Module Description Template

s
Field name / Comments/notes
Title /

Inclusive Services for People with Learning Disabilities

Code / SSM220
Level / 7
Credit rating / 15
Pre-requisites / 15c version for students studying post qualifying social work courses: students will normally be engaged in relevant practice for a minimum of 15 hrs per week
20 c version Normal entry requirement for Graduate Programme and in addition direct experience of learning disability services.
Type of module / Intensive
Aims /
  • To critically examine both current and emerging new models of service delivery in Learning Disability
  • To examine how rights, choice, independence and inclusion can be promoted achieved in service delivery
  • To evaluate a range of case studies/examples from practice that demonstrate current and emerging models of service provision in terms of the principles stated above.

Learning outcomes/objectives / At completion of the module successful students must demonstrate:
  1. Demonstrate a critical and detailed understanding of past, current and emerging models of delivery of specific learning disability services
  2. Critically evaluate past, current and emerging models in relation to core principles such as rights, choice, inclusion and independence
  3. Systematically and critically evaluate services they are involved with in relation to the core principles above
  4. Better understand their potential role as change agents in the context of present and future constraints and demands on services.

Content / Models of service delivery in learning disability – changes over time
Theoretical and historical perspectives
Past models of service delivery to PWLD
Policy framework/context
What are inclusive services?
The role of funding and direct payments in facilitating access to inclusive services
Quality Services - care standards, workforce training and management
Partnership working
Housing
Review and critical examination of past and existing provision and service models including recent research
Examples of best practice and new emerging developments
New roles - tenant/owner
Expanding choice
Finance and resources
Community development and partnerships
Education and Lifelong Learning
Review and critical examination of past and existing provision and service models including recent research
New legislation and rights
Examples of best practice and new developments
Promoting inclusion
Expanding access
Issues and policy development
Moving into employment and leisure
Review and critical examination of past and existing provision and service models including recent research
Examples of best practice and new developments
Policy developments and reforms
Local initiatives
Health Services
Review and critical examination of past and existing provision and service models including recent research
Examples of best practice and new developments
Helping people be better informed about their health
Making decisions about health
Co-ordination and partnership working
Teaching and learning strategies / Teaching methods will encompass:
  • Workshops
  • Lectures
  • Guest speakers
  • Videos
  • Case studies and case examples
  • Interactive group work

Learning support / Indicative Reading
Alaszewski H et al 1999 Empowerment and Protection. The development of policies and practices in risk assessment and risk management in service for adults with learning disabilities, London, Mental Health Foundation.
Chappell, A. 1998 Still out in the cold: people with learning difficulties and the social model of disability, in T. Shakespeare ed. The Disability Reader. London and New York: Continuum.
Department of Health 2001 Valuing People: A New Strategy for Learning Disability for the 21st Century. London: The Stationary Office.
Dowse, L. 2001 ‘Contesting practices, challenging codes: self advocacy, disabiliy politics and the social model.’ Disability and Society, 16,1,123-141.
Holman, A., Collins, J. 1997. Funding Freedom: a guide to direct payments for people with learning difficulties. London: Values into Action.
Institute for Health Research. 2005. The Impact of Person Centred Planning. Lancaster: Institute for Health Research.
Moffatt, V. 1996 Life Without Jargon: how to help people with learning difficulties understand what you are saying. London: Choice Press.
Norah Fry Research Centre 1996 Quality in Action: a resource pack for improving the quality of services for people with learning difficulties. Brighton: Pavillion Publishing.
Philpot, T and Ward, L. eds. 1995. Values and Visions: Changing ideas in services for people with learning disabilities. Oxford: Butterworth-Heinemann.
Race D ed. 2002. Learning Disability – A Social Approach, London, Routledge
Sellars C. 2002. Risk Assessment in People with Learning Disabilities, Oxford, BPS Blackwell
Social Care Institute for Excellence. 2005. Research briefing 14: Helping parents with learning disabilities in their role as parents. London: Scie
Thomas D & Woods H. 2003. Working with People with Learning Disabilities, London: Jessica Kingsley
Wilson, A., Ridell, S. and Barron, S. 2000 ‘Welfare for those who can? The impact of the quasi-market on the lives of people with learning difficulties.’ Critical Social Policy, 20,4, 479-502.
Assessment tasks / Module participants will be summatively
assessed through the submission of a practice/service related assignment of 2,000 words.
Students will be asked to critically evaluate provision of a service for people with learning disabilities that they are familiar with, with respect to one or more of the principles of rights, choice, independence and inclusion. The project should include a set of recommendations that could improve the chosen service/s in one of these respects and the identification of associated constraints and challenges that may need to be taken into consideration if implementing these recommendations.
Brief description of module content and/or aims (maximum 80 words) / The module examines models of service delivery in learning disability in relation to education, housing, work, health and leisure. The aim is to examine how the core principles of rights, independence, choice and inclusion from Valuing People can be used to critically evaluate current practice.
Area examination board to which module relates / SASS
Module team/authors/ co-ordinator / Jem Price, David Watson, Julia Stroud, Tessa Parkes
Semester offered, where appropriate
Date of first approval
Date of last revision / N/A
Date of approval of this version
Version number / 1
Replacement for previous module / N/A
Field for which module is acceptable and status in that field / PQ SW Programme (O/M)
Course(s) for which module is acceptable and status in course / 15 c version
PGDIp Higher Specialist Social Work with Adults (O/M)
School home / SASS
External examiner / Alan Butler, University of Leeds