Discrimination Act, Equality Act, Human Rights Act, Health and Social Care Act (Regulated activities) and the Essential Standards, Codes of Practice for Social Care Workers. This is the desired outcome for most people and training can be provided to help individuals with learning disabilities gain the skills they need to self-advocate. I think I understand you…blah blah blah…is that correct. Individuals did not have any choice about the healthcare they received. Integration of people with learning disabilities into the wider community can help create more understanding between individuals and quash popular misconceptions. • Enabling choice and social relationships . Fortunately, this can easily be rectified with current and proper training and education. The Care Act 2014 made it the duty of local authorities to ensure the wellbeing of individuals with learning disabilities. It makes it unlawful for an individual with disabilities to be discriminated against. This unit examines what a learning disability is and some of the challenges that individuals with learning disabilities and their support team face. If you are communicating with an adult with learning disabilities, you should speak to them as an adult. The Equality Act 2010 (and Disability Discrimination Act 1995 before it) made it unlawful for activity providers to discriminate against people with learning disabilities. Van Asselt et al. The Human Rights Act,Equality Act and Care Act have helped to bring about change in the health and social care sector. c) A description of how inclusive practice can promote equality and support diversity. 3.5Describe ways of using a person centred approach to enable older people to make positive contributions to their community The … When supporting individuals with learning disabilities, it is important to build empowerment and active participation into your day-to-day practice. It wasn’t until the Human Rights Act 1998 that individuals with learning disability had legislation to turn to, particularly article 8 which grants everyone the right to respect for private and family life – this is a broad term which includes the right to your sexuality, your body and forming and maintaining relationships. The National Health Service and Community Care Act 1990 gave individuals with learning disabilities more control over where they lived by introducing Direct Payments. They have the right to close down services that are not up to scratch. that may indicate that they are either not listening or not understanding. Rights: Individuals you care for and support should continue to have the same rights as when they were living independently. 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). Local authorities must also provide services to meet the needs of individuals with learning disabilities or identify referrals to third-party services. 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. You should converse with the individual regularly to see if their wishes have changed or that they have something new that they want to try and then work with them to achieve it in a realistic manner. 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. This can create a lot of stress in the family unit. The … 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. Amongst many other studies of the time, the Jay Report suggested they should integrate into local communities based on the idea of normalisation. 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. 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. They are free to take risks and make their own life choices. Social inclusion is defined by the Charity Commission as: Social inclusion is often used to describe the opposite effect to social exclusion. Some countries such as Sweden practiced compulsory sterilisation. Empowerment means helping an individual to become more independent and have more control over their lives, especially the support they receive. Some things to consider are: To communicate effectively with individuals with learning disabilities, you should ensure that the language that you use is both age and ability appropriate. The Human Rights Act, Equality Act and Care Act have helped people to understand that disability does not mean an individual has any less rights than anybody else and that it is unlawful to discriminate on this basis. You can also support active participation with the individuals you provide care for by: Being non-judgmental. 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. Failure to do so can leave services antiquated and put the most vulnerable people in our society at risk. The conditions of residential hospitals were also criticised with reports of isolated locations with visits being discouraged, poorly trained staff, lack of co-ordination and patients having little to no belongings. There are also other ‘protected’ characteristics including gender and age. Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities. 1. It is also a good idea to get into the habit of doing this yourself. Unfortunately, prejudice and outdated attitudes towards people with learning disabilities does still exist but thankfully it is becoming more of a minority. 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. Therefore, it is important that the pedagogical strategies we employ in the classroom reflect an understanding of social identity development so that we can anticipate the tensions that might occur in the classroom and be proactive about them’ (Ambrose et. Legislation is the collection of laws that have been made official by parliament and must be followed. 