Funding made available to disability organisations through Vote 39 – Reply to a Parliamentary Question: "
Minister Harney response to Parliamentary Question on Vote 39 from the National Lottery
Minister for Health and Children (Deputy Mary Harney): The funding made available to disability organisations through Vote 39 from the National Lottery in the most recent year, 2009, is set out in the table below. The table details the names of the organisations to whom the grant was paid and the amount of the grant.
FULL RESPONSE
Deputy Denis Naughten asked the Minister for Health and Children if she will provide a complete list of the disability organisations in receipt of funding from her Department in tabular form, including the value to each organisation; and if she will make a statement on the matter.
Minister for Health and Children (Deputy Mary Harney): The funding made available to disability organisations through Vote 39 from the National Lottery in the most recent year, 2009, is set out in the table below. The table details the names of the organisations to whom the grant was paid and the amount of the grant.
29 Oct 2010
Down Syndrome & Reading
Classroom language and reading trial shows promising results
Speaking at an international scientific conference in Rome, researchers from Down Syndrome Education International and the University of York today reported positive initial results from a landmark study of a targeted language and reading programme designed for children with Down syndrome.Down Syndrome Education International today reported promising initial findings from the first large controlled trial of a educational intervention for children with Down syndrome.
The research team today presented their findings during a symposium on reading at the 3rd European Regional Congress of the International Association for the Scientific Study of Intellectual Disabilities.
Significant gains on language and reading measures
Dr Kelly Burgoyne, the psychologist leading the study at Down Syndrome Education International, reported that the children in the study made significantly better progress after only 20 weeks of teaching using the specialist programme, when compared to children with Down syndrome receiving ordinary classroom instruction.Dr Burgoyne commented: "This is exciting because it shows that the programme can be effective in a short period of time. We will now continue to follow the children to see if they make further gains."
19 Oct 2010
A tool to determine support needs for community life
Congratulations to Sandra, Siobhan, Ronan and Pat on their recent publication in Learning Disability Practice.
A tool to determine support needs for community life
A study shows how the Supports Intensity Scale assists nurses
in improving quality of life, say Sandra Swanton and colleagues
Summary
The Supports Intensity Scale, its background and a project designed to evaluate its use in planning support for people with intellectual disabilities and challenging behaviour are explained. The authors conclude that the scale can help nurses develop a support plan that will meet each client’s specific needs and preferences
in a positive, fulfilling way.
Sandra Swanton is practice development project nurse,
Siobhan Walsh is clinical nurse manager,
Ronan O’Murchu and Pat O’Flynn are clinical nurse specialists, behavioural
therapy, all at COPE Foundation, Cork , Ireland
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Immersive Communication Intervention for Speaking and Non-speaking Children with Intellectual Disabilities
Immersive Communication Intervention for Speaking and Non-speaking Children with Intellectual Disabilities
[Contact Sheila in the library if you want full text]
September 2010, Vol. 26, No. 3 , Pages 203-218 (doi:10.3109/07434618.2010.505609)
aBehavioural Science Institute, Radboud University Nijmegen, The Netherlands
bResearch Centre on Atypical Communication, Radboud University Nijmegen, The Netherlands
cRoyal Kentalis, Sint Michielsgestel, The Netherlands
*Corresponding author.
Radboud University Nijmegen PO Box 9104Nijmegen Netherlands
The current study demonstrates the effectiveness of an intervention that addresses both home care and day care for children with intellectual disabilities while also taking the large individual differences between the children into account. The KLINc Studio intervention was designed to improve the language development, communication skills, and emergent literacy of 10 children with complex communication needs. The focus of the anchor-based intervention program was on the stimulation of vocabulary learning via the incorporation of AAC into the learning environment in the most natural manner possible. While all of the children showed significant progress across the intervention period of 2 years, the group of speaking children showed greater development in the domains of receptive language and productive syntax than the group of non-speaking children. For heterogeneous groups of children with disabilities, the use of a combined intervention such as that described here appears to be promising.
Reflections upon the development of a dementia screening service for individuals with Down’s syndrome across the Hyndburn and Ribble Valley Area
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Accessible summary
- •People with Down’s Syndrome are at a high risk of developing dementia, and as such research encourages services to take a proactive approach by providing baseline and regular screening assessments to this population.
- •This paper provides a description of the process of development of the Down’s Syndrome and Dementia Service currently operating in the Hyndburn and Ribble Valley area of East Lancashire.
