Search results for ‘Subject term:"learning disabilities services"’ Sort:
Results 1 - 10 of 12
Changing childhoods? The same as you? National Implementation Group: report of the Children's Sub Group
- Author:
- SCOTLAND. Scottish Executive
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2006
- Pagination:
- 121p.
- Place of publication:
- Edinburgh
This report, one of a series of supplementary reports to The same as you? review of services for people with learning disabilities focuses on improving services and supports for children and young people with learning disabilities and with autism spectrum disorder in Scotland.
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.
Stronger together: family event
- Authors:
- BRINGING US TOGETHER, RESPOND
- Publisher:
- Bringing Us Together
- Publication year:
- 2016
- Pagination:
- 35
- Place of publication:
- Halifax
Summarises the main themes discussed at an event held for families who had children and young people in Assessment and Treatment Units, or who had recently had them in there. The event aimed to find out where the issues began, what support had been available, what support was needed and also what recommendations they had. The event was attended by 29 parents from across the England. The findings are discussed around 14 themes covering issues families raised and recommendations based on the solutions they identified. The themes cover: social care and local services; special education needs, personalisation, legal support and information, parents being blamed rather than seen as a resource, lack of understanding of autism, criminal justice, mental health, the complaints, care and treatment reviews, medication, staffing and assessment treatment units, and the discharge experience. Based on the findings of the event the report makes a series of recommendations. (Edited publisher abstract)
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.
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)
Learning disabilities and behaviour that challenges: service design and delivery
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2018
- Place of publication:
- London
This guideline covers services for children, young people and adults with a learning disability (or autism and a learning disability) and behaviour that challenges. It is based on the principle that children, young people and adults with a learning disability and behaviour that challenges should have the support they need to live where and how they want. It aims to promote a lifelong approach to supporting people and their families and carers, helping local areas to move their focus towards prevention and early intervention and minimising inpatient admissions. The guideline recommends ways of designing and delivering services that: help people to have a good quality of life, maximise people's choice and control, promote person-centred care and support, and identify when children, young people and adults are at risk of developing behaviour that challenges, so that support can be offered as early as possible. Specific recommendations cover strategic planning and infrastructure to achieve change, enabling person-centred care and support, early intervention and support for families and carers, carers break services, services in the community, and staff skills and values. The guideline should be read alongside the NICE guideline 11 on challenging behaviour and learning disabilities: prevention and interventions. (Edited publisher abstract)
These are our children: a review by Dame Christine Lenehan Director, Council of Disabled Children
- Author:
- LENEHAN Christine
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2017
- Pagination:
- 37
- Place of publication:
- London
An independent review which examines the care of disabled children and young people with challenging behaviour and complex needs which involve mental health problems and learning disabilities and/or autism. The review was commissioned by the Department of Health and carried out by the Director of the Council for Disabled Children. The review drew evidence from civil servants, clinicians, managers, parents and young people. The findings cover following areas: children’s rights; articulating vision of care; what a good model of care should look like; the leadership and professional responsibility required to implement the model; supporting parents and families; developing coherent strategy within the system; commissioning; and the workforce. The review found that despite a number of Government initiatives, there is not a clear vision for the treatment of children with complex needs involving challenging behaviour and a mix of mental health problems, learning disabilities and autism. It makes 11 recommendations for government departments and partners at a national level on how to improve the system. These include better human rights for disabled children with complex needs; the development of an effective model of care; named keyworkers for children in an in-patient setting, or at risk of going into one; and better commissioning of services in local areas. (Edited publisher abstract)