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This article describes a public engagement project on bereavement involving people with intellectual disabilities. The project was a practical application of research findings related to discussing death, dying and bereavement with people with intellectual disabilities. The project involved working with people with intellectual disabilities, staff from organisations that support them, and nursing and design students to make artificial lilies that could be illuminated for an interactive art installation. The site for the art installation was the Grassmarket area of Edinburgh, Scotland, where lilies were provided to members of the general public. The public participated in the installation by writing a message to someone who had died, then planting the lily in the garden as a means of remembrance. Through the development and implementation of the project, the authors identified that there was a desire among people with intellectual disabilities to discuss issues of loss and grief. This project also enabled people with intellectual disabilities to be part of a community of remembrance. [ABSTRACT FROM AUTHOR]

Young people with intellectual disabilities are at greater risk of developing mental health issues. However, their mental health needs are often not recognised and therefore remain untreated. This article discusses a case study concerning a young man with a mild intellectual disability and co-existing obsessive-compulsive disorder, which was first identified in adolescence. It describes his experience of accessing appropriate services and interventions, and details the care and support that he received from community-based services, which enabled him to continue living with his family. The case study reveals various issues that are relevant to other young people in similar situations, as well as for service providers and professionals, including intellectual disability nurses. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To be aware that social inclusion for people with intellectual and development al disabilities (IDD) is a focus of welfare policies and legislation in many countries • To recognise that the implementation of policy and legislation for people with IDD is the shared responsibility of governments, and health, education and social care professionals • To identify shared learning among students in health, education and social care programmes as one means of achieving social inclusion for people with IDD Policies for people with disabilities, and specifically those with intellectual and developmental disabilities (IDD), have undergone significant changes during the past three decades. Many people with IDD experience social exclusion, which has significant implications for the individual, their family and wider society. Today the focus is on accessing universal services, care and support in the community to facilitate social inclusion. Professions and professionals in health, education and social services implement social inclusion policy in the field of IDD. However, there is a lack of coherence between the policy intentions of social inclusion and the realities of professional practice. Educational collaborations involving academics, students and practitioners from the professions working with people who have IDD provide an opportunity for shared learning. These collaborations support the development of knowledge and understanding, and the barriers that need to be addressed to achieve social inclusion for people with IDD. [ABSTRACT FROM AUTHOR]

Cognitive behavioural therapy (CBT) has become established as a method for treating psychological disorders experienced by the general population, with considerable evidence available to support its efficacy. However, little research has been conducted into its effectiveness in treating psychological disorders experienced by people with intellectual disabilities. This article explores the various factors involved in the use of CBT for people with intellectual disabilities and how healthcare professionals and the multidisciplinary team have an important role in the CBT process. The input of learning disability nurses is also explored, particularly their vital role in supporting CBT and providing information that is concurrent with an individual's level of understanding. Challenges in the provision of CBT for this population are also examined, for example the prevalence of diagnostic overshadowing, which can make it difficult to distinguish between cognitive impairment and mental health issues in people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

People with an intellectual disability who aspire to further education, and who seek employment on their transition to adulthood, need access to a range of supports, for independence, personal and educational development, and collaborative transitioning. This article discusses the importance of family care, service provision, employment, influential past policies and future strategic developments within an Irish context, and how collaboration between all key stakeholders is essential for effective transitioning for people with an intellectual disability. [ABSTRACT FROM AUTHOR]

