Learning Disabilities - Residential Care Homes
Our approach to the residential care and well being of adults with learning disabilities
At The Richardson Partnership for Care we provide a positive environment for adults with a learning disability, focussing on what each individual can do. This person-centred approach to planning, support and residential care makes a significant contribution to the development and well-being of service users with learning disabilities. It is helped by the individuals themselves saying what they want, how they want it and when they want it. Our support team is trained and experienced in MCA DOL safeguards and representing service users in Best Interest meetings.
Each service user has a formal, detailed assessment when they are admitted to one of our residential care homes and we develop a personalised care plan on which their care and treatment is based. Where appropriate, family members and existing social networks are consulted and involved in the assessment process.
Our multi-disciplinary team (MDT) of specialists supports the service users in their development. The team includes Psychologists, a Psychiatrist , Speech & Language Therapist, Physiotherapist and Occupational Therapist. You can find out more about our multi-disciplinary team here
Complex needs and challenging behaviour
In our long experience of caring for adults with learning disabilities, we find that given the appropriate care, even people with the most complex needs and challenging behaviour can make very good progress.
The genetic conditions that contribute to learning disabilities often result in other complex medical and physical conditions. At the Richardson Partnership for Care, we are experienced in treating these as well as managing behaviour. For example, support staff are trained in peg feeding and catheter care, caring for people with diabetes and epilepsy.
The transition from school to adult environment
When a young person with a learning disability is potentially moving into one of our residential care homes, we manage the transition in a way that best suits the individual. This may be by introducing them gradually with day visits and then overnight stays, or it may be better for them just to move in.
During the pre-admission assessment, we monitor the person in different environments, such as at school and at home, so that we can continue any therapies that are seen to be working well. We also take note of situations that cause difficulties and see how these can be managed better. If service users continue to attend school, then we liaise closely with the school, often using communication books, so that we can monitor and manage any changes in behaviour.