Search results for ‘Subject term:"severe learning disabilities"’ Sort:
Results 1 - 10 of 151
The neglected puzzle of dementia in people with severe/profound intellectual disabilities: a systematic literature review of observable symptoms
- Authors:
- WISSING Maureen B. G., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 35(1), 2022, pp.24-45.
- Publisher:
- Wiley
Background: Dementia is increasingly prevalent in people with severe/profound intellectual disabilities. However, early detection and diagnosis of dementia is complex in this population. This study aimed to identify observable dementia symptoms in adults with severe/profound intellectual disabilities in available literature. Method: A systematic literature search was conducted in PubMed, PsycINFO and Web of Science with an exhaustive search string using a combination of search terms for severe/profound intellectual disabilities and dementia/ageing. Results: Eleven studies met inclusion criteria. Cognitive decline, behavioural and psychological alterations, decline in activities of daily living as well as neurological and physical changes were found. Conclusions: Only a very limited number of studies reported symptoms ascribed to dementia in adults with severe/profound intellectual disabilities. Given the complexity of signalling and diagnosing dementia, dedicated studies are required to unravel the natural history of dementia in this population. (Edited publisher abstract)
Start from scratch
- Authors:
- SIMPSON Karen, MYERS Mary, McKNIGHT Irene
- Journal article citation:
- Community Care, 9.10.03, 2003, p.43.
- Publisher:
- Reed Business Information
The authors reports training they provided for staff working in a residential care home for men with learning difficulties in Bulgaria.
Winners are losers
- Author:
- VAUX Gary
- Journal article citation:
- Community Care, 6.2.03, 2003, p.43.
- Publisher:
- Reed Business Information
Looks at two case studies to highlight the anomolies in the benefit system, when claiming one benefit can lead to reductions in another.
Research into practice
- Author:
- MAUDSLAY Liz
- Journal article citation:
- Community Care, 8.8.02, 2002, p.47.
- Publisher:
- Reed Business Information
Looks at how a project involving Cambridge University and Skill (National Bureau for Students with Disabilities) confronted the needs of people with severe learning difficulties.
Challenging behaviour and learning disabilities: improving services
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Pagination:
- 16 minutes 22 seconds
- Place of publication:
- London
- Edition:
- Revised
In this film, we look at how services can be improved for people with behaviours that challenge. It explores a key factor to avoiding or reducing the challenging behaviour of people with learning disabilities; the people who support them need to provide better communication. This can be backed up by getting the environment right. To communicate better with people with challenging behaviour, staff need to get to know the people they support really well, so that the support can be properly personalised to the individual. We see how working in really well-informed ways can sometimes save money, and can improve the quality of life of people with behaviour which is seen as challenging.
Communicative work: establishing communication by severely disabled children in small group homes
- Author:
- INGUNN Fylkesnes
- Journal article citation:
- Child Care in Practice, 27(4), 2021, pp.422-438.
- Publisher:
- Taylor and Francis
The aim of the article is to provide new insights into the lives of severely intellectually disabled children who are living in Norwegian small group homes. The research question is designed to address how these children, who have limited verbal language, initiate communication in order to participate in everyday life in an institutional setting. The main research method was participant observation within three residential units. Eleven children and young people participated alongside the caring staff. The author identifies and discusses four modes of communication, three of them initiated by the children in relation to the institutional residential context: communicative environment, collaborative conversations, communicative rituals, and bodily expressions laden with meaning. The analysis is framed in the context of a monologue-dialogue dichotomy. The findings indicate that in many ways the children appear to act beyond their anticipated limited cognitive capabilities through their communicative work. However, to achieve their communicative potential, the children are dependent on the staff’s communicative behaviour and responses, as well as the institutional frames. (Edited publisher abstract)
Relationships matter! – utilising ethics of care to understand transitions in the lives of adults with severe intellectual disabilities
- Authors:
- JACOBS Paula, et al
- Journal article citation:
- British Journal of Learning Disabilities, 49(3), 2021, pp.329-340.
