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1 – 10 of 15Samantha Flynn, Sue Caton, Amanda Gillooly, Jill Bradshaw, Richard P. Hastings, Chris Hatton, Andrew Jahoda, Peter Mulhall, Stuart Todd, Stephen Beyer and Laurence Taggart
The purpose of this paper is to present data about the experiences of adults with learning disabilities during the COVID-19 pandemic across the UK.
Abstract
Purpose
The purpose of this paper is to present data about the experiences of adults with learning disabilities during the COVID-19 pandemic across the UK.
Design/methodology/approach
Interviews were conducted with 609 adults with learning disabilities. Family carers and support staff of another 351 adults with learning disabilities completed a proxy online survey. The data were collected between December 2020 and February 2021 and concerned both worries/negatives and anything positive that had happened because of the COVID-19 pandemic.
Findings
Social isolation was the most commonly reported worry/negative for adults with learning disabilities, with other frequently reported worries/negatives including: changes to/loss of routine; loss of support/services; and decreased health/well-being/fitness. A large proportion of participants indicated that nothing positive had happened because of COVID-19, but some positives were reported, including: digital inclusion; more time spent with important people; improved health/well-being/fitness; and, a slower pace of life.
Practical implications
Future pandemic planning must ensure that adults with learning disabilities are supported to maintain social contact with the people who matter to them and to support their health and well-being (including maintaining access to essential services and activities). Some adults with learning disabilities may benefit from additional support to improve their digital confidence and access. This may in turn enable them to maintain contact with family, friends and support services/activities.
Originality/value
This is the largest study about the experiences of adults with learning disabilities during the COVID-19 pandemic in the UK. The authors primarily collected data directly from adults with learning disabilities and worked with partner organisations of people with learning disabilities throughout the study.
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Samantha Flynn, Chris Hatton, Richard P. Hastings, Nikita Hayden, Sue Caton, Pauline Heslop, Andrew Jahoda, Stuart Todd, Edward Oloidi, Stephen Beyer, Peter Mulhall and Laurence Taggart
This paper aims to present data about access to and use of health and social care services by adults with learning disabilities during the COVID-19 pandemic in England, Northern…
Abstract
Purpose
This paper aims to present data about access to and use of health and social care services by adults with learning disabilities during the COVID-19 pandemic in England, Northern Ireland, Scotland and Wales.
Design/methodology/approach
Data were collected in three waves between December 2020 and September 2021 and concerned the use of health and social care services during the COVID-19 pandemic. Data were collected at one or more time-points directly from 694 adults with learning disabilities and through separate proxy reports by family carers and paid support staff of another 447 adults with learning disabilities.
Findings
Many people with learning disabilities who reported regularly accessing services/supports pre-pandemic were not receiving them during the timeframe of this study. There were indications of increasing access to some services and supports between Wave 2 and 3, but this was not universal.
Practical implications
People in Cohort 2, who were likely to have severe/profound learning disabilities, were less frequently reported to access online community activities than people in Cohort 1, which is likely to exacerbate existing social isolation for this cohort and their family carers. Service providers should seek to ensure equitable access to services and activities for all people with learning disabilities in the event of future lockdowns or pandemics.
Originality/value
This is the largest longitudinal study about the impact of the COVID-19 pandemic on health and social care services for adults with learning disabilities in the UK. We primarily collected data directly from adults with learning disabilities and worked with partner organisations of people with learning disabilities and family members throughout the study.
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Josephine Wendy Tetley, Simon Holland, Sue Caton, Glenis Donaldson, Theodoros Georgiou, Federico Visi and Rachel Christina Stockley
Restoration of walking ability is a key goal to both stroke survivors and their therapists. However, the intensity and duration of rehabilitation available after stroke can be…
Abstract
Purpose
Restoration of walking ability is a key goal to both stroke survivors and their therapists. However, the intensity and duration of rehabilitation available after stroke can be limited by service constraints, despite the potential for improvement which could reduce health service demands in the long run. The purpose of this paper is to present qualitative findings from a study that explored the acceptability of a haptic device aimed at improving walking as part of an extended intervention in stroke rehabilitation.
Design/methodology/approach
Pre-trial focus groups and post-trial interviews to assess the acceptability of Haptic Bracelets were undertaken with seven stroke survivors.
Findings
Five themes were identified as impacting on the acceptability of the Haptic Bracelet: potential for improving quality of life; relationships with technology; important features; concerns; response to trial and concentration. Participants were interested in the haptic bracelet and hoped it would provide them with more confidence making them: feel safer when walking; have greater ability to take bigger strides rather than little steps; a way to combat mistakes participants reported making due to tiredness and reduced pain in knees and hips.
Originality/value
Haptic Bracelets are an innovative development in the field of rhythmic cueing and stroke rehabilitation. The haptic bracelets also overcome problems encountered with established audio-based cueing, as their use is not affected by external environmental noise.
Peer review
The peer review history for this article is available at: https://publons.com/publon 10.1108/JET-01-2021-0003
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Samantha Flynn and Chris Hatton
This paper aims to present data about access to health and social care services during the COVID-19 pandemic for adults with learning disabilities across England, Northern…
Abstract
Purpose
This paper aims to present data about access to health and social care services during the COVID-19 pandemic for adults with learning disabilities across England, Northern Ireland, Scotland and Wales.
