Search results for ‘Subject term:"severe learning disabilities"’ Sort:
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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)
Multisensory rooms: essential characteristics and barriers to effective practice
- Author:
- GRACE Joanna
- Journal article citation:
- Tizard Learning Disability Review, 25(2), 2020, pp.67-75.
- Publisher:
- Emerald
This paper aims to identify the characteristics practitioners consider essential to effective multisensory rooms and the barriers they experience when trying to realise the potential of such rooms. Design/methodology/approach: The paper presents semi-structured interviews with 27 multisensory room practitioners from a range of backgrounds followed by analysis to identify key characteristics and barriers. Findings: Eleven positive room characteristics were identified. The three deemed most significant were that the rooms are dark, activity associated and uninterrupted spaces. Two negative room characteristics were identified: inaccessible design and broken equipment. Ten barriers to effective multisensory room practice were identified and grouped according to themes of logistics, suboptimal usage and practitioner capabilities.Research limitations/implications: The research focuses on a small self-selecting sample, coded by one person acting independently of any institution. This is an under researched area which would benefit from further more rigorous investigation. Practical implications: This research enables practitioners to remove barriers to effective multisensory room practice and to focus on the characteristics most significant in generating benefits for room users. Understanding of the essential characteristics and potential barriers to effective practice will allow practitioners to better exploit limited resources of time, money and staffing.Originality/value: Past research into multisensory rooms has focused on specific user groups or specific multisensory environments. This research examined multisensory room practice across both a range of environments and a range of users, giving an original overview of current multisensory room usage in the UK. (Publisher abstract)
The keys to life: improving quality of life for people with learning disabilities
- Author:
- SCOTLAND. Scottish Government
- Publisher:
- Scotland. Scottish Government
- Publication year:
- 2013
- Pagination:
- 178
- Place of publication:
- Edinburgh
‘The same as you?’ (2000) was the original 10-year programme designed to meet the needs of people with learning disabilities in Scotland. It was highly successful in shifting the balance of care to support more people to live in the community. This new 10-year strategy sets out a vision for improved partnership working to deliver better outcomes for people with learning disabilities, and their families and carers. It has more than 50 recommendations, most of which are aimed at health. The strategy also covers commissioning of public services; independent living; shifting the culture and keeping safe; breaking stereotypes; the needs of people with profound and multiple disabilities; criminal justice; and complex care. It includes good practice examples and case studies. Appendices include a glossary and weblinks to key organisations. (Edited publisher abstract)
Life in the community: better daytime opportunities for people with higher support needs
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- London
The 'Life in the Community' project was set up to establish good practice in daytime support for people with higher support needs. The project was initiated in response to a review of day services for people with learning disabilities, published by SCIE. This briefing paper summarises the key findings of the project, which highlight the importance of person-centred approaches, individualised services which develop relationships and 'community connecting. Suggestions are also made about how to put these findings into practice. The final section provides a selection of resources and links. The paper aimed at those responsible for purchasing, commissioning or arranging day care services.
Home at last?: the same as you?: National Implementation Group report of the short-life working group on hospital closure and service reprovision
- Author:
- SCOTLAND. Scottish Executive. Community Care Division. National Implementation Group
- Publisher:
- Scotland. Scottish Executive,|Stationery Office
- Publication year:
- 2004
- Pagination:
- 63p.
- Place of publication:
- Edinburgh
The same as you? review of services for people with learning disabilities was published in May 2000. A key recommendation was that all long-stay learning disability hospitals should close by 2005. People should not have a hospital as their home. In order to achieve this successfully, appropriate arrangements have to be in place in the community, not just for people leaving hospital, but also for those who in the past would have relied on hospitals for support. The needs of all people with learning disabilities should be considered as part of the hospital closure strategy. This recommendation is only one of 14 recommendations that relate directly to hospital closures, and implementation of these other recommendations impact on this programme. This report starts with a brief look at the role of learning disability hospitals in Scotland. It goes on to describe the work of the short-life working group, the information gathered, and the recommended action to ensure successful implementation by the end of 2005. It includes real stories from people with learning disabilities and carers. Their views and experiences have influenced the key objectives in setting out what now needs to happen.
