|
Valuing people is the Government's 10 year plan for making the lives of children and adults with learning disabilities, their familes and carers better. It is based on people having - their rights as citizens; - inclusion in local communities; - choice in daily life; and - real chances to be independant. A Valuing People Support Team has been established nationally to help local authorities put the aims of Valuing People into action. That as young people grow up, getting the support they and their family need should be smooth and easy. Disabled young people should have the same chances in their lives as everyone else.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
In each local authority a Learning Disability Partnership Board has been set up to oversee the work that needs to be done to make the vision set out in a Valuing People, a reality. Alongside people who have a responsibility to provide services, the Partnership Board has people with learning disabilities, their support workers and parents as members. Everyone at the table makes a real contribution to the Partnership Board's work. The Board has also appointed a 'Transition Champion' whose role is to help the Partnership board to understand what needs to happen to improve transition for young people aged 13-25 years.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Planning for the future doesn't just happen in an instant. Instead it is a process that can take many years. It is important therefore that you begin to explore the options that may be available for your son or daughter early on.
Associated Publications:
|
|
Parents of students with a statement of special educational needs will be familiar with annual reviews, but the review which takes place in Year 9 has particular significance as it begins to prepare for the time when the young person leaves school. The review in Year 9 is called the Transition Review. The aim of this review is to: - Review the young persons statement. - Draw up the Transition Plan.
The Transition Plan should focus on each individual young person's all round or holistic needs and plan the provision that they will need after they leave school. The Transition Plan will be revisited at each annual review until a son or daughter leaves school. In recent years the government has introduced a service in England to help improve transition planning called Connexions. Connexions draws together all the services that support young people and gives them access to a Personal Adviser (PA). Careers Advisers are now called Personal Advisers. Your child's head teacher will arrange the Year 9 review meeting and will invite all the people who have a role to play in your child's transition. As well as you, this may include: School staff, such as your child's class teacher, teaching assistant or SENCO. A personal adviser from the Connexions Service will make sure your child is involved and their views are listened to. They will also help to identify the most appropriate education or training after 16 and will co-ordinate the Transition Plan. A representative from Children's Social Care will make sure that any assessments under other legislation can be done if necessary. If your child already has a social worker he or she is likely to attend. A health service representative may attend or offer written advice if they are involved with your child. A representative from the Education Department such as your child's caseworker, a casework manager, an educational psychologist or a member of staff from the specialist support service. The head teacher will also invite any other person they feel can contribute to the plan or should be involved in the future. If you think there is someone in particular who it would be important to invite, such as the Educational Psychologist or a Speech & Language Therapist, make sure that the Head Teacher knows this in good time so that they can be invited to the meeting. If any people who are invited to the Transition review cannot attend, they may send a written report instead. The SEN Code of Practice says that the Connexions Personal Advisor must attend. A Connexions PA should therefore always be there. However, if a meeting is changed or arranged at the last minute there may be occasions when this is not possible. Parents may bring an advocate with them to the review such as an independent parental supporter. It is a good idea to think in advance about some of the issues you would like to discuss during the meeting and perhaps write them down. Your child's head teacher is responsible for making sure the Transition Plan is written, although they may give responsibility for drawing up the plan to another appropriate person. The Connexions Service will oversee and co-ordinate the delivery of the Transition Plan. The Transition Plan will be drawn up for and with your child and will focus on the action that needs to be taken. The Transition Plan will not include information that is on other documents, such as the annual review report or statement. Responsibility for taking forward different aspects of the Transition Plan will be given to specific individuals, with time scales for action. The Special Educational Needs Code of Practice says: "the views of young people themselves must be sought and recorded wherever possible in any assessment, reassessment or review during the years of transition". (SEN Code of Practice 9:55) It is a chance for your son or daughter to think about what he or she wants to do in the future. This will help the other people working with them decide what they need to do to help. Your son or daughter will be encouraged to contribute to their own transition plan and take positive decisions about the future. If they need support to contribute to the review and express their views, ways in which this can happen should be fully explored. The Transition Plan will cover the following areas: Family and environmental factors You will be asked to think about what you want for your son or daughter in their adult life. What you can do to help them to develop the personal and social skills that are needed for adult life will be an important part of the Transition Plan. The Plan may include care needs and the practical help that may be needed in terms of aids, adaptations or general support during transition. Issues to do with housing in the future will also be important. Education, skills or training At the transition review you will think about what your son or daughter needs to learn during the next stage of their education to help him/her to prepare for their role in the community. This might include specific teaching to help your child to make use of leisure and recreational facilities. You will consider subject options for years 10 or 11 and whether there a need for special examination arrangements, if this is appropriate. Arrangements for a more flexible approach to the curriculum may be discussed. You will need to think about any further information your son or daughter needs in order to make an informed choice about the best options for them after they are 16. If your son or daughter is not able to travel independently, some specific travel training may need to be included as part of the Transition Plan. Personal Health The Plan may include any action that health professionals may need to take to support your son or daughter in transition and whether they have any special health or welfare needs that will require planning and support from health and social services now or in the future. The Transition Plan will make sure that the relevant people are involved early on. Social Development You may need to think about your son or daughter's relationships with family and friends and whether they need any extra help with learning how to mix with other people. You may discuss leisure opportunities or membership at clubs or other activities. After the Transition Review meeting, the Transition Plan is written. This will say what has been agreed and who will do what to help plan for your son or daughter's future. A copy of the Plan will be sent to the people who were at the meeting. The Transition Plan will be monitored and reviewed at subsequent annual reviews and will be updated as necessary. Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Connexions is a national initiative that brings together advice and support for young people aged 13 - 19 (and up to 25 for young adults with special educational needs) through a network of Personal Advisers. These Personal Advisers are linked with mainstream and special schools as well as Connexions Centres and Access Points.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Connexions and Careers Advisers work with young people aged from 13 - 19 or up to 25 if an individual has learning difficulties or disabilities. Their role is to help young people think about what learning, training and work they might like to do when they leave school. They assist the young person and their parents to identify the most appropriate post 16 provision and to do this will usually undertake an assessment called a Section 140, or Moving On plan. The Personal Adviser also has responsibility for co-ordinating delivery of the Transition Plan once it has been drawn up.
