These are appointed by the local authority when individual is unable to make their own decisions and they have no family or friends that can support them. It is very important that we are aware of what these are and we adhere to them as they are designed to protect ourselves, our organisation and the individuals that we support. However, despite the good work, this had the negative side effect of maintaining segregation within society and creating mini-communities consisting of only individuals with learning disabilities and their care staff. Instructed advocacy is when an individual tells their advocate what they would like them to say and do. Social inclusion is linked to the concept of equal gesture or a word said to you by a stranger that has made you feel welcome or In 1990 the National Health Service and Community Care Act revamped healthcare and made it more person-centred by concentrating on what the individual needs rather than what is available. Legislation is the collection of laws that have been made official by parliament and must be followed. Promoting the inclusion of people with disabilities is a key goal of the National Disability Authority and achieving this requires an array of social policies and programmes working coherently to respond to and support the person experiencing disability across their lifespan. Social inclusion Social inclusion could be seen as an ideal that modern society aspires to, however it has been considered as a difficult concept to define, which may be due in part to the multifaceted nature of the reasons why individuals are excluded from society (Wilcock 2006). The Mental Health Act 2007 and Mental Capacity Act Code of Practice helps to ensure that choices are not taken away from individuals with learning disabilities by the people that support them. Ensure that you actively listen and take all of their points on board. It advocates that both the medical and social models are appropriate, but neither is sufficient on its own to explain the complex nature of one’s health. Popular opinions were that people with learning disabilities did not have the desire to engage in sexual relationships or were perverse or were innocent and vulnerable and could not consent. The medical model of disability views an individual’s disability as the cause of their impairment or lack of independence. At the top of the hierarchy of external agencies that have a role in changing attitudes, policy and practice is the government. If you are communicating with an adult with learning disabilities, you should speak to them as an adult. People with learning disabilities engaged in conversation with staff, children and members of the public. It means that support staff must assume that individuals have the capacity to make all their decisions unless it can be proven to the contrary. In the latter half of the 20th century, as more people left institutions and integrated with local communities, more activities were provided for people with learning disabilities by local authorities and charities such as MENCAP. It also opens opportunities to make and share experiences with others in the local community that face similar challenges. Despite this, populations of hospitals continued to rise as many individuals were not aware of their choice or had been institutionalised and did not want to move. There is also the increased worry that the family may feel due to the individual possibly being vulnerable and easily-led – this can also lead to the individual being over-protected. This means they can have difficulty understanding new or complex information, learning new skills and/or coping independently. The NHS provides a good definition of advocacy: If you find it difficult to understand your care and support or find it hard speak up, there are people who can act as a spokesperson for you. This includes (amongst others) the right to life, the right to a fair trial and the freedom from slavery and forced labour. also stated that enablers of social inclusion were the creation and development of friendships through supported community participation, occupying valued social roles, community presence, social skill development, meaningful activities and choice. This is where an individual is able to represent themselves by assessing and making their own decisions and ensuring their voice is heard. Van Asselt et al. In 1995, the Disability Discrimination Act (later superseded by the Equality Act 2010) made it illegal for employers to discriminate against people with disabilities. 3.5Describe ways of using a person centred approach to enable older people to make positive contributions to their community The … In the eyes of the law, all individuals have the same fundamental rights and freedoms as set out by the Human Rights Act 1998. Whilst it can be useful at times, there could be conflicts of interest so self advocacy or independent advocacy are always preferred. that may indicate that they are either not listening or not understanding. It is about enabling people or communities to fully participate in society. being open to different types of families – they can be small or large, may or may not be biologically related, and may include several generations. I think I understand you…blah blah blah…is that correct. Unfortunately, prejudice and outdated attitudes towards people with learning disabilities does still exist but thankfully it is becoming more of a minority. The Eugenics Movement discouraged individuals with learning disabilities from reproducing in order to prevent ‘defective genes’ being passed on. With increasing severity of learning disability, the likelihood of finding a cause increases, with at least 80% of severe cases having some evidence of organic brain damage or disease. support with individuals with learning disabilities Introduction This learning outcome starts out by explaining what is meant by ‘social inclusion’, including a list of activities that people with learning disabilities