BILD, the British Institute of Learning Disabilities.
Attention Deficit Hyperactivity Disorder (ADHD) is a childhood onset psychiatric disorder that can persist into adulthood in up to 50% of patients. A. A1C A form of hemoglobin used to test blood sugars over a period of time. ABCs of Behavior An easy method for remembering the order of behavioral components. Seizures in Older Adults. By Jaimie Lazare Aging Well Vol. 4 No. 2 P. 30. Often described as body stiffening, falling, and jerking movements accompanied by a loss of.
Often asked questions about learning disabilities, from BILD, the British Institute of Learning Disabilities. Answering specific enquiries. BILD doesn’t receive any funding to run an advice service, so unfortunately we can't offer specific advice to individual enquiries.
We've created the information below to address some of the most often asked questions about learning disabilities issues. And where it can, it also includes pointers about where to go for specific advice or support. Telephone support lines.
These telephone advice lines run by other organisations may be able to help deal with specific queries: The Mencap advice line on 0. For family carers, the HFT Family Carer Support Service may be able to help: 0.
Contact a Family on 0. The National Autistic Society have the Autism Helpline for people with autism and their families – 0. Information on this website. We know that many people come to the BILD website for information, we hope that here you'll find what you're looking for. In this section are: Frequently asked questions about learning disabilities - which are lower down on this page The BILD Factsheets about a range of learning disability- related issues Need help or advice?
Look here if you're looking for who to approach for advice to deal with a problem Facts and figures - this page shows you where to go to find out figures about learning disabilities in the UK Useful resources - these are documents or links to places where you can find key documents, reports and in- depth information. Useful Links - lots of links to learning disability organisations Holidays information - looking for information about how and where to plan a holiday? Look in here. Information for BILD members - we aim to keep BILD members up to date with learning disability issues and offer a monthly current awareness service and an online research database that they can access. If you're interested in BILD membership - for yourself or your organisation - look in here. Frequently asked questions (FAQs) about learning disabilities. These are frequently asked questions about learning disabilities, click on the question to go down to the answer, or you can download the full set of these questions and answers > If there is anything that you think is missing from this list, or you would like to give us some feedback, please let us know at enquiries@bild.
Understanding Learning Disability. Understanding Autism.
Good Support Positive Behaviour Support Education Help, Advice and Support Understanding Learning Disability. What is a learning disability? The term learning disability is a label and a label only ever describes one aspect of a person; a person with a learning disability is always a person first. When providing support the emphasis should always be on the person’s rights, dignity and individuality; people should not be labelled unnecessarily but the term learning disability is often used in health and social services.
As such, it can be helpful to understand what this means. Valuing People: a new strategy for learning disability for the 2.
Century (Department of Health, 2. A person with a learning disability may find it harder to understand, learn and remember new things, meaning they may have problems with a range of things such as communication, being aware of risks or managing everyday tasks. However, while a learning disability cannot be ‘cured’, with the right support it will have less of an impact on the person’s life; leading to the individual learning new skills and living a full life. References. Department of Health (2. Valuing People: A New Strategy for Learning Disability for the 2.
A non-profit corporation which promotes the general welfare and education of children and adults with developmental disabilities. Services include Camp Waban, child. I agree that IQ cannot predict “function.” However, can one really measure intellectual ability in a non-speaking autistic, though? You correctly move away from.
Century. London: Department of Health. DUy. VNWhat are the possible causes of a person’s learning disability? People with a learning disability, like the rest of us, dislike being labelled and always described in terms of their disability; those providing support for them should value and respect their individuality. Riu Touareg Adults Only. However, it may be useful to know the causes of someone's learning disability; for example, some syndromes or impairments are associated with certain medical conditions.
Understanding the possible cause will help support them to stay healthy. For many people, the cause of their learning disability is never known, but for others this can be identified. The possible causes are usually grouped into the four categories listed below: Before birth or pre- natal: this covers genetic or ‘congenital’ causes, including Down’s syndrome or Fragile X syndrome, as well as other things that affect a baby before it is born, such as drug or alcohol use by the mother. During birth or peri- natal: this includes oxygen deprivation during birth, which can lead to brain damage. It can also include injury to the baby because of complications during birth, and difficulties resulting from premature birth.
