabilities; Foundation Housing with Leeds City Council working with ex-offenders; Tyneside Cyrenians and Newcastle City Council working with ex-offenders and people with mental health problems; and St Basils and Birmingham City Council working with young people who have been in care.
Sexual abuse by design: an examination of the issues in learning disability services
- Authors:
- McCARTHY Michelle, THOMPSON David
- Journal article citation:
- Disability and Society, 11(2), 1996, pp.205-217.
- Publisher:
- Taylor and Francis
This paper is based upon ideas developed by the authors during their past 6 years work on issues of sexuality and sexual abuse in a wide range of learning disability settings in Britain. Argues that some features of service design in themselves make sexual abuse more likely to occur. Suggests ways of reducing risk, which should work alongside the more usually suggested educative approaches to individuals and groups of vulnerable people.