By Ian Peate, Debra Fearns
That includes eleven chapters, each with an in depth thesaurus, studying to take care of individuals with studying Disabilities is designed for use as a reference e-book in both the medical surroundings, lecture room or at domestic. Chapters are re-divided into discrete sections reflecting modern studying incapacity nursing perform. References to care in quite a number basic and secondary care settings are made in the course of the booklet. every one bankruptcy starts off with key issues and concludes with a precis of the numerous issues to augment studying.
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Extra info for Caring for People with Learning Disabilities (Wiley Series in Nursing)
Sample text
E. the importance of ‘levelling’ when working with adults who use wheelchairs and listening (observationally) with the eyes as well as the ears. This is often referred to as ‘active listening’ (Thompson 2003). This section aims to highlight that communication is much broader than just talking or verbal speech. It is important to acknowledge that communication is both verbal (language) and non-verbal (body language). To proceed with our discussion about these issues, we need fi rst to defi ne ‘language’: ‘Language can be defi ned as the use of an organised system of codes’.
E. learning disabilities. The government White Paper Valuing People: A New Strategy for Learning Disability for the 21st Century (Department of Health 2001a) clearly sets the agenda for us, in offering appropriate and effective support for adults with learning disabilities in their everyday lives. WORKING WITH ADULTS WITH LEARNING DISABILITIES 21 The PCA has ensured a shift in the value base and the way in which we think about care delivery for adults with learning disabilities. The emphasis is placed on power and control, resting squarely with the individuals themselves.
The fi rst section deals with what communication is. This section will provide a defi nition of ‘communication’ and outline one of the basic models of communication. ‘Verbal and Non-Verbal Communication’ forms the second section, which briefly explores descriptions of language and discusses in more detail non-verbal communication; this is sometimes called body language. The third section addresses Caring for People with Learning Disabilities. Edited by I. Peate and D. Fearns. Copyright © 2006 by John Wiley & Sons, Ltd.