Search results for ‘Subject term:"severe learning disabilities"’ Sort:
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Becoming visible: a learning resource on social inclusion
- Author:
- SCOTTISH CONSORTIUM FOR LEARNING DISABILITY
- Publisher:
- Scottish Consortium for Learning Disability
- Publication year:
- 2002
- Pagination:
- 202p., DVD
Becoming visible is a training resource with a DVD (with subtitles) and a clearly set out and illustrated accompanying book. It aims to raise awareness of the positive contribution that people with profound and multiple learning disabilities can make to their communities. The producers of the resource hope to increase understanding of the impact of social inclusion and exclusion on the lives of real families and to promote debate and action on the changes that are needed to create a truly inclusive society. Becoming visible tells the story of three young people each with profound and multiple learning difficulties. The DVD describes their lives and those of their carers. Among the issues raised are growing up, planning for the future, making choices, public attitudes, community belonging, caring for someone with complex health needs, support for family carers, building relationships, supported living, communication, and leisure. The resource is written for a wide audience including, community groups, family carers, service providers, and groups promoting inclusion. It may also have a place in supporting existing courses on social justice, community inclusion, disability, and diversity, such as those that form part of social work degrees.
Social inclusion: ten years on
- Author:
- LEYIN Alan
- Journal article citation:
- Tizard Learning Disability Review, 13(1), April 2008, pp.10-17.
- Publisher:
- Emerald
In 1995, following the closure of a large long-stay hospital, a survey of the community activities of a group of people with learning disabilities living in the community was undertaken. The study was repeated in 2005, for 18 people. For those individuals there was no difference in the frequency of community over the 10-year period. The findings indicated that, for this group of people (people with more severe learning disabilities, requiring 24-hour support), any aspirations that the frequency of participation in community activities would increase over time have not been met. This is in spite of the re-focusing on 'inclusion' - with the publication of the White Paper, Valuing People - during this period.
The art of inclusion
- Author:
- GARSIDE Gus
- Journal article citation:
- Learning Disability Today, July 2008, pp.24-26.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Discusses the role of the arts can play in ensuring community inclusion for that people with profound and multiple learning disabilities. The article covers the key things to consider when using the arts to engage people.
Learning Disability Today
- Publisher:
- Pavilion
- Place of publication:
- Hove
This magazine aims to promote better quality lifestyles for people with learning disabilities. Its main focus is on good practice in employment, health, leisure, education and housing. This journal is indexed and abstracted selectively on Social Care Online.
The impact of books on social inclusion and development and well‐being among children and young people with severe and profound learning disabilities: recognising the unrecognised cohort
- Authors:
- ROBINSON Deborah, MOORE Nicki, HARRIS Catherine
- Journal article citation:
- British Journal of Learning Disabilities, 47(2), 2019, pp.91-104.
- Publisher:
- Wiley
This paper presents the findings of an original research project commissioned by BookTrust, a respected UK charity that gifts books to children, young people (CYP) and their families. It explored the impact and modus of pleasurable engagement with books among CYP with severe and profound learning disabilities and applied a critical, phenomenological stance on what it means to read through drawing on “inclusive literacy” as a conceptual framework. Data were collected from four local areas in England and included 43 CYP aged 4–14. In keeping with a phenomenological stance, it employed interpretivist methods involving 13 deep‐level interviews with families to include observations and structured play; 13 observations of CYP sharing books with others in home, play or school settings, and interviews with 27 practitioners working in a range of organisations (e.g., Portage service and advisory teams). Findings were that books had a positive impact on well‐being, social inclusion and development. CYP were engaged in enjoying the content of books through personalisation, sensory stimulation, social stimulation and repetition. This affirmed the theoretical and practical approaches espoused by “inclusive literacy” but made a critical and original contribution to our understanding of the special place that books occupy as ordinary artefacts of literary citizenship among this cohort. The benefits of volitional reading among CYP who do not have learning disabilities are well known, but the authors urge publishers and policymakers to recognise CYP with severe and profound learning disabilities as equally important, active consumers of books who have much to gain from reading for pleasure. (Publisher abstract)
Sweden's LSS and social integration: an exploration of the relationship between personal assistant type, activities, and participation for children with PIMD
- Authors:
- BOREN Taylor, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(1), 2016, pp.50-60.