Connexions can also arrange for the Section 140 assessment and supporting information to be transferred from school to the continuing education provision (FE College) or training provider. They should seek permission to do this from parents and the student. Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
At 16 young people reach the end of compulsory schooling, but this does not have to mean the end of education. All young people can continue in education until they are 19. Young people may be able to stay on at their school or go to another school. Staying on at school after 16 can give young people the time they need to prepare for life after school, whether that means going on to college, getting a job or other opportunities. If an individual stays within a school setting after 16, their statement of special educational needs would remain in place. It is important to start thinking about what choices are available at 16 well before this day arrives. The Connexions service is a source of information about post 16 opportunities.
Associated Publications: Associated Organisations:There are no associated organisations. |
|
A college course can help a young person to obtain the skills necessary to gain employment and become more independent. If a young person with a Statement of Special Educational Needs leaves school at 16 to go to college, his or her statement lapses at this point. Statements have no legal standing within colleges. Some young people may have the opportunity to follow a link course with their school which enables them to spend time at the local college as part of their studies. Link provision gives young people a taster of what college is like and what it has to offer. It gives colleges an opportunity to better understand the needs of students who will be moving from school to college and more generally to develop a working relationship between schools and colleges. It is important to look at colleges in plenty of time before the young person leaves school. Colleges have open evenings which give young people and their parents and carers the chance to look around and talk to tutors. To find out when the next open evening is, just call the college, or speak to your Personal Adviser. Connexions Personal Advisers will give advice on courses that are available, but you can also get copies of the college's leaflets and prospectus.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Additional support for students is usually arranged on an individual basis but may not be specified until the start of the academic year. All sixth form and college options cater in some way for students with special needs. Although once a young person moves from school their Statement of Special Educational Need will lapse, the information contained in the Statement may be useful in negotiating an additional support package with the college. All the colleges have a special or additional needs co-ordinator although their job titles vary. They can explain the type and amount of extra teaching support available and arrange for other types of help such as: special teachers for the visually or hearing impaired; speech and language therapy; specialist equipment or transport. Each of the colleges employs learning support staff, many of whom primarily focus on literacy and numeracy skills. It might be a good idea to ask some prepared questions when you look around, the answers to these might give a better sense of what the college standards are like.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
It may not be possible to meet the needs of some students at their local college and in these situations the Learning and Skills Council may pay for them to go to a specialist college placement. This will be discussed at annual reviews. The Connexions PA will be able to give advice about what specialist colleges can offer and how to apply for a place. Due to the funding implications the process involves the collation of a lot of information, including reports from schools, Connexions Personal Advisers and proof that the young person's needs cannot be met at a local college. The local college will have to confirm that it cannot meet an individual's needs before a specialist college can be considered. The Learning and Skills Council can also consider what would be best value for money. If a specialist college placement is agreed the Learning and Skills Council will pay all the fees if they think that this is necessary. However, sometimes they will only pay the cost of the educational element; other costs such as care costs if the placement is residential, may be sought from social care. If funding is likely to be required from children's or adults social care at any point in the course, it is important that this is agreed before the start of the placement as funding from social care is subject to an assessment of needs and is not automatic. A good organisation to contact about education and going to college is Skill (the National Bureau for Students with Disabilities) www.skill.org.uk If you are not happy about the decision made by the Learning and Skills Council, you can ask for this decision to be reviewed.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
- Do not assume that appropriate support will automatically be in place for the young person. Make contact with the Learning Support Co-ordinator. - Arrange an individual meeting to discuss how the needs of the young person may be met and what funding would be available if they were to take up a course at the college. - Ask whether the college has access to specialist support and if not, whether they will buy it in. - Ask for written confirmation of the level of learning support before the start of the course. - Find out what opportunities are there for students to voice issues that are important to them, e.g. a student union. - Where there is a student union, is this accessible to students with disabilities and/or learning difficulties? - Is there a complaints procedure made accessible for all students? - What have students who have left the college gone on to do?