People with intellectual disabilities can have various healthcare needs across their lifespan, which may be closely linked to genetic, biological and/or psychosocial factors. As a result, they may require medicines – some of which may be administered intramuscularly – for various clinical reasons, including as part of the treatment of a range of comorbid physical and mental health conditions. Additionally, this population may not fully understand why certain medicines are administered via the intramuscular (IM) route, nor the potential risks that are involved. Some people with intellectual disabilities may find it distressing to receive medicines via this route, and they may depend on others when making decisions in relation to IM injections. Therefore, it is important for nurses to establish a rapport with patients with intellectual disabilities and gain their consent for the procedure. Nurses also require knowledge of the preparation and administration of IM injections to ensure positive health outcomes. This article aims to enhance intellectual disability nurses' knowledge of this procedure, and to explain how they can mitigate the potential physical and psychological effects that IM injections may have for people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To refresh your knowledge of the clinical aspects of venesection • To increase your awareness of how to make venesection a positive experience for service users • To count towards revalidation as part of your 35 hours of CPD, or you may wish to write a reflective account (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) People with learning disabilities face challenges in accessing healthcare services, particularly testing, screening and monitoring, which means that common conditions are often missed. Like anyone, people with learning disabilities develop conditions that require diagnosis, assessment and monitoring through the laboratory analysis of blood samples, so learning disability nurses need to be skilled at performing venesection. Obtaining informed consent and preparing the person psychologically and emotionally for the procedure is as important to its success as getting the clinical aspects right. This article discusses venesection in people with learning disabilities, explaining how nurses can support them before, during and after the procedure and describing a step-by-step approach to performing venesection in a person with a learning disability. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand the discrimination experienced by people with a learning disability who cross-dress • To learn techniques to support people with learning disabilities who want to cross-dress • To familiarise yourself with gender issues in the context of people with learning disabilities People with a learning disability who identify as lesbian, gay, bisexual, transgender, queer or as a cross-dresser can experience multiple layers of discrimination and experience numerous challenges in having their needs met. This article describes a group that was set up to support five men with learning disabilities who wanted to cross-dress. The aim of the group – called Being Me – was to offer the men support, education and empowerment. The article includes case studies to illustrate the men's experiences of being part of the support group. [ABSTRACT FROM AUTHOR]

The insertion of an indwelling urethral catheter is a considered, invasive intervention that places the patient in a position of increased vulnerability. It requires the nurse to have the knowledge, skills and understanding to prepare and perform the procedure while supporting the patient. Such a procedure may evoke a range of emotions and responses in a person with a learning disability. It is important that nurses address the needs of the individual and tailor the care to their needs in a sensitive and respectful manner. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To be aware that transitions from child to adult services are often challenging • To identify the importance of early transition planning for successful outcomes • To recognise that young people's views, preferences and wishes should be reflected in transition plans Transition to adult services for young people with learning disabilities and complex needs should be a purposeful and planned process that begins at the age of 14. However, it is often fraught with challenges. This article explores the story of a young person's transition from child to adult services. It shares the lessons learned and how a collaborative, person-centred approach can result in positive outcomes for young people with autism, learning disabilities and complex needs. Recommendations are made for good practice in person-centred transition planning. Although the article explores one family's experiences, the recommendations are applicable to learning disability practice in developing improved pathways for transition for young people with complex needs. [ABSTRACT FROM AUTHOR]

Strengthening the Commitment, the Modernising Learning Disabilities Nursing Review, highlighted the importance of learning disability nurses providing support across the lifespan. This article describes an activity undertaken at the Living the Commitment Conference in Cardiff in November 2016, at which delegates were asked to identify the roles of learning disability nurses at different lifespan stages. The article examines the responses, which were thematically analysed, and highlights a range of support, some of which is provided across all lifespan stages, and some at specific periods. Responses also identified new and emerging roles across a range of settings, and the importance of influencing policy and commissioning of services. It is not possible to determine whether these roles are fulfilled across the UK, and the article recommends scoping these roles, and using the findings to inform development of learning disability nursing practice, education and research. [ABSTRACT FROM AUTHOR]

The role of the registered nurse in intellectual disability (RNID) includes networking, which is an important aspect of supporting people with an intellectual disability with their health and social care needs. Networking involves RNIDs communicating with various people in intellectual disability services, mainstream health services and local communities. The advent of coronavirus disease 2019 (COVID-19) resulted in RNIDs having to use their networking competences to support clients and their families, particularly in accessing the services they needed to maintain their health during the pandemic. This article examines this networking role and discusses the developments required for RNIDs to support people with an intellectual disability effectively during a pandemic. The article also calls for further research and clarification of the networking aspect of the RNID role. This will provide knowledge that can underpin intellectual disability nursing education and practice. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your awareness of the barriers that pregnant women with learning disabilities may experience in accessing maternity care • To identify reasonable adjustments that can be made to improve the care of pregnant women with learning disabilities • To learn about a service improvement initiative designed to raise healthcare professionals' awareness of the needs of women with learning disabilities during pregnancy An increasing number of women with learning disabilities are forming relationships and having children. These women are likely to have additional needs during pregnancy and to experience barriers in their access to maternity services. This article details a literature review on maternity care for women with learning disabilities during pregnancy and explains how the findings were used to inform the planning of a service improvement initiative. The literature review identified that this patient population is inconsistently and ineffectively supported by maternity services. Based on these findings, a service improvement initiative was designed to raise awareness of the needs of women with learning disabilities during pregnancy among healthcare professionals working in maternity services in Devon, England. It was decided that a one-day conference be held for up to 120 delegates in the summer of 2021. Its outcomes will be used to advance the service improvement initiative, create learning disability champions and provide practical suggestions on how reasonable adjustments can be made for women with learning disabilities during pregnancy. [ABSTRACT FROM AUTHOR]