- Publisher:
- Wiley
The Swedish personal assistance system allows children with profound intellectual and multiple disabilities (PIMD) to receive subsidised personal assistance. This assistance may be either a hired professional from outside the family or a parent paid as a personal assistant. The authors explored whether children's personal assistant type (i.e., external or parental) is related to their presence in socially integrative activities (SIAs) versus non-socially integrative activities (NSIAs). The relationship between children's activity engagement and their personal assistant type was examined via a descriptive, comparative study based on a questionnaire. Sixty families answered, providing quantitative data about personal assistance type across 56 common family activities. Children's external assistants showed a greater presence in SIAs than children's parental assistants, who showed a greater presence in NSIAs. The level of activity engagement between personal assistant type, however, had a less direct relationship. In accordance with bio-ecological systems theory, activity selection can influence the child's cognitive and social development. Ultimately, this study suggests that external assistants partake in more SIAs than parental assistants, likely as a function of providing respite for families. This respite stems from the LSS's implicit role for external personal assistants to also serve as relief for parents. In turn, by facilitating exposure to broader systems, these external assistants can play a critical role in children's social and cognitive development. (Edited publisher abstract)
Social connections for older people with intellectual disability in Ireland: results from wave one of IDS-TILDA
- Authors:
- McCAUSLAND Darren, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(1), 2016, pp.71-82.
- Publisher:
- Wiley
Background: The literature on influences of community versus congregated settings raises questions about how social inclusion can be optimised for people with intellectual disability. This study examines social contacts for older people with intellectual disability in Ireland, examining differences in social connection for adults with intellectual disability and other adults. Materials and Methods: Data were drawn from the IDS-TILDA study in Ireland. A nationally representative sample (n = 753) included adults aged 40 years and older, with additional comparison with general population participants. Predictors of social contacts were explored. Results: Residence, level of intellectual disability and age were significant factors determining social contact. People in institutional residences, older respondents and those with severe/profound intellectual disability had the lowest levels of contact; older adults with intellectual disability had much lower rates than general population counterparts. Conclusions: Community-dwelling people with intellectual disability have greater social contact than those living in institutions, but levels are below those for other adults in Ireland. (Publisher abstract)
Evaluation of the impact of supervisory support on staff experiences of training
- Authors:
- KOSKI Katja, et al
- Journal article citation:
- Tizard Learning Disability Review, 19(2), 2014, pp.77-84.
- Publisher:
- Emerald
Purpose: This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities. Design/methodology/approach: The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training. Findings: Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff. Originality/value: Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished. (Publisher abstract)
Social inclusion: life after ‘day services’
- Authors:
- LEYIN Alan, KAUDER Natalie
- Journal article citation:
- Tizard Learning Disability Review, 14(2), April 2009, pp.13-20.
- Publisher:
- Emerald
Traditionally, participation in the local community has been considered a crucial component of community living for people with learning disabilities. This concept - now appearing as ‘inclusion’ - has retained its prominence, and is an important area for service development and monitoring. Monitoring of community activities was undertaken pre- and post-closure of two small day service facilities. The findings indicate that for this group of people (generally older with higher support needs) the closure of the day service facilities did not, overall, result in a significant increase in community activities. The availability of the time that the person had previously spent in specialist day services was not, by and large, used to develop social inclusion. Even though, for some individuals, some gains were recorded, overall these gains were considered a poor return for the hours released from the closure of the day service facilities.
A dual aspect process model of intensive interaction
- Author:
- FIRTH Graham
- Journal article citation:
- British Journal of Learning Disabilities, 37(1), March 2009, pp.43-49.
- Publisher:
- Wiley
Intensive Interaction is an empirically researched approach to developing fundamental communication and sociability for people with severe and profound learning disabilities and/or autism. However, it is the author's contention that certain aspects of Intensive Interaction are not universally conceptualised in a uniform manner, and that there are two general process models that are used to describe the approach by an increasing number of multi-disciplinary practitioners and advocates. Firstly, there is a 'Social Inclusion Process Model' of Intensive Interaction, with practitioners using the approach with the primary aim of inclusively responding to the communication of a person with learning disability, however it is expressed. Secondly, there is a 'Developmental Process Model', with practitioners having identifiably educative or developmental goals, rather than the approach being viewed simply as a means of contemporaneous social inclusion. In an attempt to clarify this position, this paper makes the case for a 'Dual Aspect Process Model' of Intensive Interaction.