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Going to university gives young people the opportunity to further their academic qualifications in the hope of getting appropriate employment. It can also offer many opportunities for socialising and experiencing new things. Young people have to apply for university through the Universities Central Application Service (UCAS) when they are at sixth form or college. If they have not been in education for some time, the Connexions service will help. It is really important that they visit their choice of university before accepting a place there and choose the course carefully as if they change course this can affect funding. Students have to pay for course fees and accommodation. Student loans are available and are paid back over a period of time. If a young person is not likely to get a job due to their disability, then they can have their loan cancelled or postponed for some time. A disabled student's allowance can be claimed for any additional costs that relate to the young person's disability. They can make a claim to the local education authority for things that can help them to study such as communication equipment. The Disability Discrimination Act Part 4 gives new rights to all disabled learners. This means that colleges and adult education services: - Cannot treat disabled learners less well than other learners because of their disability. - Should give a disabled person extra support if they need it to help them learn for example; giving handouts in large print or easy language, or making sure someone with a disability has a support worker if they need one.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Around half of all 16 year olds studying in England should be able to get EMA. EMA is a weekly payment of £10, £20 or £30 a week depending on household income. The money is intended to help with the day-to-day costs when a young person stays on at school or college. such as travel, books and equipment for their course. For a young person to qualify for EMA, the annual household income has to be under the EMA threshold (£30,810 in the tax year 2006/07). It is paid directly into the young person's bank account if they are doing, or applying to do, at least 12 hours of guided learning on further education courses in school sixth forms, sixth form colleges and Further Education colleges. This includes a wide range of learning programmes, an LSC funded E2E course or a course that leads to an apprenticeship, up to and including level 3, such as AS/A2, GCSEs, GNVQs, NVQs and other vocational qualifications. If they are entitled, the young person will receive their EMA payment every week of their course as long as they turn up to their classes and show commitment to their course. Most young people will be able to get EMA for two to three years depending on how long they need to finish their studies. EMA will not affect any other benefits a family might get. It is paid on top of any other support provided by the government, or any earnings from the young person might receive from a part-time job.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
When your son or daughter reaches Year 9, if they have been receiving support from Children's Social Care and have an allocated social worker from the Children's Disability or Children & Families Team, the social worker should be invited to attend the Year 9 Transition Review meeting. If the social worker cannot attend they should provide a written report. Following the review meeting the social worker should be sent a copy of the Transition Plan by the head teacher and the social worker should work alongside the Connexions Personal Advisor to take forward the plan. If issues are highlighted in the Transition Plan which require a social care assessment or reassessment, or need to be taken into account as part of the young person's service review, these actions will be followed through by the social worker. At Year 11, the young person's social worker should receive an invitation to attend the young person's annual review. A representative from adult social care should also be invited. Either the transition lead (see Adult Social Care Transition Lead later in this section) or duty worker from the relevant adult services team should attend. The social worker will attend the Year 11 review if children's social care is involved in supporting the young person and their family. If possible this meeting should also be combined with the review of their current service or care plan, and should begin to consider the young person's potential needs under the Community Care Act 1990.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Transition Planning Meetings are held between children's and adult social care services in the autumn and spring terms. These meetings have largely an administrative and monitoring function, ensuring that young people who are coming through transition have been identified and that referrals have been made to the appropriate adult social care team. Parents do not need to attend as the meetings do not consider the needs of individual young people in detail. This more detailed planning takes place through the young person's annual reviews at school or service review meetings. When the young person reaches age 16 their social worker will complete a form for the next social services Transition Planning Meeting. This form highlights the young person's needs and issues that have been identified in their transition plan so that adult services can be made aware at an early stage.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
The adult social care Learning Disability Team Transition Lead will act in an advisory role during the two years prior to the case being allocated to an Adult Social Care worker. They may also attend open evenings and other meetings within the schools to offer general advice. The advisory role involves: - Supporting and enabling information flow between the children's and adult's teams. - Liaising with families to provide general advice on adult social care resources and support available. - Working with the adults Team Manager to ensure that cases are allocated at the appropriate time and linking with local service providers to develop provision. - Linking with external agencies such as Connexions and the Learning and Skills Council. - Providing information on future need to the adult services management team. - Supporting and offering advice to case holders on relevant issues. - Co-ordinating and logging all transition referrals received by the Community Learning Disability Team and checking referrals received against the Learning Disability Access criteria to ensure they are appropriate. - The adult services Team Manager & Transition Lead attend the autumn and spring Transition Planning meetings.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
A formal referral should be made by the young person's social worker to the appropriate adult social care team at least one year before the young person is due to transfer. An adult social care assessor will be allocated to undertake a Social Care Assessment. They will usually make a joint visit with the children's social worker to begin the process. Progress on transfer to adult teams will be monitored through local liaison and the autumn and spring Transition Planning meetings. Young people leaving school prior to their 18th birthday and not remaining in full time education The social worker will arrange a review of the young person's service or care plan prior to their 18th birthday. This review will ensure that plans are clear for case responsibility to be transferred to a named worker in the appropriate adult social care team. Young people leaving school or college after their 19th birthday The young person's social worker will arrange a review of their service or care plan prior to their 19th birthday. This review will ensure that plans are clear for case responsibility to be transferred to a named worker in the appropriate adult social care team. At the point of transfer the children & families social worker will ensure that all paperwork contained in the young person's file is up to date and a transfer summary is completed. The file will then be handed over to the adult's team around the young person's 19th birthday. (Note: there are separate transition arrangements in place for young people who are receiving services from the Youth Support, Child and Adolescent Mental Health Service (CAMHS, Substance Misuse or Youth Offending Teams).
