Internet safety, online radicalisation and young people with learning disabilities

1.1 Background Young people with learning disabilities are increasingly using the Internet but can be vulnerable to being victimised online. As learning disability services develop guidance on how to support Internet use, it is important to explore what support is necessary. 1.2 Methods This research used interviews and focus groups to explore what children, young people, their parents and teachers thought about Internet safety, extremism and online radicalisation. 1.3 Results Results showed that the students were active Internet users and were confident about online safety but parents were concerned about the risks associated with Internet use. Following taking part in a peer education project that focussed on Internet safety and specifically about risks of online radicalisation and extremism, the students understood possible links between grooming and online radicalisation and their teachers increased their understanding of the importance of digital engagement for their students

Communication and people with the most complex needs: what works and why this is essential

Belgium Herbarium image of Meise Botanic Garden

Exploring staff perceptions of first-generation students to enhance professional development of academic staff

Supporting students’ transition to higher education, is often described as essential to enhance their progression and learning experiences. Yet students from non-traditional backgrounds continue to report considerable difficulties in adapting to university life (Hamshire, Forsyth, & Player, 2018; Laubscher-Kelly, Paxton, & Majombozi, 2018). Whilst there is a considerable body of research on students’ learning experiences, the perspectives of staff working with those students are rarely recorded. This paper reports on a collaborative project between researchers in the UK and South Africa exploring staff perceptions of first generation students’ experiences. Twenty members of staff volunteered to be included in the study at each of the participating institutions, and were invited to reflect on their perceptions and experiences, using semi-structured interviews. All interviews were digitally recorded; transcribed verbatim and subsequently analysed using a thematic approach to identify staff perceptions. Despite the very different cultural contexts experienced by these students in the two institutions, the staff reported considerable similarities in the challenges they believed that students face in integrating into university life. This session will present findings from the project, with a focus on the role of academic professional development, We will also showcase some of the resources developed for professional development during the project as well as offering reflections on future developments and potential wider implications

What do people with intellectual disabilities, their family members and paid carers understand about psychotropic medication? A rapid review

Background: People with intellectual disabilities are more likely to be prescribed psychotropic medication than the general population and are frequently prescribed multiple medications. Understanding people with intellectual disabilities and carer perspectives is essential to improving the quality of psychotropic medication prescribing and usage. Method: A rapid review explored people with intellectual disabilities' understanding of psychotropic medications, as well as family members and paid carers, and how this understanding can be improved. Results: Twenty-one journal articles were included. Lack of understanding of medication was universal, with participants often unaware of adverse effects, alternatives, and rights around medication. There was also a lack of involvement in decision making for all participants. Some interventions aimed at people with intellectual disabilities or paid carers helped to improve knowledge. Conclusion: Evaluating how best to improve psychotropic medication understanding for people with intellectual disabilities, family members and paid carers should be a focus for future research

What do people with intellectual disabilities, their family members and paid carers understand about psychotropic medication? A rapid review

Background People with intellectual disabilities are more likely to be prescribed psychotropic medication than the general population and are frequently prescribed multiple medications. Understanding people with intellectual disabilities and carer perspectives is essential to improving the quality of psychotropic medication prescribing and usage. Method A rapid review explored people with intellectual disabilities' understanding of psychotropic medications, as well as family members and paid carers, and how this understanding can be improved. Results Twenty-one journal articles were included. Lack of understanding of medication was universal, with participants often unaware of adverse effects, alternatives, and rights around medication. There was also a lack of involvement in decision making for all participants. Some interventions aimed at people with intellectual disabilities or paid carers helped to improve knowledge. Conclusion Evaluating how best to improve psychotropic medication understanding for people with intellectual disabilities, family members and paid carers should be a focus for future research

Health and healthcare of people with learning disabilities in the United Kingdom through the COVID-19 pandemic

Background During the COVID-19 pandemic in the United Kingdom, many health services were withdrawn from people with learning disabilities, with negative impacts on people's health. What has happened to people's health and healthcare as we move beyond the pandemic? Methods Access to health services and health status were tracked for 550 UK adults with learning disabilities, using structured online interviews with people with learning disabilities and online surveys with family members or paid carers. Information was provided four times, from Wave 1 (in the winter 2020/2021 ‘lockdown’) to Wave 4 (autumn 2022, over a year after public health protections stopped). Findings By Wave 4, most people with learning disabilities had had COVID-19, although high vaccination rates limited the number of people hospitalised. There was little evidence that use of GP services, community nurses, other therapists or annual health checks had increased over time, and at Wave 4 more people were having difficulty getting their medicines. People's health did not substantially improve over time. People with profound and multiple learning disabilities had poorer health and were less likely to be accessing health services. Conclusions Improvements in access to health services for people with learning disabilities after the pandemic have not yet happened