Search results for ‘Subject term:"learning disabilities services"’ Sort:
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Learning disabilities transition pathway competency framework
- Author:
- HEALTH EDUCATION ENGLAND
- Publisher:
- Health Education England
- Publication year:
- 2016
- Pagination:
- 56
- Place of publication:
- Leeds
This framework identifies the skills and knowledge that people providing learning disability services need to know and do when supporting a young person in transition from children's to adults’ services. It aims to support the development of transition teams, which include a range of professions from health, social care, education, employment and the community. The competencies in the framework are organised into nine areas covering: team competencies; leadership competencies; promoting access to services, care coordination and risk management at transition; assessment and treatment planning; enabling health interventions; role support interventions; family and carer interventions; accommodation and welfare interventions; monitoring and measurement. Each set of competencies are mapped to the relevant National Occupational Standards. The Framework will be useful for managers to identify new ways of working and better understand the development needs of staff; help service commissioners describe service models, develop specifications and quality assurance activities; and help education commissioners to develop effective training and development programmes. (Edited publisher abstract)
Your life, your choices
- Author:
- LOGAN Mike
- Journal article citation:
- Llais, 95, Spring 2010, p.20.
- Publisher:
- Learning Disability Wales
A brief description is given of the Your Life, Your Choices project that has been set up to improve transition planning in Torfaen, Monmouthshire and Blaenau Gwent. The team started work in March 2009 and the project will finish in March 2011. The project has 3 transition coordinators who are working with a pilot group of 36 young people with learning disabilities aged 14-25 years. The coordinators are helping each young person to make their own transition plan and ensuring that each young person and their families have the information they need to make a smooth transition into adulthood. They are also trying to ensure that all the other professionals involved are aware of the young person’s transition plan. Training has been organised for some of the young people and professionals involved. This is one of five transition projects that have been set up in Wales. A young people’s video team is producing a DVD and video clips about transition planning which should be useful to other young people and their families as they plan for their transitions into adulthood.
Making and missing connections: learning disability services and the transition from adolescence to adulthood
- Author:
- HUDSON Bob
- Journal article citation:
- Disability and Society, 21(1), January 2006, pp.47-60.
- Publisher:
- Taylor and Francis
The transition from adolescence to young adulthood for people with a learning disability is complex and has not generally been handled well in the UK. The response from Government agencies has been to introduce law, regulation, guidance and good practice guides, but these appear to have only limited effect. Drawing upon evidence from a national study, this article examines explanations for the limited progress in this area. The study in England, funded through the Service Delivery and Organisation R&D programme that focuses on 'continuity of care'. The study, undertaken at the Nuffield Institute for Health at the University of Leeds consisted of two components - people who have suffered a severe stroke, and young people with a learning disability making the transition to young adulthood. It identifies inter-organisational divisions as a crucial factor, and is critical of the ‘top-down’ approach that has characterised policy responses. It is suggested that a person-centred approach based upon Elmore's concept of ‘backward mapping’ provides both a tool for understanding and a model for improved implementation.
Young people with special educational needs/learning difficulties and disabilities: research into planning for adult life and services
- Authors:
- MARTIN K., et al
- Publisher:
- National Foundation for Educational Research
- Publication year:
- 2011
- Pagination:
- 38p.
- Place of publication:
- Slough
The research reported here was commissioned to inform responses to the 2011 Green Paper proposals relating to children and young people with special educational needs or learning difficulties and disabilities. The research project aimed to investigate how young people with special educational needs or learning difficulties and disabilities have been prepared for adult life and services and whether the planning process for this transition could be improved. It involved interviews with 49 professionals, parents and young people from 6 local authorities across England. The report covers the findings about planning for young people's futures, transition to post-compulsory education and/or training, transition to employment, transition to independent life, and developing new approaches to transition. It also sets out conclusions from the research and their implications.
Multi-agency inspection: thematic inspection of services for people with a learning disability in Angus, Dumfries and Galloway, East and West Lothian: accessible summary
- Author:
- SOCIAL WORK INSPECTION AGENCY
- Publisher:
- Social Work Inspection Agency
- Publication year:
- 2010
- Pagination:
- 8p.
- Place of publication:
- Edinburgh
This easy read summary presents the findings from an inspection of services for people with a learning disability in some areas of Scotland. A team of people visited four areas to check up on how good services were for people with a learning disability. The team included people with a learning disability and family carers. The inspection looked at three things in each area: transition; lifelong learning; and work opportunities for people with a learning disability. As part of the process each council and NHS partnership was visited and service users, carers and staff had a chance to say what they thought about services.
The key to successful transition is enablement
- Author:
- WAYMAN Andrea
- Journal article citation:
- Llais, 95, Spring 2010, pp.17-19.