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
A Pathway Plan should be completed for all young people who are looked after prior to their 16th birthday. If the young person does not have a worker allocated from the Youth Support Team responsibility for writing the plan and taking it forward with the young person lies with their social worker from the children's disability team. (Note: Pathway plans are not needed for young people who are looked after for short breaks only, unless this is for more than 120 days per year). Person centred approaches should be used in developing the Pathway Plan and ideally it should be incorporated with their Transition Plan so that they do not have two separate plans. The pathway planning process is where arrangements for continuing support and contact will be agreed. The plan should cover the following areas: - personal support; - accommodation; - education and training; - employment; - family & social relationships; - practical and other skills; - financial support; - health needs; - Contingency planning. All people with an interest or involved in supporting the young person should be fully involved. Pathway planning should be at the young person's pace and ensure that young people are fully involved and informed about the options available.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Fair Access to Care Services (FACS) was introduced by the Department of Health in 2003 across England and Wales, with the aim of standardising the way social services departments respond to requests for help. It applies to all adult service user groups. At the heart of FACS is a set of eligibility criteria comprising four bands, Critical, Substantial, Moderate and Low. Assessment of need is based on the risk to independence if services are not provided. The application of the eligibility criteria ensures that limited financial resources are directed to those most in need.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Local Authorities have a legal duty to charge service users aged over 18 for whom it arranges residential or nursing care. The Council also has the power to charge for other community care services, such as home care. How much service users are asked to pay will depend upon each individual's income and savings. In the case of married couples, each partner will be assessed separately or jointly, whichever is more beneficial to the service user.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Any young person who is referred for transition planning by education or through their school or college, and is either not known or not an open case to children's social care, should be sent a school leaver's letter in their last year of education by the children's disability duty team offering an assessment. Parents may accept or decline this assessment. Following completion of the assessment a form will be sent to the next Transition Planning meeting by the duty social worker to ensure that the young person's needs are highlighted. A referral form will also be forwarded to the appropriate adult social care team. If parents choose to decline an assessment at this time but their circumstances later change, they can contact the Children's Disability Duty Team directly (if the young person is aged under 19) or for adult social care, through Social Care Direct to request an assessment.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
The Carers (Recognition and Services) Act 1995 means that parents can request a Carers Assessment. The Carers Assessment specifically focuses on parents and their needs. The Carers (Equal Opportunities) Act 2004, which came into force in April 2005, gives additional rights. This Act requires Local Authorities to inform carers of their rights to an Assessment. The Act also ensures that work, life-long learning and leisure are considered when a carer is assessed.
Your social worker or assessor should discuss with you various issues such as the help your son or daughter needs and whether there is anyone else who helps, or if you are providing all their care. The assessment should also consider your well-being, including health and safety issues, and important commitments such as relationships and employment. The aim of the assessment is to give you a chance to tell your social worker about the things that could make looking after your son or daughter easier for you. More information about support for carers and local groups can be obtained from Care for the Carers. Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Direct Payments are a relatively new way for disabled people and parents of disabled children to receive support from social care. Instead of services being arranged by social care (such as overnight stays or someone coming to your house to help out) an equivalent amount of money is given to you each month. You can then use this to buy the support you need. People often find that this gives them more control over the services they get and that they are able to arrange their support flexibly, in a way that is more convenient to them.
