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)
Self-rated quality of life scales for people with an intellectual disability: a review
- Author:
- CUMMINS Robert A.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 10(3), 1997, pp.199-216.
- Publisher:
- Wiley
Briefly reviews the quality of life construct, and described the scales that purport to measure the construct. Each scale is analysed in terms of its scope and psychometric properties. Concludes that the two scales which seem to have most promise at this stage are the Quality of Life Questionnaire and the Comprehensive Quality of Life Scale. Both scales require further development, most particularly to maintain their relevance as our understanding of the underlying construct and measurement issues evolves.
An evaluation of the quality and costs of services for adults with severe learning disabilities and sensory impairments
- Authors:
- HATTON Chris, et al
- Journal article citation:
- Focus, June 1995, pp.14-16.
- Publisher:
- RNIB
Summarises the findings of two projects commissioned by the Department of Health to evaluate the quality and costs of four models of residential service provision for adults with severe learning disabilities and additional impairments of vision and/or hearing.
Supporting people with profound and multiple learning disabilities: core and essential service standards
- Authors:
- DOUKAS Thomas, et al
- Publisher:
- PMLD LINK
- Publication year:
- 2017
- Pagination:
- 40
These standards, developed by the advocacy group PMLD LINK, aim to ensure that people with profound and multiple learning disabilities have access to consistent high-quality support throughout their lives. The standards have been designed to be used by educational, health and social care providers and commissioners of services and outline key objectives and principles that should be seen across a range services. The standards are a practical tool and can be used by agencies as an internal auditing tool to ensure people have increased participation and enhanced life experiences and outcomes. They can also be used by families and carers who are self-directing their individual service, to set a benchmark of quality. The standards are divided into two parts. This first set of standards gives guidance to organisations on how to provide high quality care to people with profound and multiple learning disabilities. These seven standards cover the areas of: leadership; quality; staff development; physical environment; communication; health and wellbeing; and social, community and family life. The second set of standards, focuses on the individual and their specific needs. These six standards cover: communication; health and wellbeing; quality relationships; social and community life; meaningful time; and transitions. The ambition is that these Standards will be adopted nationally. (Edited publisher abstract)
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.
Getting in on the Act: a review of progress on special educational needs
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 1998
- Pagination:
- 7p.
- Place of publication:
- Abingdon
The key issues considered in this update are: more emphasis on enabling mainstream schools to manage children with special educational needs; reducing delays in assessment; and ensuring greater consistency of assessment.
Consumer audit of community learning disability teams
- Authors:
- SIMON Florence, ROY Meera
- Journal article citation:
- British Journal of Learning Disabilities, 24(4), 1996, pp.145-149.
- Publisher:
- Wiley
In 1993, the four Community Learning Disability Teams in Sandwell set up Quality Standards to govern their function. A consumer audit was undertaken to assess views of users and carers on delivery and operation of the service. The results were presented to the teams who modified their practice accordingly. Some of the difficulties encountered in carrying out consumer audit with users who have severe learning disabilities are described.
Outcomes of ordinary housing services in Wales: objective indicators
- Authors:
- PERRY Jonathan, FELCE David
- Journal article citation:
- Mental Handicap Research, 7(4), 1995, pp.286-311.
- Publisher:
- BIMH Publications
Outcome data were collected on fourteen, recently provided staffed houses for people with mild, moderate, severe or profound learning disabilities in order to assess the quality of service provided. Quality indicators reflected the quality of the housing provision, social and community integration, social relationships within the houses, resident engagement in activity, developmental progress over time and opportunities for autonomy and choice. The data show that the quality of the houses investigated was broadly similar to that reported for other housing services in British research which has accompanied deinstitutionalisation. Quality levels on many indicators were related to the ability of residents and the data illustrate the difficulty in providing services for people with more severe or profound learning difficulties, which are capable of achieving outcomes comparable with those attained in services for more able residents. The research provides further evidence that the extent of staff support for resident activity is critical to how much residents are able to participate fully in the everyday activities which arise in the conduct of their lives.
Valuing people: much achieved, more to do; a summary report of inspections carried out during 2003-2004 of 12 councils' social care services for people with learning disabilities
- Author:
- COMMISSION FOR SOCIAL CARE INSPECTION
- Publisher:
- Commission for Social Care Inspection
- Publication year:
- 2004
- Pagination:
- 35p.
- Place of publication:
- London
Summary report of twelve inspections of services for adults with learning difficulties and how these services were performing in the light of the White Paper 'Valuing people'. Consultants with learning difficulties and their support workers were included as members of the inspection teams. The teams focused on advocacy; information and communication; assessment and person-centred planning; transition into adult life; services for people with learning disabilities; people with additional needs; services for family carers; partnership and planning; and resources.