Positive behaviour support (PBS) is considered an effective and ethical approach to supporting people with learning disabilities who are at risk of behaviour that challenges. Many people with learning disabilities are supported in the community by staff with varying levels of PBS skills and practice, and training is important to ensure PBS is used consistently. In 2019, a community learning disability team in Staffordshire, England, developed a PBS skills training programme and delivered it to 57 senior staff from 16 local community services. In an evaluation of the training programme, participants reported some improvements in their PBS knowledge and practice, as well as some benefits for service users, after the training. However, no follow-up data could be obtained from participants six months after the training. This article describes the training programme, reports the findings of its evaluation and discusses how the findings will inform a future PBS skills development project. [ABSTRACT FROM AUTHOR]

The Transforming Care programme was devised by NHS England in 2015 with the aim of supporting people with a learning disability and/or autism who exhibit behaviour that challenges, including those with a mental health condition, to move out of long-stay hospitals and live in the community. The driving factor behind the programme was abuse and neglect experienced by people in long-stay settings, including those living at Winterbourne View, a private hospital near Bristol that was closed in 2011 after revelations that patients had been ill-treated. By March 2019, when the programme ended, the target to reduce inpatient bed capacity by 50% had not been met. This article discusses the author's experience as a dual-qualified social worker and mental health nurse employed by a Transforming Care Partnership. In this role, the author coordinated the discharge process for five people with learning disabilities and/or autism, often with co-morbid mental health issues, who had lived in hospital for 7-21 years. The complex multiagency work that enabled these successful discharges is explored and the article considers how this work can be built on in future to ensure more people with learning disabilities are able to live in their own homes. [ABSTRACT FROM AUTHOR]

There has been a move in children's services to encourage greater participation by children themselves in how those services are designed and run. This is equally important in services used by those who find it difficult to express their views, yet children with complex needs appear to have less involvement in their care than other groups. Encouraging children with intellectual disabilities to express their views requires creativity, and this article describes the development and use of the child-friendly questionnaire, which uses various methods to support children in communicating their emotions and provide feedback about the service they have received. [ABSTRACT FROM AUTHOR]

Raising a child with a profound learning disability and complex health and behavioural problems can be very difficult at times. However, when this is coupled with being a learning disability nurse, it brings about its own unique challenges. In this article I describe what life is like having Nia, and the emotions involved in being her mum and being a nurse. I also discuss the particular difficulties faced by parents of individuals who have a dual diagnosis of Down's syndrome and autism spectrum disorder. [ABSTRACT FROM AUTHOR]

We all react differently to bereavement and that is as true for people with learning disabilities as for anyone else. Yet assumptions are often made. As a result, when a person with a learning disability loses someone close, the reality of death may be denied. Grieving may then stall or never begin. In a briefing based on the work of Keele University professor of learning disability nursing Sue Read, the bereavement charity Sudden refers to this as 'disenfranchised grief'. This occurs when someone's loss is not recognised and they are left unsupported. [ABSTRACT FROM AUTHOR]

Attending healthcare appointments can be challenging for people with learning disabilities, prompting anxiety that can keep them away. [ABSTRACT FROM AUTHOR]

Intimate and sexual relationships are an important part of life for most people and that includes those with a learning disability. Research indicates that many people with a learning disability have the same aspirations for loving relationships as those without, and that a safe and happy sexual relationship can be a positive experience, improving confidence and well-being. [ABSTRACT FROM AUTHOR]