Communicating Effectively with Adults with Intellectual and Developmental Disabilities. Communicating Effectively. Some people with intellectual or developmental disabilities (IDD) have communication difficulties. People with intellectual disabilities or those whose disabilities directly affect speech, hearing, or sight are more likely to have communication difficulties. Unless a communication barrier is obvious, it is best not to assume one exists unless the patient, a family member, or other caregiver tells you about the barrier. Even when a communication difficulty exists, the exact barrier and the best way to address it often varies. When a person with a disability does have difficulty with communication, it may be helpful to keep the following in mind: Allow additional time to exchange information. An assessment of language skills helps to choose the level of language you use.
Talking with someone with a mild communication difficulty is very different than talking with a person with a moderate or severe communication difficulty. Many people have stronger receptive (understanding) communication skills than expressive skills. Conversely, a person’s expressive speech may sometimes give an impression of better comprehension than is actually the case, so check the patient’s understanding. Some people may be delayed in responding to questions; so much so that answers may seem to “come out of nowhere.”Some people with severe disabilities may also have difficulty giving you an accurate picture of their feelings and symptoms because of limitations in interpreting internal cues (e. Involving caregivers who know the patient well may help you to better understand his/her experiences. However, as much as possible, continue to focus your communication efforts on the patient. If you are in a busy area with many distractions, consider moving to a quieter location.
GOALSUGGESTED COMMUNICATION TIPSESTABLISHINGRAPPORTSpeak directly with the patient. Avoid talking to an adult as if he/she were a child. Consider not wearing the white coat. Speak directly to the patient, not to his/her caregiver(s). Ask the patient: “Do you want your support worker/caregiver to stay here for this visit?”Ask simple introductory questions (e.
Explain the process and purpose of the visit in simple terms. English Phonics Worksheets For Adults. Gain the patient’s attention and eye contact, if possible, by using his/her name or by touching his/her arm prior to speaking.
Determine how the patient communicates: “How do you say Yes? No?” “Do you use a device? Can you show me how to use this book/machine?”If the patient uses a communication technique or device, involve a caregiver who is familiar with it. Show warmth and a positive regard.
Encourage the use of “comforters” (e. For individuals with autism and related disorders, respect the preference to avoid eye contact. Use positive comments and positive reinforcement. Focus on the patient’s abilities rather than disabilities. CHOOSING APPROPRIATE LANGUAGEUse concrete language. Avoid shouting. Use plain language. Avoid jargon. Use short, simple sentences.
Use concrete as opposed to abstract language, for example: “Show me”; “Tell me”; “Do this” with gesture; “Come with me”; “I’m going to…”Say “Put your coat on” instead of “get ready.”Say “Are you upset? Are you sad? Are you happy?” instead of “What are you feeling?”To make the concept of time more concrete, use examples from daily and familiar routines (e. LISTENINGListen to what the patient says. Allow enough time.
Let the patient know when you do and do not understand. Be sensitive to tone of voice and nonverbal cues. Differences in muscle tone for some individuals may complicate reading their facial expressions or body language. Check/validate your perceptions. Be aware that the visit will likely take more time than usual. Several consultations may be required to complete a full assessment. EXPLAINING CLEARLYExplain what will happen before you begin.
Tell and show what you are going to do and why. Speak slowly. Do not shout.
Pause frequently, so as not to overload the patient with words. Give the patient enough time to understand what you have said and to respond. Rephrase and repeat questions, if necessary, or write them out, if the patient is able to read. Checking for understanding is essential. For patients who can speak in sentences, ask questions such as: “Can you tell me what I just said?” “Can you tell me what I am going to do and why?”COMMUNICATING WITHOUT WORDSUse visual aids. Act or demonstrate.
People with limited language ability and understanding rely on familiar routines and environmental cues to understand or anticipate what will happen next. Use simple diagrams and gestures. Use pictures when communicating; find signs in the patient’s communication book or point to familiar objects (e. It looks like…”)Some people with IDD may express themselves only in writing.
When possible and safe, allow the patient to handle and explore equipment. Point to body parts and act out actions or procedures (e.