Search results for ‘Subject term:"severe learning disabilities"’ Sort:
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The image as a relate: video as a resource for listening to and giving voice to persons with learning disabilities
- Authors:
- ROJAS Susana, SANAHUJA Josep M
- Journal article citation:
- British Journal of Learning Disabilities, 40(1), March 2012, pp.31-36.
- Publisher:
- Wiley
More flexible approaches may be needed to give voice to persons with learning disabilities. The two pieces of research on which this article is based aimed to listen and give voice to people with severe and complex disabilities who fundamentally use nonverbal resources for communicating. In both pieces of work, video was used as a tool to collect and show what the participants were saying. The first piece of work took place in the home of a group of 6 young people and enabled them to show how they were supported or limited in carrying out their daily lives by the people who lived with them. The second piece of work took place in the home of a woman of 28 years of age and showed how she lived in her own home with the aid of a carer. The video recordings focused on the development of daily situations related to carrying out routines at home, at leisure, and related to self-care. Once the recordings had been completed, fragments in which the person was exercising control as to their environment and thus communicating their points of view were selected. The article shows how video can narrate the experiences of persons with learning disabilities and help others to listen to what they have to say.
Achieving meaningful discussion for people with profound and multiple learning disabilities
- Author:
- WILLIAMS Jo
- Journal article citation:
- Tizard Learning Disability Review, 10(1), February 2005, pp.52-56.
- Publisher:
- Emerald
Describes changes in the last 40 years spearheaded by people such as Jack Tizard. Summarises and discusses 'Valuing people'. Discusses attitudes and beliefs, communication, time and flexibility, and innovation. Concludes that we need to acknowledge people with learning disability as a heterogeneous group. Participation for those needing most support will break down the barriers and prejudices impeding those needing less. We should fight for a society recognising and celebrating difference, according all the right to meaningful inclusion and participation in decision-making.
Imbalance of power
- Author:
- MANN Robert
- Journal article citation:
- Nursing Times, 7.12.94, 1994, pp.54-56.
- Publisher:
- Nursing Times
Describes the care devised for a client with severe learning difficulties who was unable to make his own decisions or take control of his daily life.
The awakening
- Author:
- JOHNSON Ian
- Journal article citation:
- Care Weekly, 17.11.94, 1994, pp.12-13.
Describes how facilitated communication allowed people with severe learning disabilities in a residential home in Denmark to gain more influence over their daily lives.
Demanding a better life
- Author:
- DAWKINS Beverley
- Journal article citation:
- Learning Disability Today, 10(4), May 2010, pp.24-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Following the Department of Health commissioning research on prevalence, it is estimated that there are over 16,000 adults with profound intellectual and multiple disabilities in England today. This article describes a newly published report, the Valuing People white paper that says families of people with profound intellectual and multiple disabilities should not have to battle for equality, and the fact that this is an easily identifiable group with undeniable needs for support should make improving services easier. The author outlines how the profound and multiple learning disabilities (PMLD) network, a collaboration between MenCap, the Foundation for People with Learning Disabilities, and voluntary sector organisations, has contributed to the development of the report by giving their views on the issues at hand. The author highlights the barriers for people with profound intellectual and multiple disabilities – prejudice, discrimination and low expectations – and how the report seeks to address these issues.
Inclusive research with people with learning disabilities: past, present and futures
- Authors:
- WALMSLEY Jan, JOHNSON Kelley
- Publisher:
- Jessica Kingsley
- Publication year:
- 2003
- Pagination:
- 256p.,bibliog.
- Place of publication:
- London
The authors explain how lessons learnt from inclusive research in the learning disability field are applicable to others working with marginalized groups. They examine the origins and the process of inclusive research, describing how and why it takes place, who carries it out, who funds it, how it is designed and how it relates to policy and practice. They look at the challenges inherent in this work, such as balancing the voice of the researcher with that of disabled participants and clarifying roles within research projects, and explore how it can become more inclusive and empowering. Providing information and advice to researchers, policy makers and students as well as other health and social care professionals, this book presents a comprehensive examination of participative research in social care.
Demonstrating control of decisions by adults with learning difficulties who have high support needs
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2001
- Pagination:
- 4p.
- Place of publication:
- York
Choice and control are at the heart of developments for people with learning difficulties. The recent White Paper, Valuing people: A new strategy for learning disability for the 21st century, acknowledges this in its key principles. People with high support needs (who may be labelled as having severe or profound learning difficulties and may also have physical and sensory impairments) may find themselves excluded from these developments. Research by Values Into Action investigated how decision-making can be supported and demonstrated.
Power-sharing brings greater satisfaction
- Author:
- WOOD Dave
- Journal article citation:
- Nursing Times, 22.4.98, 1998, pp.54-55.
- Publisher:
- Nursing Times
Explains how a community trust involving services users with learning difficulties and their parents in appointing staff is having outstanding results.
Personalisation for someone with a learning disability
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2009
- Place of publication:
- London
This video introduces a young woman, Hannah, 22, who has Angelman Syndrome and lives with her family in a rural setting. Hannah’s mum, dad and sister provide care and support for her in the home because she doesn’t like being with people who she doesn’t know. Personal budgets have made a big difference as the family have negotiated with Essex County Council to pay Hannah’s sister to provide support. Hannah’s sister, Chrissi, explains in detail how the personal budget integrated fund has worked for them. She also talks about how the family have ensured that, despite Hannah’s extremely limited communication, her self-directed support really is a reflection of her own needs. Hannah’s mother emphasises how personal budgets have allowed the whole family to function better and have prevented Hannah from going into residential care. The film ends with Hannah and her sister going on holiday.
Partners in play: exploring ‘playing with’ children living with severe physical and intellectual disabilities
- Authors:
- O’CONNOR Deirdre, BUTLER Alison, LYNCH Helen
- Journal article citation:
- British Journal of Occupational Therapy, 84(11), 2021, pp.694-702.
- Publisher:
- Sage
Introduction: Play occupation is central to children’s occupational lives and play is established as a fundamental right. While children with disabilities are at increased risk of play deprivation, few studies have explored the play occupation of children living with severe physical and intellectual disabilities. Method: Informed by an ethnographic approach, this qualitative study involved 17 participants including five families of children with severe disabilities and six classroom staff. Methods combined observations of children’s play with adult interviews and focus groups to explore factors that influence play in home and school contexts. Findings were analysed using thematic analysis. Findings: Three themes emerged: (a) play as an occupation, play as an activity; (b) an empowered and empowering play partner; (c) the ‘just-right’ play object and environment. Conclusion: The influence of an empowering and empowered play partner combined with the suitability of the object and environment was central to successful play. A commitment to play for fun, for the wellbeing of these children, and by ‘playing with’ and not ‘doing-to’ the child was fundamental. Although the findings are specific to this study, play facilitators may use them to inform future play interactions through an enhanced understanding of empowerment and enablement for successful play occupation. (Edited publisher abstract)