This article details how a conceptual tool, the semantic wave, can be used to support intellectual disability nursing students to access and apply theories, concepts and evidence to inform their practice. The semantic wave can enable nurse preceptors in Ireland – and practice supervisors and practice assessors in the UK – to articulate the links between theory and practice when supporting nursing students to develop foundational competences on their practice placements. This article uses a case study of a nurse preceptor supporting a first-year intellectual disability nursing student to develop their competence in communication and interpersonal relationships, demonstrating how the semantic wave can be used to apply nursing theory to context-specific practice situations. [ABSTRACT FROM AUTHOR]

People with learning disabilities experience many barriers that prevent them from expressing their sexuality and developing loving and sexual relationships, particularly if they identify as lesbian, gay, bisexual and trans (LGBT). This article explores the challenges faced by people with learning disabilities who identify as LGBT in expressing their sexual identities and having sexual relationships, as well as the challenges faced by support workers and health and social care staff in supporting clients in those aspects of their lives. The method used consisted of combining the lived experiences of participants in a Twitter chat with an exploration of the recent literature. The themes that emerged from these combined sources included the importance of love and sexual relationships, the policy context, legal framework, barriers in practice and the concept of intersectionality. This article discusses these themes and outlines implications for practice and research, including the training needs of staff. [ABSTRACT FROM AUTHOR]

Positive behaviour support (PBS) is a well-accepted, evidenced-based framework for personcentred care and support of people with an intellectual disability. In response to scandals such as Winterbourne View, which saw care home staff jailed for abusing residents, the Transforming Care agenda and the PBS Academy have encouraged the development of standardised practice. This article describes how the PBS standards developed by the academy were audited in an assessment and treatment unit (ATU). The audit highlighted six areas of priority for service improvement and the results were summarised in a set of recommendations that can be monitored. [ABSTRACT FROM AUTHOR]

According to the 2012 UK census, 6.6% of the population of London have a South Asian background. As this article explains, attitudes to, and care of, people with learning disabilities in this population often depend on its members' beliefs about health and abilities to communicate with practitioners. Care can also be affected by prejudice and misconceptions among service providers. In the South Asian community, people with learning disabilities are often isolated and stigmatised, and many families have feelings of shame or guilt, that lead to delays in presentation, diagnoses and care provision. The article concludes by suggesting that employment of liaison workers from South Asian backgrounds could help families seek assistance and services, and ensure that their children with learning disabilities develop the social skills they need to cope with adult life in the UK. [ABSTRACT FROM AUTHOR]

This article describes a qualitative study in which people with intellectual disabilities (learning disabilities in the UK) living in residential homes were asked to describe family life and loss. Interviews with eight such individuals revealed the significance of their family lives, and how their grief at the loss of a parent is compounded by disruptions in familial networks and living arrangements. In such situations, this article concludes that personal plans should include the opportunity for people with an intellectual disability to express their grief to help them cope with their bereavement and loss. [ABSTRACT FROM AUTHOR]

The Confidential Inquiry into Premature Deaths of People with Learning Disabilities reviewed the deaths over a two-year period of all people with learning disabilities living in five primary care trusts. It aimed to identify good practice in the care of people with learning disabilities, and to contribute to learning and recommendations about what might have been done differently. This article presents a case study about end-of-life planning and palliative care. It discusses how a multidisciplinary team collaborated to support an individual with a terminal condition. Examples are given of the good practice recognised by the confidential inquiry investigation and learning points arising from the case are highlighted. [ABSTRACT FROM AUTHOR]

People with learning disabilities experience challenges in accessing effective healthcare and undergoing invasive investigations, including blood tests. Disability discrimination legislation places the onus on services to make reasonable adjustments so that this group can receive effective health interventions. If people have capacity to consent, a refusal to undergo a diagnostic procedure or investigation must be respected. If they do not have capacity to consent, however, chemical or physical restraint may be used to facilitate procedures. Locally, service users were, on occasion, not receiving timely diagnosis of their health conditions because of their refusal to undergo a blood test. Individual desensitisation work was often undertaken as a result, as was treatment under sedation, with varying degrees of success. This article explores the implementation of an evidence-based group intervention that aimed to increase the likelihood that people with a learning disability would consent to receive blood tests without the need for chemical or physical restraint. Since its implementation in 2011 seven groups have been completed with a total of 18 participants, of whom 14 had a blood test successfully. [ABSTRACT FROM AUTHOR]

Positive behaviour support (PBS) is a person-centred framework which aims to support people with learning disabilities and/or autism by understanding their behaviour and developing strategies to improve their lives and those of their families. [ABSTRACT FROM AUTHOR]