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). You can do this by asking questions or asking them to collaborate on their care plan when it is due for review. The media with its wide-reaching audience also has a part to play in promoting positive attitudes towards people with learning disabilities. For example, imagine a person with a learning disability is unable to read but is a member of a book club that regularly meets to discuss the books that they have read – the individual is able to participate because they listen to audio books. This is when a family member or close friend helps an individual to make a decision or makes a decision on their behalf. Many of these simply represent the lower end of the normal distribution of intelligence. 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. The individual should remain at the heart of the advocacy service and the advocate should always act in their best interests. Age-appropriate language means using words that are suitable for a particular age group. This is normal and should not be avoided. Social inclusion is one of five key outcomes we work towards with our clients. Siblings may feel pushed out and jealous that their brother/sister appears to receive more attention than they do and not understand the reasons why. 1959 saw the introduction of the Mental Health Act, which made living in a ‘hospital’ voluntary unless individuals were classed a danger to others and that community care should be espoused. The Human Rights Act 1998 and Equality Act 2010 reinforced this. It also means you’re in a position to report any issues to management (especially if the discriminated person doesn’t … Social inclusion is defined by the Charity Commission as: Social inclusion is often used to describe the opposite effect to social exclusion. A lack of relevant reliable studies and research makes it difficult to approximate the proportion of individuals with a learning disability with an unknown cause, however the 2011 edition of Psychiatry by Lesley Stevens and Ian Rodin states: The cause of mild learning disability is unknown in about half of cases. Twenty men and six women were involved aged 20-65, either from independent living units or group homes. This is professional advocacy law services represented by legally qualified solicitors/lawyers/barristers. 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. It could also mean keeping sentences short and to the point using a limited number of keywords. Finding innovative ways to support them. Sometimes you may even find that individuals appear to listen intently and nod whilst you are talking but have no clue what you are talking about (I am guilty of this myself, very regularly!). 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. 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. The bio-psychosocial model is useful to understand the support that spinal cord injured young people, their families and schools may need to ensure to full inclusion in mainstream education. Struggling financially to make ends meet and having limited options for improving your financial situation; Feeling socially isolated or lonely, having few friends and limited opportunities to meet new people or  make new relationships; Having limited access to community resources such as health, educational and recreational services; Having no 'voice' and influence over decisions that affect your life. This indirectly blames the individual. Understanding Social Inclusion, Social Cohesion and Social Capital Robert J. Oxobyy June 2009 Abstract The topics of social capital, social cohesion, and social inclusion are increasingly gaining interest in economics, sociology, and politics, particularly in regards to addressing poverty and designing related policies. For me as a trainer, I need to challenge any abuse and explain why it is wrong. Person-centred approach • Recognising individuality . For individuals that have difficulty communicating verbally, you could use communication aids such as flashcards with pictures of meals on them. The Human Rights Act 1998 sets out the fundamental rights and liberties that all residents of the UK are entitled to. An individual may use one or more of them at different times in their lives depending on their personal needs and circumstances. Life in early institutions was often harsh and very difficult. Debbie Slack :: Health and Social Care Level 2 Unit : 24 Understand the Context of Supporting Individuals with learning Disabilities. 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. The 21st century has seen a shift in attitudes towards people with learning disabilities as these individuals are now much better integrated into society. Care Quality Commission (CQC) Regulations and Fundamental Standards set out the standards of care that all care providers must not fall below. Failure to do so could result in legal action or litigation being taken against yourself and/or your organisation. If a woman were to get pregnant, they would not have been allowed to keep the child. Explain the benefits of social inclusion for: >Individuals – >Communities – 3. Active participation means supporting the individual to be engaged in their day to day life and their support rather than a passive receiver. In 1948, the NHS took responsibility for the institutions and they were changed to ‘hospitals’ however the practices and services remained pretty much the same although Mental Health Officers were appointed to work with individuals outside of hospitals. This is significant for individuals with learning disabilities and their families as it means they can expect to be treated as an individual and have their rights respected. This is especially true in education where children with learning disabilities are much more likely to attend mainstream schools. It usually results from positive action taken to change the circumstances and habits that lead, or have led, to social exclusion. Social inclusion is linked to the concept of equal Understand the importance of a positive, person-centred approach to risk assessment 3. Do you believe that it’s not a good thing for some people? The next modules in this training program are all about 'encounters' and how you can support people with intellectual disability to plan, initiate and manage encounters that enhance their social inclusion. 