can be supported to do so that they are more socially included. The Equality Act 2010 (and Disability Discrimination Act 1995 before it) made it unlawful for activity providers to discriminate against people with learning disabilities. The latter half of the 20th century saw more people moving from institutions to local communities and some individuals did have sexual relationships and have children, however the view of the general public was still one of concern. Sometimes a professional such as a healthcare or social worker may need to act as an advocate for an individual. The Equality Act 2010 has made it unlawful for people with disabilities to be harassed or discriminated against because of their disabilities. This includes standards of consent (care must be agreed to), person-centred care (care and support must be tailored to the individual) and dignity & respect (entitlement to privacy and help and support to remain independent). It is also a good idea to get into the habit of doing this yourself. It is not appropriate to talk to them as you would a child as this can come across as rude and patronising. Furthermore, there was no distinction made between people with learning disabilities, people with mental health conditions and criminals, all being viewed as a drain on society and forced to live together. Rights: Individuals you care for and support should continue to have the same rights as when they were living independently. Our relationships with family and friends define and shape who we are; Family and friends provide all sorts of help and support, from small to big things; Having positive relationships with family and friends makes us happier and healthier; Much of what we know about the world, we learn from our family and friends; Family and friends provide us with 'social capital' – material and non-material resources that we can use to achieve things we cannot achieve on our own; Through existing friends, we can get to meet new friends; a This trend increased further after the introduction of the Care Act 2014. Conversely, the social model of disability views the organisation of society as the cause. The first Camphill Community was formed in 1940, which took in children with disabilities and provided education to them including skills like basket weaving and baking. The … Fortunately, this can easily be rectified with current and proper training and education. This is where an individual with similar disabilities or experiences advocates for a person. However, many of these services were not tailored to individual needs and kept individuals with learning disabilities segregated from the wider community. Increased exposure and communication between different groups of people can create more tolerance, empathy and understanding. Sadly, in the 19th and first half of the 20th centuries many people with learning disabilities were grouped together in institutions or colonies where their basic needs were met but they had very little opportunity to develop or contribute to society. Unstructured observations took place within a variety of community settings: supermarkets, pub, a park. Failure to do so can leave services antiquated and put the most vulnerable people in our society at risk. After giving an individual some information, it is a good idea to ask them if they have understood what you are saying. They have the right to close down services that are not up to scratch. The Commission provides a wide range of advice and guidance to charities and their trustees, and can often help with problems. Another example is when planning meals for an individual. Know What Discrimination Looks Like. Pay attention to temperature, lighting seating etc. This has made societal prejudice unacceptable in the eyes of the law and an individual with a learning disability must be given the same opportunities as everybody else in all aspects of life including work and recreation. It may be that they have been through a similar situation and have a wider understanding of it, especially about how it affects the particular individual personally, and so are able to offer guidance and support. Providing person-centred active support is as easy as standing behind your client when they pay for items to make them feel at ease and in control. Finding innovative ways to support them. Consequently, support staff, social workers, medical professionals and sometimes even family members make poor advocates. Outcome 4 Understand the basic principles and practice of advocacy, empowerment and active participation in relation to supporting individuals with learning disabilities and their families. Understand the importance of risk taking in everyday life 2. A Paid Relevant Person’s Representative (PRPR) is an example of a statutory advocate. Past ways of working with individuals with learning disabilities went from the institution/asylum method throughout the first half of the 20th century where individuals were segregated from ‘normal’ society and even treated like criminals to integration with local communities with a focus on care but with limited rights and finally to the person centred approach of 21st century where services are tailored to the individual’s needs. Research demonstrates participating in society and having people you can rely on are key determinants of health and wellbeing and one of the most powerful predictors of positive outcomes following exposure to trauma. This is especially true in education where children with learning disabilities are much more likely to attend mainstream schools. They have a right to choose what they eat and when, how they dress and when. However, accommodation was primarily in the form of hostels and care homes/sub-communities. It usually results from positive action taken to change the circumstances and habits that lead, or have led, to social exclusion. It is essential that an advocate is wholly independent so that they can act in the best interests of the individual and do not have