This article describes the role of Mingle, a support group for people with learning disabilities who identify as lesbian, gay, transgender or bisexual. The service was reviewed, with members, three years after it was launched; its main value seems simple, that it is a safe place to be different. [ABSTRACT FROM AUTHOR]

Individualised recovery values are becoming increasingly important in the care of people with intellectual disabilities and mental health needs. This article describes how a man with a mild intellectual disability and mental health problems, and his multidisciplinary team, collaborated in the development of written and video-recorded recovery materials based partly on cognitive behavioural ideas. These materials have helped the client to cope better with extreme thoughts, strong feelings and strange experiences, and to understand and manage his feelings of distress. It is hoped that recovery videos similar to the one discussed in this article will become widely available to help people become experts in their own mental health. [ABSTRACT FROM AUTHOR]

From coping with social distancing, attending virtual meetings, caring for service users with COVID-19 symptoms and the use of personal protective equipment (PPE), learning disability nurses face numerous challenges amid the pandemic. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has taken a huge toll on people with learning disabilities. Research shows that not only have service users died in greater numbers, but they have also struggled to access core health services, while the specialist services they rely on have been severely disrupted. [ABSTRACT FROM AUTHOR]

A team of nurses is transforming the care of prisoners with a learning disability or autism spectrum conditions after setting up the UK's first dedicated prison wing to meet their needs. [ABSTRACT FROM AUTHOR]

In recent weeks, the UK has faced national lockdown measures to try and contain further COVID-19 outbreaks after a summer where some rules had been relaxed. [ABSTRACT FROM AUTHOR]

When primary care liaison nurse Sarah Atkinson discovered a client's history of domestic violence and abuse, she knew she had to find a way of helping her. [ABSTRACT FROM AUTHOR]

Service-user involvement is important in learning disability services. Historically, professionals have struggled to involve service users fully in their care, and behavioural assessments and plans can be lengthy and complex. This article describes how a service user became fully involved in the development of his positive behavioural support plan and participated in training his care team. Involving service users in this way increases the validity and credibility of plans, empowers service users, promotes ownership and improves insight; and is, therefore, rewarding for service users and professionals. The article encourages nurses to be creative in meeting the challenges associated with service-user involvement to promote a person-centred approach. [ABSTRACT FROM AUTHOR]

The government has published the first-ever Women's Health Strategy for England to tackle the gender health gap. It is a ten-year plan that aims to address the obstacles faced by women when accessing healthcare and improve health outcomes for all women. [ABSTRACT FROM AUTHOR]

Epilepsy is a serious medical condition that can have profound psychosocial effects. These effects can be minimised through self-management, but information about epilepsy can be complex and it can be difficult for people, especially those with learning disabilities, to understand and manage their condition. This group of people already experiences barriers to health literacy and the lack of accessible epilepsy information can further compromise ability to self-manage the condition. This article explores the existing literature relating to how people with learning disabilities are supported to understand their epilepsy, with particular focus on the effect of accessible information and education. Although research in this area is developing, it is limited, which therefore reduces the extent to which services can confidently use resources underpinned by evidence-based research. [ABSTRACT FROM AUTHOR]

This article presents a summary of a pilot research study of the training needs of staff who support people with learning disabilities who are grieving the death of significant others. It examines evidence that people with learning disabilities have bereavement needs and why the topic should be highlighted. It also examines studies undertaken in this field and explores views of learning outcomes among participants in the pilot study. [ABSTRACT FROM AUTHOR]

This article explores the creation of a specific protocol to prepare children and young people with learning disabilities effectively for theatre and to ensure appropriate support during recovery. The TEACH approach (time, environment, attitude, communication and help) was adopted to provide a framework for reasonably adjusted care. The theatre and recovery protocol was developed following complaints by parents of children with learning disabilities about unsatisfactory care, and after cancelled operations. The young person is offered a pre-admission visit and a hospital passport, which explores their likes and dislikes and enables staff to prepare for their specific needs and requirements. In recovery, a quieter and larger area has been created. The protocol has enabled staff to feel more confident and to individually address the young person's needs. This protocol could easily be adopted for many other people regardless of age or disability who need to have care altered to meet their needs. [ABSTRACT FROM AUTHOR]