- Publisher:
- Wiley
Background: Within the current literature, there is a focus on early transition experiences, such as people's school years, while adulthood remains a lesser researched chapter in the lives of people with intellectual disabilities. Furthermore, most studies focus on those with mild or moderate intellectual disabilities and people with severe or profound intellectual disabilities are often excluded from research. Methods: This article explores the transition journeys of six adults with severe intellectual disabilities, including transitions from school to adult services and moving out of the family home. Data collection involved observations, document reviews and interviews with families and professionals in Scotland. Taking an ethics of care perspective, our focus was to explore in how far each person had people in their lives able to listen to them and if, in turn, those close to them were listened to during times of transition. Findings: Our findings demonstrate that transitions are complex processes that occur across different systems. Additionally, our findings emphasise the importance to consider relationships that are available to people within their adult lives when planning and supporting transitions. Combining interviews with observations helped us to see how the six adults showed agency and were communicating their preferences through the relationships they had with people within their immediate environment. Conclusions: The need to reconceptualise participation from a relational and interdependent perspective is stressed to facilitate the involvement of people with severe intellectual disabilities within decision-making processes. (Edited publisher abstract)
Driving up quality code: self assessment guide: a guide to help organisations work out what they need to get better at
- Authors:
- HOPKINS Lisa, et al, DRIVING UP QUALITY ALLIANCE
- Publisher:
- Driving Up Quality Alliance
- Publication year:
- 2013
- Pagination:
- 26
- Place of publication:
- Liverpool
This self-assessment guide is to help organisations assess themselves against the Driving Up Quality Code. The self assessment guide includes what 'good' and 'bad' looks like in each area of the Code. It has real examples of what 'good' looks like and questions for organisations to ask themselves about the five areas of the Code. The five parts of the Code are: :1. Support is focussed on the person; 2. The person is supported to have an ordinary and meaningful life; 3. Care and support focuses on people being happy and having a good quality of life; 4. A good culture is important to the organisation; and 5. Managers and board members lead and run the organisation well. The guide has been published by the Driving Up Quality Alliance: Housing and Support Alliance, English Community Care Association, Voluntary Organisations Disability Group, Sitra, Association for Real Change, National Care Association, National Care Forum, Adults with Learning Disability Services Forum, Shared Lives Plus and the Independent Healthcare Advisory Services. (Publisher abstract)
Incentives for private sector change: a report of the local services for local people: learning disability private sector hospitals project
- Authors:
- GREIG Rob, CAMERON Anita
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2011
- Pagination:
- 20p.
- Place of publication:
- Bath
There has been a growth in the number of private sector hospitals for adults with learning disabilities. The design of these hospital facilities is at odds with the evidence base and recognised good practice, but continues to operate because no-one with power has the incentive to change it. This report describes the work of the ‘Learning Disability Private Sector Hospitals Project’, which aimed to explore how to support private sector hospitals to modernise their services in line with Valuing People Now and the Mansell Report. The aim was to help them reduce large-scale institutional provision and explore other approaches to offering to commissioners and providers the skills to support people who present significant challenges. Two private providers expressed an interest in joining the project and demonstrated a strong organisational intent to change elements of their existing hospital provision. This report describes the work undertaken with these providers and the issues that were raised during the work. It discusses the positive forces for change, the obstacles and challenges, and the key lessons. It concludes that the key to change rests in local commissioning and outcomes based procurement and contracting.
Estimating future numbers of adults with profound multiple learning disabilities in England
- Authors:
- EMERSON Eric, HATTON Chris
- Publisher:
- Lancaster University. Centre for Disability Research
- Publication year:
- 2009
- Pagination:
- 11p.
- Place of publication:
- Lancaster
This research was conducted by the Centre for Disability Research (CeDR) at Lancaster University on behalf of the Department of Health. The study aimed to estimate change in the future numbers of adults with profound multiple learning disabilities (PMLD) in England over the period 2009 to 2026. The report considers changes arising from one of four key factors: change in birth rates in the general population; change in the incidence of children being born with or acquiring PMLD; change in infant and child mortality among children being born with PMLD; change in mortality among adults with PMLD. The data suggests sustained and accelerating growth in the numbers of adults with MPMLD in England, and therefore an increase in the need and demand for health and social care services.