We’re looking for people to take a look at a brand new booklet on improving the well-being of young children with learning disabilities, and to give their feedback.
Researchers at the University of Warwick are working with a group of parents of children with learning disabilities, Mencap, the Challenging Behaviour Foundation, and Cerebra to write a guide for parents to support the well-being of young children with learning disabilities.
The booklet combines what we know from research with parents’ personal experiences. The family activities within the booklet have been shown to be important for supporting the well-being of children with learning disabilities.
There are four chapters in the booklet, and parents are able to use the booklet flexibly depending on what information they want to know at the time. The chapters are about:
- How to look after yourself
- Organising family life
- Spending time together
- Activities to do with my child with a learning disability at home and outside
You can download a copy of the booklet for free here.
Please tell us what you think about it here.
Thank you for your help.
The role of the National Institute for Health and Care Excellence (NICE) is to improve outcomes for people using the NHS and other public health and social care services.
Patients and healthcare professionals have rights and responsibilities as set out in the NHS Constitution for England. Treatment and care should be centred on the patient, taking into account their needs. Additionally patients should have the opportunity to make informed decisions about their care and treatment, in partnership with their healthcare professionals.
NICE guidance is written to reflect these priorities and focus on improving the care and treatment provided in the health service. They are prepared by groups of healthcare professionals, people who have personal experience or knowledge of the condition, patient representatives, and scientists, and offer evidence-based written information tailored to the needs of the child or young person and their parents or carers.
NICE have just published the Learning disabilities: identifying and managing mental health problems quality standard (QS142) on their website. This quality standard covers the prevention, assessment and management of mental health problems in people with learning disabilities in all settings (including health, social care, education, and forensic and criminal justice). It also covers family members, carers and care workers. Quality standards describe best practice based on current evidence – what service providers should be aiming for.
In summary this guidance sets out 5 quality standards:
- Young people and adults with learning disabilities have an annual health check that includes a review of mental health problems.
- People with learning disabilities who need a mental health assessment are referred to a professional with expertise in mental health problems in people with learning disabilities.
- People with learning disabilities and a serious mental illness have a key worker to coordinate their care.
- People with learning and mental health problems who are receiving psychological interventions have them tailored to their preferences, level of understanding, and strengths and needs.
- People with learning disabilities who are taking antipsychotic drugs that are not reduced or stopped have annual documentation on reasons for continuing this prescription.
This guide has been prepared for parents of children with special educational needs (SEN) and/or disabled children living in Wales. It only applies to Wales and we have written separate guidance for England.
Please be aware that changes brought in by the SEN reform process in Wales will come into force from September 2020. We will be producing an updated guide explaining the new system before it is introduced. In the meantime this guide remains accurate.
First published 2016. This edition 2016. Review date 2019.
This three part guide has been developed to give up to date information on how to spot the signs of anxiety and anxiety disorders and what can be done. Part one describes the common signs of anxiety and specific anxiety disorders. Part two describes the ways professionals assess anxiety in children with intellectual disability, and Part three gives guidance on helping your child reduce feelings of anxiety and gives some examples of specific disorders associated with anxiety.
Highly Commended in Special Award-Children in the 2016 BMA Patient Information Awards,
First published 2015. This edition 2015. Review date 2018.
Children with developmental disabilities are not all the same and neither are their toileting difficulties. Toileting problems can have a number of different causes and as a result require a range of approaches to manage and resolve issues. Children with neurological conditions can sometimes find learning to use the toilet more difficult than typically developing children as the result of physical, behavioural or sensory differences, as well as the learning difficulties which are part of their developmental disability. It is important to note that the majority of individuals with intellectual difficulties will become self-toileting by adulthood. (Please note, this information deals with daytime wetting and not bedwetting or night-time enuresis). You can download the guide below.
Download Toilet Traininig Infographic (968.7 KB)
First published 2012. This edition 2015. Review date 2018.