their own agenda or a conflict of interests. For example, a young adult may (in an appropriate setting) want to discuss sex or sexuality. In the 21st Century, more and more people moved into supported living environments where they either owned or privately rented their homes and had support workers come in to provide their care. Instead of just making a list of the meals that they like, you should sit down with them and jointly fill in a menu planner. Person-centred approach • Recognising individuality . During the 1950’s, research suggested that individuals with learning disabilities had more ability than had previously been thought and would be able to live successfully and independently in the community. This may be because the individual is unable to express their views or feels that their voice is not being heard. To support greater inclusivity, equality and diversity you need to know how to spot when it isn’t happening. Legislation has also impacted the promotion of positive attitudes towards people with learning disabilities by establishing the lawful baseline of what is expected from society. Many children with learning disabilities now attend mainstream schools, which will result in future generations having a better understanding of the differences between individuals. The audio book should have been released at the same time as the print book so that it can be enjoined by both people that can and can’t read at the same time. 6.3 Describe ways of checking whether an individual has understood a communication and how to address any misunderstandings. An important part of effective communication is ensuring that an individual has understood what you have said to them. Be able to support individuals to make decisions about risks 1. support an individual to recognize the potential risk in different areas of their life 2. support the individual to balance choices with their own and others’ health, safety and Wellbeing Positive risk taking is a process which starts with the identification of potential benefit or harm. Following this the authors’ interpretations of data were presented for discussion within one … For individuals that have difficulty communicating verbally, you could use communication aids such as flashcards with pictures of meals on them. The 50% proportion of learning disabilities with unknown cause has been floating around the Internet for a long time and is often accepted as an answer for the Level 2 Diploma but we have been unable to find the original source for this figure – do let us know if you can direct us to it. Standard 9: Awareness of Mental Health, Dementia and Learning Disabilities, Standard 15: Infection Prevention and Control, Implement Person-Centred Approaches in Care Settings, Safeguarding and Protection in Care Settings, Health, Safety and Well-Being in Care Settings, Understand the Context of Supporting Individuals with Learning Disabilities, Promote Personal Development in Care Settings, Promote Equality and Inclusion in Care Settings, Promote Person-Centred Approaches in Care Settings, Promote Health, Safety and Wellbeing in Care Settings, Promote Effective Handling of Information in Care Settings, Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities, Explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families, Explain what is meant by ‘learning disability’, Give examples of causes of learning disabilities, Describe the medical and social models of disability, State the approximate proportion of individuals with a learning disability for whom the cause is ‘not known’, Describe the possible impact on a family of having a member with a learning disability, Explain the types of services that have been provided for individuals with learning disabilities over time, Describe how past ways of working may affect present services, Identify some of the key changes in the following areas of the lives of individuals who have learning disabilities: a) where people live b) daytime activities c) employment d) sexual relationships and parenthood e) the provision of healthcare, Explain the meaning of the term ‘social inclusion’, Explain the meaning of the term ‘advocacy’, Describe ways to build empowerment and active participation into everyday support with individuals with learning disabilities, Explain how attitudes are changing in relation to individuals with learning disabilities, Give examples of positive and negative aspects of being labelled as having a learning disability, Describe steps that can be taken to promote positive attitudes towards individuals with learning disabilities and their family carers, Explain the roles of external agencies and others in changing attitudes, policy and practice, Identify ways of adapting each of the following when communicating with individuals who have learning disabilities a) verbal communication b) non-verbal communication, Explain why it is important to use language that is both ‘age appropriate’ and ‘ability appropriate’ when communicating with individuals with learning disabilities. In the 21st century, services for individuals with learning disabilities have improved greatly, particularly following the 2001 white paper ‘Valuing People‘ (later updated in 2009 ‘Valuing People Now‘), which started a person-centred approach to learning disability services. Many people with learning disabilities still suffered from a mixture of bullying and harassment on one extreme to over-protection, pity and restricted (if any) decision-making on the other. Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities. The Social Care Institute for Excellence also contributes by co-producing, sharing and supporting best knowledge and evidence of working practice. Understand how communities can support social inclusion (Unit HSC 3071:1) 1. Policies are rules and guidelines that have been created by your organisation or industry bodies to ensure that workers behave and do their jobs in their correct way. You may also want to ask them to repeat it back to you in their own words. Be able to support individuals to make decisions about risks 5. This can create a lot of stress in the family unit. Sentence structure – try to keep your sentences short using 1-3 keywords, Tone of voice – keep your tone of voice in line with what you are saying, try to sound relaxed and not upset, angry or patronising, Body language – keep body language in line with what you are saying, Facial expressions – keep facial expressions in line with what you are saying, Eye contact – some individuals prefer eye contact whilst it makes others feel uncomfortable, Direction – speak directly to the individual and not to their family or support staff, Ask open questions – questions that have a yes/no answer can often result in an automatic response. Familiarising yourself with discrimination and the different forms it can take means that you can spot if it happens. The Human Rights Act,Equality Act and Care Act have helped to bring about change in the health and social care sector. Local authorities must also provide services to meet the needs of individuals with learning disabilities or identify referrals to third-party services. Healthcare for people with learning disabilities was provided by the doctors and nurses of the institutions that they were forced to live in during the 19th and early to mid 20th centuries. The Human Rights Act set out the basic rights that everybody can expect, the Equality Act made it illegal to discriminate against minority groups and the Care Act gave individuals more choice in their care packages leading to increased independence. It is about enabling people or communities to fully participate in society. This service is usually paid for by the individual. The medical model of disability would say that the barrier to participation is the individual’s learning disability. In the 19th and early 20th centuries, individuals with learning disabilities either lived with family or were forced to live in institutions and asylums, segregated from mainstream communities. Module 1: Understanding social inclusion In this module you will learn about the concepts of social exclusion and inclusion, their significance for people with intellectual disability and the concept of encounter as one aspect of social inclusion. This is professional advocacy law services represented by legally qualified solicitors/lawyers/barristers. • Enabling choice and social relationships . Explain the consequences of social exclusion for: >Individuals – >Communities – 4. In fact, one of the benefits of the evolution of services is that we now understand that we should never rest on our laurels and should strive for continuous improvement backed by research. The Commission has wide powers to intervene in the affairs of a charity where things have gone wrong. Skills for Care and Skills for Health are charities that promote best practice and workforce and workforce development in health and social care. Six ways to support diversity and inclusion in the workplace 1. The Care Act 2014 puts the responsibility on local authorities to promote the wellbeing of individual’s that require care. This is when a family member or close friend helps an individual to make a decision or makes a decision on their behalf. And encourage the individual to take an interest and contribute towards their support. More recently, legislation has enshrined the rights of individuals with learning disabilities. It was only when people began to move out of institutions and into communities that the chance to learn vocational skills and find employment became possible. This can even include some workers in the health and social care industry – for instance, a nurse who left work to start a family in the 1990s, then returned in 2019 would have antiquated views of how to care for people with learning disabilities. understanding social inclusion for adults with IDD, longitudinal studies can be undertaken to deter- ... support individuals to avo id abusive situations and. Many of these simply represent the lower end of the normal distribution of intelligence. If somebody appears to require care, the local authority must carry out an assessment focusing on their individual needs, outcomes and wellbeing and involve the person in the process (person-centred planning). check understanding so that you can promote communication with individuals with learning disabilities. The negative aspects of using the label ‘learning disability’ are: Positive attitudes towards individuals can be promoted using a variety of strategies. As institutions closed and more individuals with learning disabilities merged with ‘mainstream’ communities, many services and groups catered specifically for these people. 1. Early institutional life often meant that men and women with learning disabilities were segregated and did not have the opportunity to form intimate relationships with one another. This has helped to remove the common presumption that people with learning disabilities are unable to make decisions for themselves, thereby giving them more freedom and control in their life. Asking open-ended questions ensures the individual is listening and understands you, Be patient – give the individual plenty of time to absorb what you are saying and time to respond, Listen – communication is a two-way process so ensure that you actively listen to what the individual says to you, Facial expressions – observing an individual’s face can give visual cues about how they are feeling and if they are understanding you, Gestures – some individuals will use gestures to communicate. Understand the legal and policy framework underpinning an individual’s right to make decisions and take risks 4. Some countries such as Sweden practiced compulsory sterilisation. Individuals did not have any choice about the healthcare they received. c) A description of how inclusive practice can promote equality and support diversity. 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