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. 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 means they can have difficulty understanding new or complex information, learning new skills and/or coping independently. Even mothers with illegitimate children (and children born within the institution’s walls) had no choice but to spend their lives institutionalised. People with learning disabilities engaged in conversation with staff, children and members of the public. 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. The Care Quality Commission (CQC) is the regulator for all health and social care services in England and ensure that policy and practice are performed correctly. This does not mean that they are unable to communicate but that they communicate in a different way. Having a family member with a learning disability can have a significant impact on those around them, both positively and negatively. It is their responsibility to set the laws that are the foundation of society. Essentially, social inclusion means giving everyone the same opportunities to participate in society paying special attention to those that may be disadvantaged from doing so. developing positive relationships with families – which can help you understand each other and work together and can help families build a sense of belonging and inclusion. By the time you have completed this unit, you will have a good understanding of the legislation and policies that support the human rights and inclusion of individuals … Topics include the history of individuals with learning disabilities in society, legislation, advocacy, social inclusion, active participation and communication. While inclusion and exclusion have social, economic and political dimensions, in this training program we focus on the 'social' dimension which concerns connections to other people. Parents may feel guilt about their child’s condition and the extra care they have to provide can leave them feeling overwhelmed and exhausted. There are a number of pieces of legislation and policies that have been designed for people with learning disabilities to promote: Firstly, the Equality Act 2010 protects individuals from discrimination, harassment and victimisation in society and supersedes previous anti-discrimination such as the Disability Discrimination Act 1995 and Race Relations Act 1976. Yet for individuals with complex autism there are many additional and often unseen barriers to full social inclusion. However the social model of disability would say that the barrier is society. ensuring that an individual has understood what you have said, Genetic/inherited conditions passed down from previous generations of the same family, The mother becoming ill or drinking excessive alcohol during pregnancy, Birth complications such as the child having an oxygen deficiency in the brain or head trauma during birth, Contact with damaging materials such as radiation, L’Arche communities where people with and without learning disabilities could live together, Campaigns on behalf of people with learning disabilities to improve conditions and services, most notably by Lord Rix, it is made clear that the individual may require additional support, understanding or accommodations, it can promote social inclusion as some people are genuinely interested about how people are different from one another, it is required to fulfill some eligibility criteria such as benefit claims, it is efficient in communication when talking about groups of similar individuals – for example it is far easier to use the term ‘learning disability’ than to refer to a list of conditions, symptoms or cognitive abilities, it helps individuals with similar issues and challenges come together and form a group identity, it helps organisations to do things that could benefit individuals with learning disabilities such as lawmakers or research groups, it does not promote the identity and strengths of each individual as labels are, inherently, broad and wide-ranging, it can cause individuals to be singled-out, ridiculed, harassed and bullied, it can cause individuals with learning disabilities thinking less of themselves and result in a lowered self-worth, self-esteem and self-confidence, it can restrict expectations and put limits on an individual that may not have otherwise existed. Many children with learning disabilities now attend mainstream schools, which will result in future generations having a better understanding of the differences between individuals. 4.1 Explain the meaning of the term ‘social inclusion’ 4.2 Explain the meaning of the term advocacy 4.3 Describe different types of advocacy 4.4 Describe ways to build empowerment and active participation into everyday support with individuals with learning disabilities Whilst it can be useful at times, there could be conflicts of interest so self advocacy or independent advocacy are always preferred. Maintaining contact with family and friends, participating in cultural and community activities and using skills all contribute to social inclusion. Registered charities with an annual income over £10,000 must provide annual information to the Commission. This can include people that have been detained under the mental health act or do not have the mental capacity to make decisions. As a health and social care worker, it is our responsibility to remove as many of these barriers as possible and encourage active participation and social inclusion. This includes the right to life, which means everyone has the right to lifesaving and life-prolonging medication even if they have severe or profound learning disabilities. The Commission has wide powers to intervene in the affairs of a charity where things have gone wrong. This has led to much more collaboration, choice and independence for individuals. 