Search results for ‘Subject term:"severe learning disabilities"’ Sort:
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Housing for people with a learning disability
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2012
- Pagination:
- 50
- Place of publication:
- London
This report describes the current housing situation for people with a learning disability in England and Wales. It draws on the findings to two research projects to provide a picture of where people live now and what the future may look like for them in terms of their housing. It identifies the barriers to people living independently, from the way local authorities prioritise social housing to the lack of specialist housing for people with profound and multiple learning disabilities. It also looks at the impact of the Welfare Reform Act 2012 and suggests that the reforms will see greater numbers of people with a learning disability losing their independence. The report recommends the development of national strategy on housing for people with learning disability and for all local authorities to include specific plans for people with a learning disability in their housing strategy. The report aims to support decision-makers on issues relating to the provision of housing for people with a learning disability in England. (Original abstract)
Mental Capacity Act resource pack for family carers of people with a learning disability
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2012
- Pagination:
- 52p.
- Place of publication:
- London
Family carers have told Mencap that they want to know more about decision making for their relative with profound and multiple learning disabilities (PMLD). This resource pack has been produced to provide information regarding the Mental Capacity Act (2005) and how to support practical decision making on behalf of young people and adults with PMLD. The resource concentrates on mainly health decisions as part of the campaign for better access to healthcare for everyone. The resource is written for family carers of people with PMLD who are unable to make major decisions themselves and a copy can be accessed below. It includes sections on decision making for families and relatives, and how it applies to health care.
Valuing the views of children with a learning disability
- Authors:
- CHALLENGING BEHAVIOUR FOUNDATION, MENCAP
- Publishers:
- Challenging Behaviour Foundation, Mencap
- Publication year:
- 2018
- Pagination:
- 22
- Place of publication:
- Chatham
Children and young people with severe learning disabilities are often left out of decisions and processes that impact their lives. This resource provides six examples of organisations who have active collected and responded to the views of children with severe or profound and multiple learning disabilities. The examples cover projects from the Challenging Behaviour Foundation, Tizard Centre, Mencap; The Communication Trust; Barnardo’s Link Plus; and CAMHS Pennine Care. It also highlights common misconceptions, areas organisations should address to successfully engage children and young people with learning disabilities, and provides links to further useful information. The resource will be useful for anyone involved in supporting children or young people with learning disabilities including schools, CAMHS and short breaks and will also be of interest to those consulting young people in order to shape future services. (Edited publisher abstract)
Short breaks support is failing family carers: reviewing progress 10 years on from Mencap's first Breaking Point report
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2013
- Pagination:
- 49
- Place of publication:
- London
Updates the findings of an earlier Mencap report to investigate whether recent policy initiatives have improved the availability and provision of short breaks provision for people caring for family members learning disabilities. It also examines the extent to which cuts to central and local budgets have impacted on services. A total of 264 family carers responded to a survey on short breaks provision and caring. Freedom of Information requests were also sent to 152 local authorities in England that provide social services. The survey found that 8 out of 10 family carers have reached breaking point due to the lack of short breaks. Families also felt that services they were not having regular assessments and that services were not meeting their needs. The lack of access to short breaks has also a serious impact on family carers, such as stress or having to give up work. The report includes quotes from family carers who responded to the survey. Recommendations are also made for local authorities, central government and service providers. (Original abstract)
Involve me: increasing the involvement of people with profound and multiple learning disabilities (PMLD) in decision-making and consultation
- Authors:
- MENCAP, BRITISH INSTITUTE OF LEARNING DISABILITIES, RENTON FOUNDATION
- Publisher:
- Mencap
- Publication year:
- 2011
- Pagination:
- 15p.
- Place of publication:
- London
The Involve Me project focuses on how to involve people with profound and multiple learning disabilities in decision-making and consultation. It defines people with multiple learning disabilities as those who have more than one disability, have a profound learning disability, have great difficulty communicating, need high levels of support, may have additional sensory or physical disabilities or complex health needs or mental health difficulties, and may have challenging behaviours. This short booklet provides a summary of the project, the 8 key Involve Me messages, and what is on the accompanying Involve Me DVD resource.
