Needs of people with disabilities in Health and Social Care - Assignment Example

Needs of people with disabilities in Health and Social Care People with intellectual disabilities have the same right as other community members to access community based health services. The definition of intellectual disability requires that an individual who has Autism may be exhibited along with significant difficulties in adaptive behaviors and daily living skills such as self-care, communication and community participation. 2-3 % of the population have an intellectual disability that’s around 100,000 Victorians although only a proportion seek and receive disability specific services. All healthcare professionals will see people with an intellectual disability in their practice and therefore need a basic understanding of key concepts in order to provide high quality care. Implications of intellectual disability People with intellectual disability Learn and process information more slowly and they have difficulty with abstract concepts such as money, time and the subtleties of interpersonal interactions. The kind of support and assistance therefore they require depends on their cognitive ability, expectations on them within particular environments and whether they have other associated developmental disabilities such as cerebral palsy, autism or sensory impairments. Each one of us is unique. Our status in terms of health wise provides a guide as to how quickly we are able to adapt the prevailing environment, deal with prevailing environment and articulate it. This has been seen as a reflection part of our bodies, but does not reflect our personality, our emotional or musical intelligence, our artistic ability, our interests and many other facets of who we are and how we engage with our world (Mannix, 2009). Each of us has areas of ability and other areas of function that we find difficult. Arbitrary categories of mild, moderate, severe and profound levels of intellectual disability, defined on the basis Autism scores, provide a guide to the level and type of support an individual may need, but the way that person functions in his/her life will also depend on many other factors. Individual factors include personality, social and communication abilities, coping strategies and the presence of other disabilities (motor, social or sensory). Various researches articulates that the supports provided by family, friends and support staff are also crucial aspects of people’s lives and have a profound influence on their confidence and function. Issues of access (including physical, social, communication, cognitive, financial access) to community based facilities and services also play a powerful role in either enabling or inhibiting opportunities for inclusion, participation and contribution and the ability of the individual to fulfill their community roles becomes difficult to people with Autism (Bender, 2012). It's generally recognized that child rearing is the hardest occupation of all and this is particularly valid for folks of youngsters with extreme Autism, who face an alternate set of tests. Extreme Autism is a developmental issue that shows up in right on time adolescence, more often than not before age 3. While cases range from mellow to extreme, all a mental imbalance range issue influence a tyke's capacity to speak and connect with others, notes the Mayo Clinic site. "It was one of the more regrettable days of my life... I was completely crushed along these lines was my spouse," said mother Cori Ayala to Webmd about how she felt when her child Evan was diagnosed. Despite the fact that the battles confronting folks of kids with a mental imbalance can appear unfavorable, the uplifting news is that for each test, specialists say there are answers for straightforwardness the anxiety and stress that can go hand in hand with this extremely troublesome part. The principal test folks of youngsters with ASD face are the conclusion itself, which can bring disaster, nervousness, annoyance and an inclination that life has been uncalled for, as stated by Webmd. "You don't need to child yourself about how hard it is," said Robert A. Naseef, Ph.d., a clinical clinician in Philadelphia, the writer of the book "Uncommon Children, Challenged Parents," and the father of a become child with extreme Autism. As he educated Webmd, "The great thing concerning getting a conclusion is that then you get a heading in what will help your youngster. More often than not, when children get the right help and begin making advancement, their guardian's state of mind lights up and you have some trust once more." An alternate obstacle for folks is the strain having a youngster with such far reaching needs puts on the family unit. Naseef noted to Webmd that pressure can enter relational unions on the grounds that managing a mental imbalance is so expending and he urges couples to attempt to set aside a few minutes for their marriage. One proposal he has is having an "in-home" night out, so that folks don't need to stress over getting a sitter, and appreciating a calm supper and film after the children have gone to bunk. An alternate trouble for families might be the way kin feel dominated by the needs of the youngster with extreme Autism, keeping in mind some have the capacity to structure a nearby relationship, others may lament the passing of a commonplace