Design/methodology/approach
Data were collected directly from 621 adults with learning disabilities and through separate proxy reports by family carers and paid support staff of another 378 adults with learning disabilities. The data were collected between December 2020 and February 2021 and concerned the use of health and social care services since the start of the first COVID-19 national lockdown in March 2020.
Findings
Access to and use of health and social care services significantly reduced for adults with learning disabilities across the UK during the COVID-19 pandemic between March 2020 and February 2021, with many people not receiving any services at all during that period. Similar patterns were seen across England, Northern Ireland, Scotland and Wales. However, data suggest some variations between countries for some services.
Practical implications
Future pandemic planning must ensure that access to these essential services is not completely lost for adults with learning disabilities and their family carers, as it was in some cases during the COVID-19 pandemic in 2020.
Originality/value
This is the largest study about the impact of the COVID-19 pandemic on health and social care services for adults with learning disabilities in the UK. The authors primarily collected data directly from adults with learning disabilities, and worked with partner organisations of people with learning disabilities throughout the study.
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Keywords
Kish Cumi, Ahmad Washington and Arash Daneshzadeh
The proliferation of zero-tolerance behavioral policies and the presence of school resource officers (SROs) are receiving justifiable scrutiny for the deleterious effects they…
Abstract
The proliferation of zero-tolerance behavioral policies and the presence of school resource officers (SROs) are receiving justifiable scrutiny for the deleterious effects they have on students’ functioning. While many have argued the convergence of these policies thwart the development of Black and Latino boys, critiques examining the experiences of Black girls are scant. Disaggregated disciplinary data from across the country reveal “… black girls are suspended at higher rates (12%) than girls of any other race or ethnicity and most boys …” (U.S. Department of Education Office for Civil Rights, 2014, p. 1) suggesting that when it comes to schooling, Black girls are, indeed, “pushed out, overpoliced and underprotected” (Crenshaw, Ocen, & Nanda, 2015, p. 1). The authors of this chapter argue that youth advocates can use hip-hop culture, a tradition rich with resistant prose, to develop critical consciousness and engage Black girls in discussion about socially contrived binaries that reinforce the STPP. The authors demonstrate how the anti-oppressive lyrics of women emcees (e.g., Rapsody, Sa-Roc) can foster therapeutic alliances and dialogues with young Black girls, and how these lyrics might serve to inspire Black girls in composing their own counterhegemonic autobiographical narratives to resist the school-to-prison pipeline.
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During the early development of the telegraph industry, the network consisted of many interconnected firms that were often local monopolists. This market structure gave firms an…
Abstract
During the early development of the telegraph industry, the network consisted of many interconnected firms that were often local monopolists. This market structure gave firms an incentive to supply a lower quality of service and charge a higher price than an integrated monopolist. Telegraph entrepreneurs attempted to contract with each other in order to provide better quality service throughout the network. However, the high costs of monitoring and enforcing these agreements made them untenable and ultimately contributed to the integration of the industry.
This chapter analyses the situation of gender research and education in tourism. It describes gender inequity as a wicked problem resulting from a deep embeddedness of gender…
Abstract
This chapter analyses the situation of gender research and education in tourism. It describes gender inequity as a wicked problem resulting from a deep embeddedness of gender stereotypes in social norms, values, and attitudes. Drawing on sociological theories, this chapter demonstrates that invisible power structures and interests of certain groups in society, in combination with prevailing gender-based stereotypes, result in vicious cycles of adapting behaviour to stereotypes and enforcing them by doing so. With its clear focus on appearance and easy-going lifestyle, the tourism industry still does not address gender issues, including sexual exploitation, appropriately. There is a need to systematically integrate gender-related topics into tourism studies and education curricula on a university level to create awareness among students and acknowledge how they can contribute to gender justice.
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There is a dearth in the literature on Asian American and Pacific Islanders (AAPIs) with disabilities. Utilizing an intersectionality lens, the present exploratory study seeks to…
Abstract
Purpose
There is a dearth in the literature on Asian American and Pacific Islanders (AAPIs) with disabilities. Utilizing an intersectionality lens, the present exploratory study seeks to compare AAPIs with a reported learning, emotional, or physical disability to AAPIs without a reported disability on their experiences of discrimination, psychological and physical health, as well as their overall physical and mental health ratings.
Design/methodology/approach
The Asian American sample (n=2,095) of The National Latino and Asian American Study dataset was used to conduct the analyses for the present study. Participants with disabilities self‐reported the following disabilities: learning (n=46); emotional/mental (n=56); physical (n=71); and having a condition that substantially limits physical activity (n=157).
Findings
Despite some minor nuances, the overall results indicate that AAPIs with a learning, emotional, or physical disability reported more experiences of everyday discrimination, greater psychological and physical distress, and poorer physical and mental health ratings than AAPIs without a reported disability.
Research limitations/implications
Limitations to this study included assessment of disability through self‐report dichotomous measures, aggregation of AAPI ethnic groups, and some small effect sizes.
Practical implications
The results have several implications for research as well as clinical care and practice. These are highlighted in more detail in the discussion section.
Originality/value
These findings are novel as they are the first to demonstrate the discrimination and health experiences of AAPIs with disabilities. The results underscore the interlocking oppressions associated with their intersectional identities.
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