Commentary on “Evaluation of the impact of supervisory support on staff experiences of training”
- Author:
- BRADSHAW Jill
- Journal article citation:
- Tizard Learning Disability Review, 19(2), 2014, pp.85-89.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to reflect on the findings from Koski et al.'s (2014) research around training staff to communicate effectively. Design/methodology/approach: This commentary reflects on the needs of people with profound intellectual and multiple disabilities (PIMD). It uses the Five Good Communication Standards (Royal College of Speech and Language Therapists, 2013) as a framework for thinking about good communication. Findings: Ongoing support is certainly important in enabling staff to develop and maintain good communication partnerships with the people they are working with. This first requires agreement from all involved regarding what good communication partnerships look like and how they can be measured. Originality/value: This paper focuses on the Five Good Communication Standards and how these might be interpreted with people with PIMD. It uses information from Goldbart and Caton's (2010) review of communication and people with the most complex needs to reflect on what is known from research and practice about each of these five standards. It concludes that more research is needed and greater implementation is needed where evidence is strong. We need to know what “good” could look like with people with PIMD so services support staff can then be facilitated to build successful communication partnerships and maintain these over time. (Publisher abstract)
Challenging behaviour: a unified approach
- Authors:
- BANKS Roger, et al
- Publisher:
- Royal College of Psychiatrists
- Publication year:
- 2007
- Pagination:
- 79p., bibliog.
- Place of publication:
- London
This report is the result of a joint working group of the learning disability faculties of the British Psychological Society and the Royal College of Psychiatrists, in consultation with the Royal College of Speech and Language Therapists. This report concerns standards of clinical practice in supporting adults with learning disabilities who present behavioural challenges. It unites the clinical theory and practice of health professions that have specific models for the assessment and management of challenging behaviour. The fundamental unifying principle is to improve the quality of life for people whose behaviour challenges others. The report focuses primarily on adults with moderate to severe learning disabilities. This report has been produced with aims including: to revise and develop the interpretation of the term challenging behaviour; to provide guidance for service developers and commissioners; and to inform and empower service users and their carers.
The impact on siblings of having a brother or sister on the autism spectrum
- Author:
- MARTH Sabine
- Journal article citation:
- Good Autism Practice, 10(2), October 2009, pp.7-17.
- Publisher:
- British Institute of Learning Disabilities
This paper, written by the mother of a young man with autism and severe learning disabilities, summarises the life of her family from his birth to the present day. She describes the demands made on all the family and their response to these. Her other children speak positively of Magnus, while acknowledging problems that have caused them distress and sadness. However, Icelandic society values diversity and accepts difference and the family has been provided with a good level of support.
Commissioning services and support for people with learning disabilities and complex needs: DVD of joint review
- Authors:
- COMMISSION FOR SOCIAL CARE INSPECTION, HEALTHCARE COMMISSION, MENTAL HEALTH ACT COMMISSION (Producers)
- Publisher:
- Commission for Social Care Inspection
- Publication year:
- 2009
- Pagination:
- DVD
- Place of publication:
- London
In 2008, the Commission for Social Inspection, the Health Care Commission and the Mental Health Act Commission worked together in nine areas of England to review how well people with learning disabilities and complex needs were being supported by local services throughout commissioning. The review teams were made up of people with learning disabilities, family carers, someone with experience of commissioning services, and a member of staff from each of the Commissions. This DVD presents the main findings from the commissioning review and highlights examples of positive practice.
Including all children: finding out about the experiences of children with communication and/or cognitive impairments
- Author:
- MORRIS Jenny
- Journal article citation:
- Children and Society, 17(5), November 2003, pp.337-348.
- Publisher:
- Wiley
Practitioners and researchers have made progress, in recent years, in seeking the views of children and young people. Less progress has been made in seeking the views of young people with significant communication and/or cognitive impairments. Drawing on the experience of three research projects and one Best Value review, this article details the lessons learnt, and action required, in order to find out about the experiences of this important group of children and young people.