mate. Anyhow there is surely trust in this domain - says the Autism Society, "It is paramount to recall that while having a kin with a mental imbalance or whatever possible handicap is a test to a youngster, it is not a difficult hindrance. It has been indicated that most youngsters handle the test viably, and a number of them react with adoration, beauty, and amusingness far past their years." Numerous folks of mentally unbalanced youngsters additionally report feeling an absence of backing. A 2008 study distributed in the diary Qualitative Health Research, taking after the encounters of 14 folks of kids with a mental imbalance, found that a basic feeling was great social disconnection and an absence of understanding from others. "Aggregation help can offer folks information, comprehension and acknowledgement they look for," notes Mary Banach, a teacher of social work at the University of New Hampshire. Folks can discover solace, companionship and backing in systems like the Autism Support Network, Autism Speaks and the Autism Society, whose sites give access to message sheets, data about nearby sections and meet-ups, and occasions. As the Autism Speaks site notes, "Here and there the troubles of extreme Autism can prompt practices that are very trying for us to comprehend and location. Most people with a mental imbalance will show testing practices or something to that affect eventually in their lives." Since conduct could be a type of correspondence, the site states, extremely introverted children will frequently "voice" their needs and needs through practices as opposed to words, which can incorporate resistance, impulses, physical hostility, and fits of rage or meltdowns, around others. Extreme Autism Speaks suggests that folks counsel with their youngster's group - generally comprising of a specialized curriculum educators, the word related specialist, the discourse dialect pathologist, the behavioral advisor and different experts who may give immediate administrations - to help them make a reliable arrangement for managing testing practices lock stock and done with school. The arrangement ought to meet the four "key components," Autism Speaks notes: clarity, consistency, effortlessness and continuation (Waber, 2011.). Barriers to good health care It has been established from various research globally that communication difficulties between patient and health professionals may lead to inaccuracies in the understanding or reporting of concerns, symptoms and history, Communication, cognitive and economic issues in relation to transport may cause difficulty in accessing health services and/or following through on management recommendations, Care issues. Carers may not know, or be able to provide, an accurate history of the person’s symptoms or previous medical care. They may misinterpret or have difficulty implementing management strategies suggested by health professionals and Health professional issues. Health professionals may feel uncertain about managing the complexity of issues, and may not know where to get the support and information they need. They may rely on careers to arrange regular health checks and reviews. Strategies for providing good healthcare Attitude Convey respect for the person with the disability through your verbal and non-verbal language. Address the person directly and use an appropriate tone of voice consistent with their age– i.e. speak to an adult as another adult, not as a child, and don’t raise your voice (unless the person has a hearing impairment!) (Rich & Shapiro, 1999). Communication People with intellectual disabilities are likely to have some degree of receptive communication difficulty (i.e. have difficulty understanding). Some people may also have an expressive language difficulty (i.e. difficulty being understood). Whatever their ability to understand or express themselves, people have a right to the same courtesy any other person can expect. Some people who have communication difficulties may bring a family member, support worker or advocate to the appointment, but the person themselves should always feel that they are the primary focus of the consultation (Rich & Shapiro, 1999). Expressive communication People with an Autism disability may have trouble expressing their concerns, symptoms, thoughts or feelings as their cognitive impairment makes identifying, understanding and verbalizing these difficult. Some people may also have a coexisting physical condition that impacts on their speech. It is therefore important to keep the following points in mind: Provide plenty of time for the person to respond and formulate their questions Ask them to show you how they say “yes” and “no” (if it is unclear) – and then ask “yes/no” questions to clarify what they are saying. Ask if they have a communication aid (electronic device, book, board) that could help you understand – if so, ask if you could use if together to help you better understand. Use visual cues – objects, pictures or diagrams to clarify meaning. Observe facial expression and body language for further clues Ask questions to clarify what they are concerned about or are asking. When you can’t understand. There will be times when you do not understand what the person is saying. In this situation it may be helpful to ask the person To repeat what they have just said To say it in another way (using different words or with visual