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Engagement and inclusion of individuals with a dual sensory loss and learning disability in the assessment process-staff perspectives.
- Source :
- Practice (09503153); Apr2021, Vol. 33 Issue 2, p119-135, 17p
- Publication Year :
- 2021
-
Abstract
- Dual Sensory Loss and learning disability is a historically neglected area of social work practice. This paper presents one element of a research study conducted with a health and social care provider in Northern Ireland. It explored staff experiences of assessing adults and children with a dual sensory loss and learning disability. Two sensory disability team managers, eight social workers and two rehabilitation officers were interviewed across sensory disability, learning disability and children with disability teams. Current levels of engagement and ways in which more inclusive services and practices could be developed were explored. Staff views indicate that there is minimal engagement between staff and service users with unique, complex needs. Staff use a range of tools, resources and skills in an attempt to promote inclusion and engagement. The paper concludes that to promote engagement staff need to develop their practice, making effective use of tools and resources. Staff skills and knowledge can be enhanced through training which is targeted, relevant and specific. There needs to be commitment to sharing good practice and cascading learning throughout teams. This will enable service users to have input into their own assessments which will form the cornerstone of all ongoing interventions. [ABSTRACT FROM AUTHOR]
- Subjects :
- TREATMENT of hearing disorders
PROFESSIONAL practice
PROFESSIONS
TOUCH
ATTITUDE (Psychology)
RESEARCH methodology
SOCIAL workers
COMMUNICATIVE competence
TIME
MEDICAL personnel
INTERVIEWING
PATIENT-centered care
QUALITATIVE research
ABILITY
TRAINING
INTERPROFESSIONAL relations
COMMUNICATION
VISION disorders
PEOPLE with intellectual disabilities
SOCIAL services
NEEDS assessment
JUDGMENT sampling
THEMATIC analysis
CONTENT analysis
Subjects
Details
- Language :
- English
- ISSN :
- 09503153
- Volume :
- 33
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Practice (09503153)
- Publication Type :
- Academic Journal
- Accession number :
- 149790125
- Full Text :
- https://doi.org/10.1080/09503153.2019.1695110