- •A reflection on experiences of the service 12 months after the addition of a full-time Assistant Psychologist and input from an Older Adults Consultant Psychiatrist is also discussed.
Summary
The high prevalence of dementia in individuals with Down’s syndrome has led learning disability services in the Hyndburn and Ribble Valley (HRV) area to develop a screening service to address this need; this paper offers reflections upon this process by its members after the first 12 months of operation. A multidisciplinary team comprising professionals from Learning Disability Psychology, Learning Disability Speech and Language Therapy, Learning Disability Community Nursing and Older Adults Psychiatry has developed, and begun to implement, screening care pathways. The service conducts routine screening assessments, provides intervention for individuals where concerns arise and delivers training to carers. At the point of writing, 27 service users have received screening assessments and six have been identified as at moderate–high risk of developing dementia. Reflection and feedback has highlighted issues for consideration throughout the service development process, and an evaluation of the training provided by the service has found this to be effective in increasing carers understanding about dementia and learning disabilities. Considerations for the future development are discussed.
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Health Checks for people with learning disabilities: A systematic review of the evidence
Publication Date:04 Oct 2010
Publication Type:Systematic Review
Next Review Date:13 Oct 2011
People with learning disabilities have poorer physical and mental health than other people. This is not inevitable. These are health inequalities that can, to a significant extent, be avoided.
One reason for the poorer health of people with learning disabilities is that they often have difficulty in recognising illness, communicating their needs and using primary health care services.
Primary health services have a legal responsibility to take account of the special needs of people with learning disabilities and reduce the health inequalities they face. One practical step GP practices in England can take to better support people with learning disabilities is to offer them annual health checks. Since 2009, GPs have received extra money for providing these health checks.
11 Oct 2010
Living with Learning Disabilities, Dying with Cancer
Thirteen Personal Stories
Irene Tuffrey-Wijne
Foreword by Sheila Hollins
Foreword by Sheila Hollins
ISBN: 978-1-84905-027-2, BIC 2: JKSN2
More information
This book is a powerful and moving account of the experiences of 13 people with learning disabilities who were living with cancer. The author followed their lives as part of a 3-year research study, during which 10 people died. She spent extensive periods of time with them at their homes and day centres, in hospitals, hospices and nursing homes. In doing so, she gained a unique understanding of what it is like for individuals with learning disabilities to live with deteriorating health and how this may impact upon their families, friends and carers. How was each person's cancer diagnosed? How was their cancer and its implications explained to them? How much did they understand and how did they cope with treatment? What happened when they were dying? In answering these questions, the book exposes the suffering of people with learning disabilities at the end of their lives, but also their remarkable resilience and strength. In an optimistic final chapter, the author demonstrates how people with learning disabilities can best be supported at the end of life
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Email the Library to recommend this book for our collection
5 Oct 2010
HIQA - Key Performance Indicators & Healthcare Quality
Guidance on Developing Key Performance Indicators and Minimum Data Sets to Monitor Healthcare Quality -
Published September 2010
RNID Experiences of Managerial Support - Featured Research Article
A phenomenological exploration of intellectual disability: nurse's experiences of managerial support
GERALDINE GALVIN MSc, BNS, RNID1,
FIONA TIMMINS MSc , MA
Journal of Nursing Management
Volume 18, Issue 6, pages 726–735, September 2010
Aim The present study aimed to explore Registered Nurse Intellectual Disabilities (RNIDs) experiences of managerial support.
Background The current work environment for RNIDs is undergoing immense change. These changes include the introduction of social care leaders and care staff to care for people with an intellectual disability (ID) and community-based approaches to care. This has led to ambiguity and marginalization for RNIDs thus requiring them to re-establish their role boundaries. Support is thus required, through this change process, with managers required to lead and support RNIDs through this process.
Methods A Heideggerian constructivist phenomenological approach was used.
Findings Four overarching themes emerged from the data: The Professional Role of the Clinical Nurse Manager (CNM), Leadership Role of the CNM, Personal Supports and the Effects of CNM support.
Conclusion The themes found in this research study correlate with findings of other research studies on nurses’ experiences of managerial support in various nurse settings.
Implications for nursing management The findings of this research study will illuminate and create an understanding for nurses, nurse managers and ID services of what managerial supports are to this specific group of RNIDs working in this service for people with an ID.
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