Nursing and Residential Care, 15(3), 2013, pp.161-167.
Publisher:
MA Healthcare Ltd.
Place of publication:
London
This article is based on the diploma course PD OP 2.1 Level 2 ‘Understanding physical disability’. This optional unit is designed to provide health and social care workers with the knowledge to understand the concept of physical disability and the importance of promoting independence and social inclusion for individuals with physical impairments. People with physical disabilities are entitled to the same aspirations and life chances as other people, such as rights to education, employment, housing, health care, and social activities. The role of the health and social care practitioner should be one of support, empowerment and to enable individuals to maintain their independence by overcoming physical and social barriers. Staff should develop person-centred approaches to care and challenge discriminatory attitudes towards people with a physical disability. They should ensure that the environment maximises independence and social inclusion. They should also identify and adapt their approach to each individual’s particular communication needs, skills, and preferences.
This article is based on the diploma course PD OP 2.1 Level 2 ‘Understanding physical disability’. This optional unit is designed to provide health and social care workers with the knowledge to understand the concept of physical disability and the importance of promoting independence and social inclusion for individuals with physical impairments. People with physical disabilities are entitled to the same aspirations and life chances as other people, such as rights to education, employment, housing, health care, and social activities. The role of the health and social care practitioner should be one of support, empowerment and to enable individuals to maintain their independence by overcoming physical and social barriers. Staff should develop person-centred approaches to care and challenge discriminatory attitudes towards people with a physical disability. They should ensure that the environment maximises independence and social inclusion. They should also identify and adapt their approach to each individual’s particular communication needs, skills, and preferences.
Subject terms:
independence, person-centred care, physical disabilities, social inclusion, disabilities, empowerment;
The Ridgeway, a supported living service for four young people with a range of physical and learning disabilities, was rated 'outstanding by the Care Quality Commission under the CQC's new inspection system. The article looks some of the factors that contribute to the success of the service which aims to put the people it supports at the heart of everything it does: supporting its residents to find employment; planning goals with residents and their families; matching staff and residents who have similar interests; involving residents in the induction of new staff.
(Edited publisher abstract)
The Ridgeway, a supported living service for four young people with a range of physical and learning disabilities, was rated 'outstanding by the Care Quality Commission under the CQC's new inspection system. The article looks some of the factors that contribute to the success of the service which aims to put the people it supports at the heart of everything it does: supporting its residents to find employment; planning goals with residents and their families; matching staff and residents who have similar interests; involving residents in the induction of new staff.
(Edited publisher abstract)
Subject terms:
supported living, good practice, learning disabilities, employment, empowerment, user participation, physical disabilities, person-centred care;
Practice: Social Work in Action, 17(2), June 2005, pp.127-130.
Publisher:
Taylor and Francis
The article discusses the conception of the Disabled Children's Social Inclusion Service in Leicester. The aim of the service is to focus on the needs of disabled children within the content of their families. The intention of the service is to provide an inclusive service to this vulnerable and, arguably largely unprovided group. There are two basic approaches of the service (1) social activities for disabled children and (2) empowerment through information and support, to enable parents and carers to increase their capacity. This project provides the opportunity for parents and children to work not only together, but separately and in groups.
The article discusses the conception of the Disabled Children's Social Inclusion Service in Leicester. The aim of the service is to focus on the needs of disabled children within the content of their families. The intention of the service is to provide an inclusive service to this vulnerable and, arguably largely unprovided group. There are two basic approaches of the service (1) social activities for disabled children and (2) empowerment through information and support, to enable parents and carers to increase their capacity. This project provides the opportunity for parents and children to work not only together, but separately and in groups.
Subject terms:
parent-child relations, physical disabilities, access to services, children, empowerment, family relations, family support, family therapy;
Developments in recent years have shown an increasing interest in the educational needs and aspirations of disabled adults. There is still, however, limited research information representing the disabled person's voice. This paper describes the outcomes from a survey of the educational experiences of 44 physically disabled adults in the North West of England. The findings indicated that, usually, the earlier someone has acquired a disability, the less likely they were, as adults, to have achieved professional or higher qualifications, and that the level of attendance reflect both attitudinal and practical access issues, with underachievement often the result of oppression from a variety of sources. Both positive and negative experiences from disabled adults form the basis of recommendations for an equal opportunities approach to adult education for disabled people around the themes of integration, self worth, empowerment and consultation.
Developments in recent years have shown an increasing interest in the educational needs and aspirations of disabled adults. There is still, however, limited research information representing the disabled person's voice. This paper describes the outcomes from a survey of the educational experiences of 44 physically disabled adults in the North West of England. The findings indicated that, usually, the earlier someone has acquired a disability, the less likely they were, as adults, to have achieved professional or higher qualifications, and that the level of attendance reflect both attitudinal and practical access issues, with underachievement often the result of oppression from a variety of sources. Both positive and negative experiences from disabled adults form the basis of recommendations for an equal opportunities approach to adult education for disabled people around the themes of integration, self worth, empowerment and consultation.