Direct Payments can be used in many different ways: • To pay a personal assistant to support a child or young person in community leisure activities such as swimming, attending a youth club or going to the cinema. • To employ someone as an 'extra pair of hands' at busy times of the day, such as getting ready for school. • To pay for overnight short breaks or towards the cost of a holiday. You can't use Direct Payments for: • Long term residential care; • Services provided by your local authority; • Health related services or equipment that should be provided by the NHS; • Major adaptations to your home that would come under the Disabled Facilities Grant; • Employing a partner or close relative who lives in the same household, unless the local authority is satisfied that the care needed could not be provided in any other way. To get Direct Payments you first have to get an agreement from your social worker or assessor that your family is eligible for help with its extra needs. Because of the limited resources available to social care, those who are most in need will be given priority. Disabled young people can choose to receive Direct Payments in their own right from the age of 16, although parents can receive direct payments for their child up until their 18th birthday. After this time Direct Payments should be received directly by the young person in their own name and with their consent, although help to set up and manage direct payments can be made available. If, following an assessment of mental capacity, it is decided that the young person is not able to consent to direct payments, other options can be explored, such as Independent Living Trusts. For more information about this please talk to your social worker or the Direct Payments Support Service. When a young person is able to consent to haing Direct Payments, family and friends can give as much assistance as is needed with the paperwork. SCOPE has produced two information booklets about Direct Payments for parents and young people. 'In the Driving Seat: Direct Payments for Your Child' is the guide for parents and 'My Money, My Way: A Young Person's Guide to Direct Payments' is the guide for young people. Both are available in easy read versions. They are free and can be ordered from SCOPE by email at publications@scope.org.uk or downloaded from their website www.scope.org.uk Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Carers aged 16 or over, who are caring for someone aged 18 or over, can apply for Direct Payments to buy the carers services that they need, instead of the Council buying and arranging services on their behalf. To be eligible for Direct Payments carers must first have their needs identified through a Carer's Assessment. Choosing to receive Direct Payments means you can decide how your needs will be met, who will give you support and when that support will be delivered.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
The Independent Living Fund works in partnership with local authorities to devise joint care packages that can combine services or direct payments from the local authority and cash from the fund. To qualify the person must: - be severely disabled to the extent that extensive help with personal or household duties is needed to maintain an independent life in the community; - be at least 16 and under 66 years of age; - be receiving DLA higher rate care component; - be receiving (or it is planned that they will receive) services or direct payments to the value of at least £200 per week from the local authority; - have care needs whose total cost to the local authority and the ILF is no more than £785 per week; - be receiving Income Support or Income Based Job Seekers Allowance or have an income at or about income support level after an assessed contribution is made towards care costs; - have savings or capital of less than £18,500; - be living alone or with people who are unable to fully meet their care needs; and - expect to live in the community for the next six months. (Note: If attending an educational establishment, the Fund can make an offer based on the times during college holidays when the young person is at home, providing that social services are contributing at least £200 per week towards their care needs during these periods, and providing the Education Authority does not already provide care for these periods). If you think your son or daughter may be eligible you should contact your social services department and ask for a social worker/assessor to carry out an assessment. You can contact the Independent Living Fund directly for an application form and work through this with your social worker/assessor. After they have received the form the Fund will send their own social worker to visit. The young person's social worker/assessor should also be present at this meeting.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Using a person centred approach to planning means that the person is at the centre of planning their life. It is a process of continual listening and learning; focused on what is important to someone now, and for the future, and acting upon this with their family and friends. Valuing People and other government documents all say that transition planning should be approached in a person centred way. Recently a joint initiative between the Valuing People Support Team and the Department for Education and Skills have developed a successful project to demonstrate how transition review meetings can be far more effective when using strategies that have come from person centred planning. The aim of the project is to support young people to be able to make better choices about their lives now and in the future. The approach is based on the belief that young people should be in control of their own lives and at the centre of any meeting held to decide the services they receive. Family and friends are involved as full partners.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Person centred approaches offer us a different way of gathering information about young people that can help us learn together about what is important to the person, what they want for their future and what support they need. It aims to discover: - What is important to the young person? - What support do they want and need? The aim of a person centred transition review is to: - Identify and discuss what people like and admire about the young person; what is important to them (now and for the future); and what help and support they need. - Identify and discuss what is working and not working from different perspectives (the young person, the staff and school, the family and others). - Agree actions that will: * support the young person to get what is important to them now and for the future; * continue what is working and change what is not working; * build on the person centred information to begin developing a person centred plan. There are a number of trained facilitators across children's and adults social care in East Sussex who are able to support person centred transition planning. Some families may be interested in playing a more direct role and lead the development of their son or daughters plan themselves. You may want to ask another family who have been there before to help you plan with your child.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
If your son or daughter has been receiving short breaks, they still can until their 19th birthday (if they remain in full time education). After this time your son or daughter will need to transfer into adult social care provision.