cues e.g. drawing) If you could ask an accompanying support worker/family member to help you understand; If you still can’t understand, show respect for the person and acknowledge the importance of their message and apologize for failing to understand. Never pretend to understand! To do this devalues the communication and is extremely disrespectful to the person concerned. Working with someone who is not able to communicate intentionally Some people with severe or profound intellectual disability may not be able to understand words and may not be able to conceptualize a communication message, that is, they may not be able to communicate intentionally. Whether or not someone can communicate intentionally they are entitled to the same respect and care. They will, however, like everyone else, communicate their experience of internal or external stimuli through changes in their facial expression, body language and behavior and will rely on others to observe and interpret these changes. It may be clear that a person finds a particular sensation unpleasant from their grimace and withdrawal; or that they are cold when they shiver and goose bumps appear on their arm. Although the history will be given by an accompanying family member or support worker the person themselves should always hold the central place within the consultation and be included in the discussion through the use of eye contact, body language and touch (Mesibov & Faherty, 2008). Working with carers People who have a disability will require the support of others (family members, friends or paid support workers) to access and participate in the consultation and follow through on the management recommendations. Family members usually have an extensive knowledge of the person’s history, personality and function and are a valuable source of information. People living in staffed accommodation are supported by a Disability Support Workers who have training in working with people with a disability, but usually do not have any health training. Staff work in shifts and staff turnover can be high in some houses. Usually the staff member accompanying someone to a medical appointment knows them well, but sometimes this is not the case. This should be clarified in the consultation. Staff will usually have a Health File with them containing the person’s health history. If more information is required ring the House Supervisor. Healthcare professionals need to respect the contribution carers make to the consultation through their areas of expertise, but not assume medical knowledge. Management recommendations should be carefully discussed and stated and written down clearly to ensure accurate communication with all those involved. Regular review should be arranged to monitor whether management recommendations are achieving anticipated outcomes and to detect adverse effects (Rubinstien, 2005). Knowledge and skills The starting point when providing healthcare for someone with a disability is “how would I manage someone of this age and gender who presented with this issue?” Modifications of management may be required, but should be justified. People who are not able to speak will demonstrate their symptoms through their behavior. For instance they may refuse food if nauseated, refuse to walk if they have a painful foot, and not respond if they have a hearing impairment. Health promotion and disease prevention Health promotion and disease prevention may be overlooked in people with disabilities because more urgent acute issues take priority. It is important to schedule consultation times (at a separate appointment if necessary) to address health promotion issues such as drug/alcohol use, healthy diet, exercise regime and screening tests. Indications are the same as people of a similar age in the general population. Annual Health Assessments (e.g. using the CHAP (Comprehensive Health Assessment Program) are funded under Medicare to provide an annual thorough health assessment for people with intellectual disability. These assessments provide an ideal opportunity to ensure disease prevention and health promotion activities are addressed. Bibliography Bender, W. (2012). Differentiating Instruction for Students With Learning Disabilities: New Best Practices for General and Special Educators [Paperback]. United Kingdom: Corwin. Giuliani, G. & Pierangelo, R. (2007). Understanding Assessment in the Special Education Process: A Step-by-Step Guide for Educators [Paperback]. United Kingdom: Corwin. Mannix, D. (2009). Life Skills Activities for Secondary Students with Special Needs [Paperback]. New York: Jossey-Bass. Mesibov, G. & Faherty, C. (2008). Understanding Death and Illness and What They Teach about Life: An Interactive Guide for Individuals with Autism or Asperger's and Their Loved Ones [Paperback]. Washington DC: Future Horizons. Rubinstien, M. (2005). Raising NLD Superstars: What Families with Nonverbal Learning Disabilities Need to Know about Nurturing Confident, Competent Kids [Paperback]. Louisiana: Jessica Kingsley Pub. Rich, R. & Shapiro, J. (1999). Facing Learning Disabilities in the Adult Years: Understanding Dyslexia, ADHD, Assessment, Intervention, and Research. [Kindle Edition]. New York: Oxford University Press. Waber, D. (2011). Rethinking Learning Disabilities: Understanding Children Who Struggle in School [Paperback]. Canada: The Guilford Press. Read More