The abuse of adults with learning disabilities and the role of the learning disability nurse

2004 ◽  
Vol 7 (2) ◽  
pp. 30-37 ◽  
Author(s):  
Robert Jenkins ◽  
Rachel Davies C Psychol
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Adults With Learning Disabilities

The Psychologist-Educator Views the Relationship of Vision to Reading and Related Learning Disabilities

1981 ◽  
Vol 14 (10) ◽  
pp. 565-567 ◽  
Author(s):  
Jules C. Abrams
Keyword(s):  
Learning Disabilities ◽  
Visual Field ◽  
Visual Perception ◽  
Learning Disability ◽  
Visual Defects ◽  
Considerable Controversy ◽  
Visual Problems ◽  
Relationship Of ◽  
The Relationship

The role of visual problems in learning disability has been a source of considerable controversy for many years. One major issue in the continuing argument is the frequent confusion of labels and concepts in the visual field. It is important to view vision as a psychophysiologic mechanism and to differentiate it from a mechanistic orientation emphasizing the eyes. Most visual problems related to learning disability represent a breakdown in the ability of the eyes to function in an harmonious fashion, that is, some interference in binocular function. While visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities.

Job Accommodations for Adults with Learning Disabilities: Brilliantly Disguised Opportunities

1992 ◽  
Vol 15 (4) ◽  
pp. 274-285 ◽  
Author(s):  
Alice E. Jacobs ◽  
Deborah J. Hendricks
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Final Section ◽  
Information Service ◽  
People With Disabilities ◽  
Specific Learning Disability ◽  
Case Examples ◽  
Job Accommodation ◽  
Adults With Learning Disabilities ◽  
Specific Learning

The job accommodation needs of adults with a specific learning disability (SLD) are examined through an analysis of cases handled by the consultants at the Job Accommodation Network, an international accommodation information service of the President's Committee on Employment of People with Disabilities. Case examples are included, which provide practical solutions to common situations involving adults with a SLD in the employment environment. The final section lists useful resources available to those involved in making accommodations for people with a SLD.

National occupational standards and professional requirements

2009 ◽  
pp. 523-540
Keyword(s):  
Quality Of Life ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Standards Of Care ◽  
Codes Of Practice ◽  
Health And Social Care ◽  
Professional Requirements ◽  
Occupational Standards

QA statement of intellectual disability nursing 524 Nursing and Midwifery Council (UK) 526 An Bord Altranais—requirements 528 Codes of practice 530 Unsafe standards of care 532 Recording and reporting 534 Complaints 536 Right to independent advocacy 538 ‘Programmes in the learning disabilities branch of nursing prepare nurses to work with people with a range of learning disabilities and with their families and significant others. Learning disability nurses’ work is underpinned by the concepts of partnership, inclusion and advocacy. The role of the learning disability nurse, specifically, is to assist and support people to become and remain healthy, to improve their competence and quality of life, and to fulfill their potential. Learning disability nurses work with people with a spectrum of needs and abilities in a wide variety of settings, often working collaboratively with professionals from a range of health and social care agencies. This support may take place in the National Health Service (NHS), voluntary or independent sector, or in the patient/client’s own home’....

Cancer screening for people with learning disabilities and the role of the screening liaison nurse

2015 ◽  
Vol 20 (4) ◽  
pp. 239-246
Author(s):  
Anna Marriott ◽  
Sue Turner ◽  
Sharon Ashby ◽  
Deborah Rees
Keyword(s):  
Learning Disabilities ◽  
Cancer Screening ◽  
Design Methodology ◽  
Unique Role ◽  
Content Type ◽  
Case Examples ◽  
Nurse Role ◽  
Adults With Learning Disabilities ◽  
Liaison Nurse

Purpose – The purpose of this paper is to describe the role of the screening liaison nurses for adults with learning disabilities employed by Peninsula Community Health. Design/methodology/approach – This paper reports on the national situation in regard to cancer screening for people with learning disabilities and explores the barriers which limit their participation in these screening programmes. It describes the screening liaison nurse role and presents case examples of the work they do. Findings – The local screening rates for people with learning disabilities have increased since the creation of this role in 2011. Originality/value – Increasing the uptake of cancer screening by people with learning disabilities is clearly in line with existing national priorities. To the author’s knowledge this is a unique role in this country and the authors propose that other areas would benefit from adopting this model of working.