- Publisher:
- Learning Disability Wales
The work of the ELITE Supported Employment Agency Transition Project is described. The agency, which operates throughout the Rhondda, Cynon Taff, Bridgend and Merthyr Tydfil areas in Wales, first obtained funding to operate a transition project for young people with learning disabilities aged 14 to 19 years to experience work experience at the same point in their lives as young people in mainstream schools in 1998. The service has since developed and includes OCN accredited courses, a range of work placements, accredited travel training, part time weekend or after school jobs and employment on completion of education. On average 75 young people a year are enabled to experience vocational opportunities that take them closer to the achievement of employment when they complete their education. A detailed case history of a young man who has benefitted from the project is reported. The author comments that the successes of the young people participating in the project are breaking down barriers with employers and providing a positive image of people with learning disabilities.
Transition partnerships and protocols – do they help planning transition for young people?
- Authors:
- KAEHNE Axel, O’CONNELL Mary Clare
- Journal article citation:
- Llais, 95, Spring 2010, pp.13-16.
- Publisher:
- Learning Disability Wales
Policy in England and Wales has identified transition as a major challenge for social and health services and good collaboration between services is seen as key to adequately supporting young people with learning disabilities at this difficult time in their lives. All learning disabilities services in Wales have been asked to develop robust partnerships between all relevant agencies and parents of young people to create good planning routes and planning practices during transition. Results of an ongoing study being conducted by the Welsh Centre for Learning Disabilities at Cardiff University, to examine all transition protocols that have been written in local authorities in Wales are reported. Twenty one of the 22 local authorities in Wales were found to have transition protocols in place, however a huge variation in the nature and content of these protocols was found. Encouraging findings were that the majority of protocols said something meaningful about the need to involve carers and young people in the planning process and most protocols outlined individual tasks and duties of professionals. However most transition protocols showed lack of involvement of young people and carers as equal partners in the planning process, failed to include external non-statutory agencies in the transition planning process, and showed an absence of robust consent and data sharing arrangements. The study continues to investigate the protocols in 5 local authorities in more detail.
Learning disability services: user views on transition planning
- Authors:
- HUGHES Jane, et al
- Journal article citation:
- Tizard Learning Disability Review, 23(3), 2018, pp.150-158.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore the views of people with learning disabilities on issues associated with continuity of care in the transition from full-time education to adult care and support. Design/methodology/approach: Data collection was undertaken with people with learning disabilities and staff in two advocacy organisations in one area of England in 2012. In total, 19 participants attended three focus groups. Analysis focussed on continuity of care and was guided by the framework approach to qualitative analysis. Findings: Teachers, social workers in children’s services and youth workers were identified as making important contributions to the transition process. Information relating to learning and social development was identified as most important to inform transition planning with less priority accorded to health, communication, and self-care and independence. Participants appeared to value principles which underpin continuity of care. Research limitations/implications: This study provides insights into attributes of continuity of care valued by people with a learning disability. Possibilities of translating these attributes into practice within localities are explored. Findings could be used to inform strategic planning locally to promote service integration thereby contributing to continuity of care within transition planning. Originality/value: Continuity of care in the transition planning process is highlighted in policy guidance with recognition that both practice and procedures require improvement. This research explores areas for development from the perspective of people with learning disabilities. (Edited publisher abstract)
Review of transitions to adult services for young people with learning disabilities
- Authors:
- LUNDY Laura, BYRNE Bronagh, MCKEOWN Paschal
- Publisher:
- Northern Ireland Commissioner for Children and Young People
- Publication year:
- 2012
- Pagination:
- 82p.
- Place of publication:
- Belfast
Young people with learning disabilities continue to encounter significant difficulties on transition from school and from child to adult health and social care. The remit of the project was to provide a critical analysis of transitions to adult services for young people with learning disabilities in Northern Ireland (NI) in the context of: education; employment and training; and health and social care. In addition, the areas of social security, and leisure and transport were identified as important during the course of the project. The report is underpinned by a children’s rights-based approach. The research consisted of: an analysis of children’s rights standards in the context of the study; a review of legislation, policy and literature; and discussions with a variety of stakeholders. The findings reveal issues relating to the general availability, adequacy and appropriateness of provision for young people with learning disabilities in all areas, and the need to join up planning and provision. Provision for young people appears to vary considerably across services and across regions. A number of significant, cross-cutting issues are identified: integrated planning; person-centred planning; consistency in provision across NI; access to information; and the participation of young people in decision making. The report concludes with a number of recommendations for the different areas of practice.
Down's syndrome: the essential guide
- Authors:
- CHITTY Antonia, DAWSON Victoria
- Publisher:
- Need-2-Know
- Publication year:
- 2001
- Pagination:
- 127p.
- Place of publication:
- Peterborough
This guide is for parents with a newly diagnosed Downs syndrome child who are trying to learn more about the condition and for professionals who support families with Downs syndrome children at all different stages in their development. It contains ten straightforward chapters entitled: What is Down’s syndrome; Finding out your child has Down’s syndrome; the early years; education; health matters; enjoying family life; beating stress, sleeping well; finance; working with professionals; and moving towards adulthood. Information and tips are presented to help with accessing services in the UK to effectively support Downs children, young people and young adults. Topics such as the different types of Down syndrome that exist and their characteristics, antenatal screening, pre-schooling, statutory education, health conditions and health checks, the impact on siblings and parents, sleep deprivation, challenging behaviour, benefits and additional financial help, and practical advice on helping parents cope in meetings with professionals are included.