If your short breaks are commissioned from an independent provider (e.g. your child's school, private residential service or independent foster care agency) funding for these breaks will need to be transferred to adult social care at age 19 if arrangements are to continue. Early transition planning is therefore important to ensure you are aware of how support will be provided to your family from adult social care and resources that may be available. From age 18 charges may be made for short break services. There are a range of short break options for carers of adults with learning disabilities who need a break from caring. Short breaks can be provided either in your own home or away from home, at the time of your choice. The breaks are usually only short-term, for a few hours, days or weeks at a time. Breaks can be planned or also provided in an emergency such as illness. If your break is away from the home, adult social care can arrange for the person you care for to stay in a residential respite unit, either during the day or overnight. There are also a small number of residential services in the independent sector that offer extended day services or overnight short break services. The Adult Placement service offers a flexible form of accommodation and support which is provided by individuals or families. People who live with Adult Placement carers have the opportunity to share the daily life and activities of the Adult Placement carer, and to live in the same kind of home as other people in the local community. The Supported Accommodation Team works with the service user and the Adult Placement Carer to enable service users to live as independently as possible. Adult Placements can be arranged to provide overnight short break services for carers for short or long periods of time. If you would prefer your break in your own home it may be possible to arrange for a carer to visit. This care can be for a few hours or for an overnight stay. Longer periods can also be provided. Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
The Short Break Voucher Scheme offers carers, who care for someone over the age of 18, a break from caring by providing alternative care for the person they support. The scheme gives carers the freedom to decide when to take a break and who provides the care. Carers can take a break when they most need it, knowing that the person they look after is receiving the best of care. Carers can take a break in their own home or away from it. The scheme includes: - care provided in your home; - daytime activities; and - supported accommodation for overnight care. Carers can also suggest ideas of their own about the type of break that would best meet their needs and the needs of the person they care for. To apply for the voucher scheme an adult social care assessment needs to be undertaken to see if you are eligible for these short breaks. If agreed, the assessment will allococate you a number of vouchers which each have a monetary value. The vouchers will enable you to pay for a short break from your choice of provider.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
As young people move into adult life they want greater independence. This often means moving out of their family home into more independent living. Also, most parents do not envisage their children living at home with them forever. During recent years the choice of housing and the support that can be provided has grown. However the type of provision that is available and places that social services are prepared to fund will vary. This can change according to where the young person lives, the resources available and whether the young person is eligible to receive a social care service. It is very important to plan ahead and make likely future housing needs known to your local authority.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
The first route to housing may be to register with the local housing authority. A person can put their name on the local housing register, usually from the age of 18. However, a young person can register at 16 if they have a guarantor or support from social care. The wait for housing through local councils can be lengthy, so it is important that the young person is registered as needing accommodation as early as possible. Contact the housing department at your local council for more information. Your borough or district council will have a housing needs section which will be able to give specific advice as to what sort of housing is available in your local area and how to access it. The council may also adapt its own properties to meet the needs of people with disabilities. A full assessment would need to be carried out, usually by an occupational therapist from social services.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Housing associations, also called Registered Social Landlords, can build homes specifically designed for people with disabilities. Some also run shared ownership schemes.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
There are increasing opportunities for people with disabilities to live in supported accommodation where the individual may live in council accommodation and receive support. This support may be provided by social services if the assessment of the young person's needs show that he or she meets the access criteria and has support needs. The support may range from a low level (for example, around budgeting, cooking) to a higher level if, for example the individual has personal care needs. There are also many schemes that were at one stage residential care homes, but now are de-registered and offer supported living opportunities. In these schemes people often live in shared accommodation with shared resources (kitchen, bathroom, living room etc) but have their own bedroom. Support hours can vary and some have sleep-in support.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
It may be possible to rent from a private landlord and buy in the support that is needed via social care. This is also true of local authority and housing association properties. Where support is needed, an assessment will need to be carried out to establish eligibility and the level of support required i.e. the number of hours and type of support. It is unlikely that 24-hour support will be provided under this route due to the resources that would be needed. Benefits can be used to pay for rent and living costs.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
The Supported Accommodation Team (SAT) is a county wide generic service working with a range of Adult Placements and Supported Accommodation. Both these alternatives offer people with a disability the opportunity to live in a home in the community with support, in the form of a carer, provided by the owner of the home and paid to provide this support. Rent may be paid through Housing Benefit, with support needs assessed and funded by social services. In some cases the cost of accommodation and support within the placement may be met by Social services. Each carer is thoroughly assessed by the Supported Accommodation Team. The person looking for a supported placement is also assessed, looking at what their hopes are and the level of support that they need. Once all the assessments have been done, the Supported Accommodation Team then helps the person with a disability to find a placement with a suitable carer. The carer will support and encourage the person placed with them to develop their independent living skills as far as they can. The Supported Accommodation Team provides ongoing support to the carer and the placement is regularly reviewed. If you are a foster carer who is caring for a disabled young person and would like to continue the placement into adulthood, it may be possible in some circumstances to be assessed to become an Adult Placement Carer through the Supported Accommodation Team.