Adults with learning disabilities known to local authorities in Scotland: a national dataset

2015 ◽  
Vol 20 (1) ◽  
pp. 15-23
Author(s):  
Claire Stuart ◽  
Andrew McKeown ◽  
Angela Henderson ◽  
Chloe Trew
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Local Authority ◽  
Local Authorities ◽  
Data Set ◽  
Content Type ◽  
Individual Level ◽  
Level Data ◽  
Analytical Potential ◽  
Adults With Learning Disabilities

Purpose – Learning Disability Statistics Scotland collects information on adults with learning disabilities who are known to local authorities in Scotland and the services they use. The data collection supports national and local government policy making and is focused on monitoring the implementation of learning disability policy. The paper aims to discuss these issues. Design/methodology/approach – Individual level data are requested from all 32 local authorities on adults aged 16-17 who are not in full-time education and those aged 18 and over. Annual data guidance is developed in conjunction with local authorities prior to the collection and is issued to standardise the process and manage avoidable error. The collated data are extracted from local authority administrative data and records are provided on each adult regardless of whether they are currently receiving a service. Anonymisation takes place prior to upload and strict guidelines are followed to ensure it is not possible to identify individuals. Findings – The paper provides insights to the project's processes, uses, challenges and future plans. It details the position of the data outputs within a policy context and the role these might play within a broader research agenda. Research limitations/implications – This data includes only adults known to local authority services. Originality/value – The value of the project lies in its strength as a national social care data set comprised of individual level data. This methodology increases the analytical potential of the data set. This paper will be of interest to those interested in data on learning disability and those with an interest in the analytical potential of an individual level national data set.

Learning Challenges for Adults with Learning Disabilities

2011 ◽  
pp. 421-438
Author(s):  
Mark P. Mostert ◽  
Lucinda S. Spaulding
Keyword(s):  
Higher Education ◽  
High School ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Postsecondary Institutions ◽  
Work Settings ◽  
School Aged Children ◽  
Learning Challenges ◽  
Adults With Learning Disabilities ◽  
Transition From High School

Similar to school-aged children with a learning disability (LD), adults with LD experience unique challenges as they transition from high school and enter postsecondary institutions and the workplace. This chapter discusses the characteristics of adults with LD and their learning challenges as they adapt to increasing demands in higher education and the workforce. Laws related to accommodating adults with LD in postsecondary institutions and work settings are addressed, and the skills and strategies necessary for adults with LD to successfully transition from dependence to independence are also detailed.

Ordinary lives means ordinary schools: towards a unitary 0-99 years policy for adults and children with learning disabilities

2020 ◽  
Vol 25 (1) ◽  
pp. 40-46
Author(s):  
Christopher Goodey
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Design Methodology ◽  
Adult Life ◽  
Learning Disabled ◽  
General Sense ◽  
Content Type ◽  
Adults With Learning Disabilities ◽  
Adults And Children ◽  
Adult Lives

Purpose This paper aims to look forward to the next generation of policymaking on learning disability and recommends a unitary strategy covering all phases of life including childhood. Design/methodology/approach In this paper, the author addresses the policy gap between inclusion in ordinary (“mainstream”) schools and inclusion in ordinary adult life. The author asks why what has been accepted, at least in principle, for the adult two-thirds of the learning disabled population is still contested for the other, younger third. In the following sections, the author summarises the present discrepancy, compares the rights of children in general with those of people with learning disabilities and outlines the rationale for a 0-99 years focus in research and practice on learning disability, and for future government strategy to establish a 0-99 policy. Findings It is in the broad context of a unitary 0-99 years approach that policymaking must in future be addressed. The education of children is key to the success of their adult lives, and makes the policy of educating them together in ordinary schools (i.e. giving them from the start the “ordinary lives” that are the main goal of adult policy) an imperative. Originality/value The need to consider children’s rights in a general sense has not previously been applied to the field of policymaking for adults with learning disabilities.

Commentary on “Specialist community teams for adults with learning disabilities: referrals to a countywide service in England”

2019 ◽  
Vol 24 (2) ◽  
pp. 50-55
Author(s):  
Lawrence Patterson
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Design Methodology ◽  
Recent Literature ◽  
National Service ◽  
Content Type ◽  
Processing Demands ◽  
Adults With Learning Disabilities ◽  
Management Approaches ◽  
The Way

PurposeThe purpose of this paper is to provide a commentary on the paper “Specialist community teams for adults with learning disabilities: referrals to a countywide service in England” by Isabel Clare and colleagues.Design/methodology/approachThis paper reviews some themes presented in this paper relating to the practice and management of community teams for adults with learning disability within the context of recent national service initiatives.FindingsThere is a limited literature on the practice, purpose and service caseload management of community teams. Taken in the context of recent national service initiatives, the paper by Clareet al.illustrates the gaps between the way community teams are currently processing demands and how these services will likely need to behave in future.Originality/valueThere is little recent literature examining the purpose of, and management approaches in, community teams and this addition should stimulate some further consideration of how community teams need to adjust to meet changing demands.

Sign in / Sign up

Export Citation Format

Share Document