Introduction People with learning disabilities are more likely to develop dementia of the Alzheimer's type than the general population. Evidence is limited concerning the benefits of person-centred training packages for staff who support people with this diagnosis. Method A training workshop was developed for paid support staff. Test-retest measures were administered to three staff teams participating in the training workshop pilot. Results The dementia training workshop improved participants' understanding of dementia, the difficulties service users with dementia may experience, and how to provide more effective support. Awareness of available support, and confidence working with those with dementia, also increased. Conclusion The findings of this study support previous research documenting the need for dementia-specific training for staff working with people with learning disabilities. This study also provides evidence of the benefits of facilitating this type of training to supported living staff. [ABSTRACT FROM AUTHOR]

Women with learning disabilities have the same emotional needs, drives and desires and as anyone else, but are more vulnerable to abuse and exploitation than the rest of the population. Their needs tend to be overlooked in research. This article explains how a women's relationships and personal safety group was set up to provide women with learning disabilities with a safe space to explore their personal experiences in confidence, and receive sexual health education and advice about relationships. [ABSTRACT FROM AUTHOR]

By the end of 1991, institutional care for people with learning disabilities ended in Norway and former residents were relocated to their local communities. This article describes the experiences of one of these former residents, who had had negative experiences in the wards of a large institution where staff controlled her and treated her harshly. When she moved into a rented apartment in the local community she had a degree of control over her life, but the same staff were employed to support her and mistreated her as before. Their eventual replacement by younger, better trained care workers, who understood ethical practice and recognised service users’ right to equality, respect and self-determination, greatly improved her experience. One of the most valued outcomes of her experience is that, today, she makes her own decisions about her everyday life. [ABSTRACT FROM AUTHOR]

The Mental Capacity Act 2005 states: ‘A person is not to be treated as unable to make a decision unless all practicable steps to help him to do so have been taken without success.’ Taking these steps can be a complex process, however. This article explores how practitioners can empower and support adults with learning disabilities to make their own decisions by giving the person the right information, in the right way, at the right time and in the right environment. People with learning disabilities may require time and support to reach decisions, and should be encouraged to evaluate them afterwards. INSETS: Box 1 Functional test for capacity;Implications for practice. [ABSTRACT FROM AUTHOR]

This article reports on research by the family-support organisation Promoting a More Inclusive Society into bereavement and loss among people with profound and multiple learning disabilities (PMLDs) and their carers. The researchers held a series of interviews and focus groups to enable parents, carers and professionals to share their experiences of loss, and thereby to identify whether they were being supported adequately. Information gathered from these meetings informed the development of a learning resource pack that explores the experiences of bereavement and loss among people with PMLDs, and the needs of bereaved parents and carers. [ABSTRACT FROM AUTHOR]

Strikes, staff shortages and low morale are dominating the headlines, and for good reason. But amid the gloom there was another familiar call – more needs to be done to increase the number of people choosing learning disability nursing as a career. Now where have we heard that before? [ABSTRACT FROM AUTHOR]

Families with children who have a learning disability should be able to access parent peer support programmes that provide practical, social and emotional support based on shared experiences and complement the work of professionals, a study suggests. [ABSTRACT FROM AUTHOR]

The article explains how a group approach using class peers in a school for children with learning disabilities helped them to overcome the fear of attending the dentist for a check up. The programme, which was delivered by health professionals and educational staff, comprised carefully planned group sessions, accessible information, appropriate tactile resources and a reward system. It successfully motivated participants to make good decisions about accessing health appointments, to experience a potentially difficult environment, and to link a perceived negative experience with a positive one. [ABSTRACT FROM AUTHOR]

The author of this article, a nursing student, proposes a model of support for families in which children have been diagnosed with an autism spectrum condition. The proposed six-stage model, which is based on the author's personal experience as the mother of two sons who have autism, is designed to help parents move from the sense of bewilderment that often follows a diagnosis of autism to a sense of empowerment, thereby increasing the chances of normal life for their children. [ABSTRACT FROM AUTHOR]

As people with learning disabilities live longer, they become more likely to experience or encounter dementia. Many will live with fellow service users who have been diagnosed with the condition. This article explains why such people should be given information about dementia, tailored to meet their individual needs. It also includes a case study describing how the authors devised a computer-aided diagnostic information program for three people with learning disabilities whose housemate had been diagnosed with dementia. [ABSTRACT FROM AUTHOR]