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Living as independently as possible, with only the required amount of support, is now a focus from both national and local government. All local authorities are required to consider creative packages of care that allow people to remain living in their own homes and local communities with appropriate levels of support. However, for a very small number of young people, registered residential care may be appropriate if they have severe and complex needs requiring high levels of support. Choosing and accessing residential care is a complicated process and if you feel this type of accommodation may be needed for your son or daughter in the future it is important that you discuss this with your social worker and adult services assessor early on. The need for a residential placement will be established following a full Social Care Assessment and funding will then need to be agreed to support the placement. There are limited financial resources available for this type of accommodation and funding from social care is only available to those whose needs cannot be met in any other way. Residential care homes vary in size, but this model of care means sharing a home with other people. Each resident will usually have their own bedroom. There is support 24 hours a day with staff on site. Each home will be different and when deciding on which home it is best to visit more than one and go with a list of questions. Some may have a waiting list for places. A Social Worker or Assessor should be involved in considering residential options with you if funding from Social Care is likely to be required. Residential care homes have to be inspected and registered with the Commission for Social Care Inspection (CSCI). Copies of inspection reports are available on request or may be downloaded from the Internet. These review the practice within the home and any improvements that have to be made. However it is always best to visit the home to gain a better perspective. Talking to some of the people who live there may give a deeper insight. Young people with severe and complex health needs who require nursing care may receive support from the NHS if they meet the criteria for Continuing Care.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
- What is the philosophy of the home? Most homes should have a philosophy that may tell you something about their outlook - What are the levels of staffing and their qualifications? - What are the ages of the other people living in the home and their support needs? - How are people encouraged to exercise choice? e.g. do they get their own shopping or decide what they will eat each day? - Is there a key worker system? - What day services are there? - How is the local community accessed? - Do people have the opportunity for privacy? - How does the home monitor the person's progress in regard to fulfilment, rights, participation/community presence, choice, independence, privacy and dignity? - How does the home involve parents/family members in decisions? - Is there a complaints procedure? - Do they have an adult protection policy?
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
The purpose of an adaptation is to modify disabling environments in order to restore or enable independent living, privacy, confidence and dignity for individuals and their families. Housing adaptations can often play an important role to help disabled people remain in comfort and safety in their own homes, rather than having to go into residential care. If you or someone living in your property is disabled you may qualify for a disabled facilities grant towards the cost of providing adaptations and facilities to enable the disabled person to continue to live there. Local councils are responsible for administering disabled facilities grants.
If you are disabled, a grant is mandatory for essential adaptations to give you better freedom of movement into and around your home and to access essential facilities within it. Where necessary it can also provide the essential facilities themselves. The types of work are: - to make it easier to get into and out of the dwelling by, for example, widening doors and installing ramps; - ensuring the safety of the disabled person and other occupants by, for example, providing a specially adapted room in which it would be safe to leave a disabled person unattended or improved lighting to ensure better visibility; - to make access easier to the living room; - by providing or improving access to the bedroom, kitchen, toilet, washbasin and bath or shower facilities; for example, by installing a stair lift or providing a downstairs bathroom; - to improve or provide a heating system in your home which is suitable to the needs of the disabled person; - to adapt heating or lighting controls to make them easier to use; and - to improve access and movement around the home to enable the disabled person to care for another person who lives in the property, such as a spouse, child or another person for whom the disabled person cares. Does the council have to give a grant? When you apply to the council for a disabled facilities grant, they will need to check that the proposed works are: - Necessary and appropriate to meet the disabled person's needs. Usually, they will consult an Occupational Therapist from social care to make the assessment; and - Reasonable and practicable depending on the age and condition of the property. The council needs to be satisfied about each of these matters, and the overall feasibility of the works, if they are to give a disabled facilities grant. A local council can refuse a disabled facilities grant if they believe the scheme is not practicable. How will the grant be calculated? To ensure that the grant goes to those who are in most need, the amount of grant you will get will be decided by a means test which will look at the income and capital of the disabled person and their spouse or partner. The test calculates the disabled person's average weekly income, taking account of any savings above a certain limit. In England the current grant limit is £25,000 per application. How do I apply? Contact the housing or environmental health department of your local council and ask them to send an application form. You should do this before you start any of the work. You will not normally be awarded a grant for any works completed before you receive approval from your local council. If the work is urgent, you should get in touch with the council and let them know the circumstances. You should ensure that you separately secure any approval for building regulations or planning purposes that is required. The council will provide you with an application form which will set out the further documentation you will need to support your application. An application is only valid if it is made on the council's form and if it includes all the information required. Many landlords, including local housing authorities and registered social landlords, provide adaptations for their own tenants. For further advice on how to obtain and/or complete an application form, please contact the housing department or environmental health department at your local council. Advice can also be sought from the social services occupational therapists. Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
There are a range of benefits available, particularly from the age of 16 upwards. The welfare benefits system is very complex and at times difficult to understand. This section contains information on some of the benefits and other financial support that may be available to young people with a disability and their carers. This information is only a guide and further advice should be sought from a benefits adviser as benefits change fairly frequently. To make a claim you can contact Jobcentre Plus or call the Benefits Enquiry Line. Benefits information is also available on the Internet at www.dwp.gov.uk and www.jobcentreplus.gov.uk There are also several charities or trusts which give grants to disabled people. They will provide money if you need things like special equipment or extra help with heating, buying clothes or even help going on holiday. Organisations such as the Family Fund Trust give grants to families with a severely disabled child up to the age of 16.
