Promoting positive communication environments: a service evaluation.

Purpose The purpose of this paper is to present an evaluation of a programme of training and support provided to staff, which aimed to encourage supported communication environments for people with learning disabilities. Design/methodology/approach Training, monitoring and support for communication, specifically augmentative and alternative communication (AAC) strategies, was provided by speech and language therapy staff to two residential services over 46 weeks. Staff and service user communications were observed pre- and post-intervention. Findings In one provision there was an increase in service user initiations and the use of some AAC strategies by support staff. In the other provision there was no change in service user initiations and a decrease in the range of AAC strategies used. It appears that some forms for AAC remain challenging for staff to implement. Originality/value This evaluation explores ways of using specialist support services to improve communication environments for people with learning difficulties. Possible reasons for differences in the outcome of the intervention are discussed. Future research into the types of communication interactions experienced by people with learning disabilities across the range of communication styles may be useful so that support staff can be better helped to provide sustained and enriched communication environments

Uganda Country Profile

[From Introduction] The country study for the Uganda is part of the ILO project \u27Employment of People with Disabilities – the Impact of Legislation\u27, funded by the Government of Ireland, which aims to enhance the capacity of national governments in selected countries of East Africa and Asia to implement effective legislation concerning the employment of people with disabilities. Starting with a systematic examination of laws in place to promote employment and training opportunities for people with disabilities in the selected countries of each region,1 the project sets out to examine the operation of such legislation, identify the implementation mechanisms in place and suggest improvements. Technical assistance is provided to selected national governments in implementing necessary improvements. This country study outlines the main provisions of the laws in place in Uganda concerning the employment of people with disabilities. An initial review of the implementation of the legislation is also provided, based on a survey of documentary sources and feedback from Ugandan delegates to a Technical Consultation held in Addis Ababa, 20-22 May 2002. It may be read in conjunction with the regional overview for this Consultation Employment of People with Disabilities - The Impact of Legislation (East Africa), Technical Consultation Report, Addis Ababa, 20-22 May 2002, ILO 2002

Supporting people with cognitive disabilities in decision making – processes and dilemmas

The exploratory study found that participants, including those with cognitive disability, mostly supported the broad concept of supported decision making. However supporters saw this as a complex, dynamic and frequently chaotic process. Fundamental to the process were relationships and tailoring support to the individual. The skills and knowledge required included communication skills, self-awareness, the capacity for reflective discussion, conflict resolution skills, and knowledge of strategies for tailoring the decision making process to the individual. The study revealed multiple dilemmas and tensions associated with supporting someone with cognitive disability to make a decision but most commonly mentioned were remaining neutral, managing conflicting perspectives amongst differing supporters, balancing rights with risk and best interests, and resource constraints. The study provides some key insights into the practice of supporting people with cognitive disability to make decisions and knowledge that can be incorporated into training programs for people in this role. The findings also highlight the need for further research in this area, particularly in relation to ‘what works’ in support for decision making for people with cognitive disabilit

Estia Centre 10 Years

In 2009, the Estia Centre celebrates a decade of working \ud towards making sure the mental health needs of people \ud with learning disabilities are met – through specialist \ud clinical services, research, and a programme of training \ud and education for both support workers and mental \ud health professionals. \ud \ud Despite government efforts of recent years, people \ud with learning disabilities are still marginalised. Those \ud with mental health problems and more complex needs \ud are even more socially excluded: they are much less likely \ud to be given the chance to speak for themselves and much \ud less likely to be given choices. Many people with learning \ud disabilities and mental health problems are placed in \ud residential or specialist treatment centres far from their \ud local community: historical lack of state investment has \ud led to a growth of independent providers of services \ud and a dearth of specialist public sector alternatives. \ud Based on Guy’s Hospital campus at London Bridge, the \ud Estia Centre is part of South London and Maudsley NHS \ud Foundation Trust (SLaM). Members of the Estia team work \ud in SLaM’s clinical services and at the Institute of Psychiatry \ud (IoP),King’s College London, SLaM’s academic partner. \ud There is also a dedicated team at the Centre responsible \ud for organising a large portfolio of training, offered \ud routinely to staff in social care and mental health services \ud in south London, and also available on request to staff \ud working in services around the UKand in other countries. \ud \ud The work of the Estia Centre has been inspirational to \ud clinicians and policy makers around the world. Over the \ud years, the Estia team has shared skills and experience \ud through long-standing collaborations and consultancy \ud work, helping to shape and develop specialist mental \ud health services for the benefit of people with learning \ud disabilities and their families

Widening Access to Palliative Care for People with Learning Disabilities

This publication represents an important step towards greater partnership by sharing some of the thinking, good practice and resources that have been developed throughout learning disability and end of life care services in a form that will be accessible to all practitioners but especially those in a hospice setting. It includes sections on the definition and incidence of learning disability, healthcare for people with learning disability, as well as a glossary and an extensive section on resources

The impact of training on teacher knowledge about children with an intellectual disability

The present study examines the impact of a short training session on the knowledge of teaching staff in Scotland about children with an intellectual disability. Despite the majority of participants reporting that they had a child with an intellectual disability in their classroom, the initial level of knowledge concerning intellectual disability was low. This was partly considered to be due to terminology differences that exist between the health and education sectors and a lack of training specific to the needs of children with an intellectual disability. Training was shown to significantly improve the basic knowledge needed to understand intellectual disability immediately after training and at a 1 month follow-up, suggesting that the knowledge gains would be sustained in the longer term