Learning Difficulties and Ethnicity

This framework is to help people and organisations (e.g. Learning Disability Partnership Boards) work towards ensuring that local services are culturally competent/appropriate.

Review of the Primary Schools' General Allocation Model

The allocation of additional teaching resources to schools under the terms of the General Allocation Model (GAM) was intended to make possible the development of inclusive primary schools; ensure that primary schools have a means of providing additional teaching support to pupils with learning difficulties and special educational needs arising from high incidence disabilities without recourse to making applications on behalf of individual pupils and included additional teaching time that was previously allocated for learning-support teaching as well as an allocation of additional teaching time for what was termed resource teaching for pupils with special educational needs arising from high incidence disabilities.

The Northern Ireland Action Plan for Learning Disability Nursing

The Northern Ireland Action Plan for Learning Disability Nursing

Learning Disability Service Framework (PDF 3MB)

Learning Disability Service Framework - Easy Access Version

Learning Disability Service Framework

Easy Access Version

RQIA Review of the implementation of Promoting Quality Care (PQC) Good Practice Guidance on the Assessment and Management of Risk in Mental Health and Learning Disability Services (PDF1.07MB)

Overview Report October 2012

A Workforce Learning Strategy for the Northern Ireland Health and Social Care Services 2009-2014 (PDF 318KB)

A Workforce Learning Strategy for the Northern Ireland Health and Social Care Services 2009-2014

Facilitation Process Concerning the Difficulties in Implementing A Vision For Change in the South Tipperary and Carlow Kilkenny Catchment Area Mental Health Service

Facilitation Process Concerning the Difficulties in Implementing A Vision For Change in the South Tipperary and Carlow Kilkenny Catchment Area Mental Health Service Click here to download PDF 4.27MB

North Down & Ards AMH

AMH, founded in 1963, one of the largest regional voluntary sector organization in NI, has provided a range of services for people with mental health difficulties and learning disabilities. AMH Ards offers a range of person centred activities eg training in IT, administration, catering, literacy and numeracy, crafts etc. They have completed 2 Level 2 applications. This Level 3 application will endeavor to build on the success of the second project, encouraging and building capacity for people to identify their own health needs, enable them to benefit from a range of support services, including pharmacy available to them. In addition, it will continue to educate and involve pharmacists in the road to mental health recovery. 4 programmes (7 weeks long ï¿_ 3 with the pharmacist) will be delivered each year (2 at each of the centers in Ards and Bangor). This more formal programme will be supplemented by ongoing support, staff training (2 sessions) and 4 informal drop in sessions and more general health events. At all of these sessions, the pharmacists will either lead on or attend.

Adult Learning Services

Evidence Review 4 - Adult learning services Briefing 4 - Adult learning services This pair of documents, commissioned by Public Health England, and written by the UCL Institute of Health Equity, address the role of participation in learning as an adult in improving health. There is evidence that involvement in adult learning has both direct and indirect links with health, for example because it increases employability. There is some evidence that those who are lower down the social gradient benefit most, in health terms, from adult learning. However, there is a gradient both in participation in adult learning and skill level, whereby the more someone would benefit from adult learning, the less likely they are to participate, and the lower their literacy and numeracy skills are likely to be. This is due to a range of barriers, including prohibitively high costs, lack of personal confidence, or lack of availability and access. These papers also show that there are a number of actions local authorities can take to increase access to adult learning, improve quality of provision and increase the extent to which it is delivered and targeted proportionate to need. The full evidence review and a shorter summary briefing are available to download above. This document is part of a series. An overview document which provides an introduction to this and other documents in the series, and links to the other topic areas, is available on the ‘Local Action on health inequalities’ project page. A video of Michael Marmot introducing the work is also available on our videos page.

Substance use behaviours of young people with a moderate learning disability: a longitudinal analysis.

Substance use behaviors of young people attending a special school are reported over a 4-year period from the age of 12-16 years. The article investigated these behaviors by surveying a cohort of young people with a statement for moderate learning disabilities annually during the last 4 years of compulsory schooling. The findings show that these young people consistently reported lower levels of tobacco, alcohol, and cannabis use compared with those attending mainstream school. No other illicit drug use was reported. The potential implications of these findings are discussed in relation to the context and timing of targeted substance education and prevention initiatives for young people with moderate learning disability attending a special school.This resource was contributed by The National Documentation Centre on Drug Use.