Associated Publications: Associated Organisations:There are no associated organisations. |
|
DLA isn't taxed and the income from DLA does not affect any other benefits that you or your child has. If you claim other benefits because you are on a low income, it's always worth saying that your child gets DLA: there are often other benefits or tax credits for parents whose children get DLA. If a young person claims benefits as an adult getting DLA it can entitle them to extra disability premiums and credits. Awards for DLA as an adult is often the first time young people have to think about their ability to manage significant amounts of money. In reality most disabled young people don't feel ready to take on the responsibility and ask their parents to look after their money for them, to pay their bills and give them an allowance. This means taking on the role of appointee. Most parents will be used to claiming DLA for their children, for adults similar rules apply about how decisions are made and the benefit rates are the same as for children.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Incapacity benefit is paid to young people who are unable to work because of disability or illness. Most people must have paid national insurance contributions to get IB. But young people who are incapable of work are exempt from this test. This means a young person can qualify for IB even if they have never worked or paid national insurance. In these cases it is called Incapacity Benefit in Youth. IB in Youth is paid if: * The young person claiming is over 16 years of age * Under 20 years of age, or aged 20-25 in some circumstances * Has been incapable of work for 196 days before the claim (this can be for a period before your child 16th birthday) Young people under 19 years of age who are in full time education cannot be paid IB. Full time education is classed as 21 hours a week of supervised study. However, any hours of the course that are only appropriate for a disabled young person are not counted when you calculate the number of hours. Being in full time education should not stop a young person from getting IB when they reach 19. To get IBY, the DWP have to agree that a young person has been incapable of work for the last six months and will be unable to work in the near future. Getting the higher care rate of DLA automatically entitles a young person to IBY. However other young people who only qualify for the middle rate of care simply for the reason that they don't require care or attention during the night, may also qualify criteria for IBY. IB is paid at three weekly rates: * Short term (lower) IB is paid for the first 28 weeks * Short term (higher) IB is paid from weeks 29-52 * Long term IB is paid from week 53 Weekly rate Amount Short term (lower rate) £61.35 Short term (higher rate)£72.55 Long term (basic rate) £81.35 IB is an important benefit for a disabled teenager but is not generous enough to live on if the only other money a young person has coming in is DLA and they have to support themselves. A young person in this position should claim Income Support as well.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
Income Support is a means tested benefit to help people on low incomes. Young people aged 16 and 17 are rarely able to claim income support, young people aged 16 to 19 can claim income support if they are at school or college, if they are severely mentally or physically disabled and their disability means they are unlikely to find work within a year if they were to leave school now and sign on for work. Just as a disabled student may be claiming Incapacity Benefit, they can also claim income support if they are: * On a low income (DLA isn't counted as income). * Unlikely to get a job within the next year. * Have less than £16,000 in savings. Although the DWP can take into account savings over £3,000. Income Support can be claimed on its own or to top up Incapacity Benefit. If your child gets the highest rate of DLA for care they would also be entitled to an enhanced disability premium.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |
|
People with a learning disability are often not as healthy as the rest of the population. They tend to have more health problems and do not always receive the most appropriate healthcare. If people are to achieve what they want from life then they need to be healthy. So helping people with learning difficulties to have good health is important. In 'Valuing People' the government has said: - all people with a learning disability should have the chance to have a Health Action Plan; - all people with a learning disability should be registered with a GP; and - Health facilitators should be identified for people with a learning disability. A Health Action Plan shows the actions needed to keep a person healthy. It is a way of linking the person to a range of services and supports which will help them have better health. A Health Action Plan is part of person centred planning so that people are able to enjoy life. The plan is for the person with a learning disability and where possible they should be involved in developing it. Health Facilitation is about working with people to help them use ordinary health services. It also includes helping ordinary health services, like GP's and hospitals, to better understand and support the needs of people with learning disabilities. Health Facilitation is also about working with services to help them plan better to meet people's health needs as well as supporting people to take charge of their health and lead healthier lives. Health action Planning is very important for young people going through transition. In children's services, health input is usually well co-ordinated by their paediatrician. However the absence of this person in adult services means that it is very important to use Health Action Planning to co-ordinate all healthcare, especially when this will mean changing to new adult services.
Associated Publications: Associated Organisations:There are no associated organisations. |
|
As young people move into adulthood, it is important that they are able to access leisure opportunities independently of their parents. There are a number of organisations which provide services or who support young people to access leisure opportunities - to find out what is available contact your social worker or local voluntary organisations. However some young people may find it more difficult than others to access leisure opportunities, particularly if they have complex health and support needs. The KITES Child Care Information Service holds details of all out of school clubs and play schemes offering places for children and young people up to the age of 16. However, not all provision is fully inclusive so you will need to check first.
Associated Publications: There are no associated publications. Associated Organisations:There are no associated organisations. |