9 What social inclusion means in Oxfordshire In 1995, the Disability Discrimination Act (later superseded by the Equality Act 2010) made it illegal for employers to discriminate against people with disabilities. In 1948, the NHS took control of institutions and they became hospitals, however the poor treatment of patients continued. social inclusion . Ability-appropriate language means adapting your words and sentences in accordance with an individual’s communication skills. Analyse the concepts of: >Social inclusion – >Social exclusion – >Community – 2. Person-centred active support is a way of ensuring people living with a disability become involved in social communication whenever the opportunity arises. Examples include pointing, waving and giving the ‘thumbs-up’, Makaton – some individuals use Makaton sign language to communicate which is a set of universally-understood gestures, Leading – an individual may try to make themselves understood by leading you somewhere to show you something. 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. Increased exposure and communication between different groups of people can create more tolerance, empathy and understanding. Each individual you support has the right to say no, the right to have a relationship, the right to have a say about how they are supported. Or the group should have chosen different book so as not to exclude the individual. And encourage the individual to take an interest and contribute towards their support. As workers in the health and social care industry, we are governed by several rules and guidelines. Similarly, there is the right to not be tortured in an inhuman or degrading way, which means people with learning disabilities should not be forced to live in poor conditions or suffer from neglect. This trend increased further after the introduction of the Care Act 2014. The social model was designed by people with disabilities to reduce the stigma associated with disability and attempt to change people’s attitudes towards disability by viewing barriers as being caused by society rather than the individuals that have extra difficulty overcoming them. 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. However, it is only currently available in print format, with the audio book not being released for another four weeks, resulting in the individual being unable to participate. A learning disability occurs when the brain is still developing, either before birth (prenatally), during birth or during early childhood. A learning disability is a broad term that encompasses many different conditions such as Down’s Syndrome and Fragile X Syndrome and can be classed as mild, moderate or severe. In the 60s and 70s, more individuals with learning disabilities began to transition from life in institutions to local communities. gesture or a word said to you by a stranger that has made you feel welcome or Neglecting to do so can lead to criminal prosecution, as can subjecting an individual to abuse, which will be treated as a hate crime. 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. Unstructured observations took place within a variety of community settings: supermarkets, pub, a park. Individuals with learning disabilities often require far more support than those that don’t and may never be fully independent. 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 Skills for Care and Skills for Health are charities that promote best practice and workforce and workforce development in health and social care. Typical causes are: The medical and social models of disability are contrasting ideas about the reasons for barriers to independence encountered by people with disabilities. 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. understanding social inclusion for adults with IDD, longitudinal studies can be undertaken to deter- ... support individuals to avo id abusive situations and. You should encourage individuals to complete the tasks that they are able to do as independently as possible and provide some support for those they cannot. 1.1 Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities, 1.2 Explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families, 2.1 Explain what is meant by ‘learning disability’, 2.2 Give examples of causes of learning disabilities, 2.3 Describe the medical and social models of disability, 2.4 State the approximate proportion of individuals with a learning disability for whom the cause is ‘not known’, 2.5 Describe the possible impact on a family of having a member with a learning disability, 3.1 Explain the types of services that have been provided for individuals with learning disabilities over time, 3.2 Describe how past ways of working may affect present services, 3.3 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, 4.1 Explain the meaning of the term ‘social inclusion’, 4.2 Explain the meaning of the term ‘advocacy’, 4.4 Describe ways to build empowerment and active participation into everyday support with individuals with learning disabilities, 5.1 Explain how attitudes are changing in relation to individuals with learning disabilities, 5.2 Give examples of positive and negative aspects of being labelled as having a learning disability, 5.3 Describe steps that can be taken to promote positive attitudes towards individuals with learning disabilities and their family carers, 5.4 Explain the roles of external agencies and others in changing attitudes, policy and practice, 6.1 Identify ways of adapting each of the following when communicating with individuals who have learning disabilities a) verbal communication b) non-verbal communication, 6.2 Explain why it is important to use language that is both ‘age appropriate’ and ‘ability appropriate’ when communicating with individuals with learning disabilities. 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