Involve me: practical guide: how to involve people with profound and multiple learning disabilities (PMLD) in decision-making and consultation
- Authors:
- MENCAP, BRITISH INSTITUTE OF LEARNING DISABILITIES, RENTON FOUNDATION
- Publisher:
- Mencap
- Publication year:
- 2011
- Pagination:
- 72p.
- Place of publication:
- London
People with profound and multiple learning disabilities are some of the most excluded in society. The Involve Me project focuses on how to involve them in decision-making and consultation. This guide to how to involve people with profound and multiple learning disabilities is partly based on an independent evaluation of the Involve Me project. It includes a description of the 4 Involve Me sites and approaches to involvement, and a summary of recommendations from the evaluation. The guide covers involvement in choice and decision-making, capacity and consent for people with profound and multiple learning disabilities, the key Involve Me messages, and information about the accompanying DVD resource which contains information and materials to support the Involve Me key messages.
Treat me right: better healthcare for people with a learning disability
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2004
- Pagination:
- 35p.
- Place of publication:
- London
This report confirms that the NHS has a poor track record in dealing effectively with people with a learning disability. As a result, people with a learning disability have poorer health, greater health needs and shorter lives. There is a real concern that negative, discriminatory attitudes and poor communication skills amongst healthcare staff contribute to this unfortunate state of affairs. For many years it has been NHS policy that people with a learning disability should have equal access to mainstream services. Despite good intentions on the part of the Government and healthcare services – as demonstrated by good policy and practice guidance, ministerial and prime ministerial commitment – people with a learning disability still get a poor deal.
No ordinary life: the support needs of families caring for children and adults with profound and multiple learning disabilities
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2001
- Pagination:
- 46p.,bibliog.
- Place of publication:
- London
This report is about the experiences of parents of children and adults with profound and multiple learning difficulties. It was written in response to parents who talked to Mencap and expressed the view that no one appeared to understand the extent of the caring tasks they face day after day, night after night, and the anger that many feel about the lack of appropriate support. The report found that there is a mismatch between what families need and what services deliver and that the quality of life of all members of the families needs to be improved. The families found that their experiences illustrate a fundamental denial of human rights, not only of their sons and daughters, but their own too.
Summary of no ordinary life: the support needs of families caring for children and adults with profound and multiple learning disabilities
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2001
- Pagination:
- 8p.
- Place of publication:
- London
This is a summary of a report about the experiences of parents of children and adults with profound and multiple learning difficulties. It was written in response to parents who talked to Mencap and expressed the view that no one appeared to understand the extent of the caring tasks they face day after day, night after night, and the anger that many feel about the lack of appropriate support. The report found that there is a mismatch between what families need and what services deliver and that the quality of life of all members of the families needs to be improved. The families found that their experiences illustrate a fundamental denial of human rights, not only of their sons and daughters, but their own too.
Keeping in touch with home: how to help children and young people with learning disabilities and their families keep in touch when they are living away from home
- Authors:
- CHALLENGING BEHAVIOUR FOUNDATION, MENCAP
- Publishers:
- Challenging Behaviour Foundation, Mencap
- Publication year:
- 2016
- Pagination:
- 40
- Place of publication:
- London
Based on research with families whose children are in residential placements and who have complex needs, this report aims to promote good practice in helping children and families to keep in touch following a residential placement. These placements could include residential special schools or colleges, mental health assessment and treatment units, and children’s homes. The research focused on children and young people aged 0-25 years with severe learning disabilities and behaviour described as challenging, including those with autistic spectrum disorders. Section one draws on the research with families. It sets out their vision of the support and attitudes needed to help them keep in touch and a summary of their experiences. Parents has a number of criticisms of services including not being kept informed, being asked to stay away when their child started in a new setting and blanket policies meaning that helpful technologies such as Skype could not be used. Section two looks at learning from local practice and provides three case studies from settings which show commitment to helping young people to keep in touch with home and keeping families well informed. ‘Good practice’ checklists for local settings, local authorities and health commissioners are also included. Section three provides an overview of the legal framework, including rights and duties around keeping in touch with family and involvement in decision-making, covering human rights, education, social care and mental health legislation and guidance. Links to online expert legal briefings are included. The report concludes with a call to action to all those responsible for children and young people in residential placements to drive improvements in policy and practice. (Edited publisher abstract)