Community learning disability teams, developments composition and good practice: a review of salient literature

Eamonn Slevin, Maria Truesdale-Kennedy, Roy McConkey, Owen Barr, Laurence Taggart

Research output: Contribution to journalArticle

25 Citations (Scopus)

Abstract

This paper presents the findings from a literature review related to community learning disability teams (CLDT). There is a paucity of evidence-based literature on the effectiveness of CLDTs with much of the existing literature being inspirational, theoretical or opinion based. Because of this it was considered that the current state of knowledge of CLDTs was insufficient to allow a systematic review and therefore a review of salient factors that impact on these teams was undertaken. A brief introduction to the early historical and philosophical influences on the development of CLDTs is provided. Following this detail of how CLDTs are structured and the common composition of such teams is discussed. The main challenges facing CLDTs as well as barriers that impact on the effective working of these teams is also provided. Based on the available evidence a number of good practice suggestions are forwarded that have the potential to enhance the work undertaken by CLDTs, but it is acknowledged that there is a need for more research into the effectiveness of these teams.
LanguageEnglish
Pages59-79
JournalJournal of Intellectual Disabilities
Volume12
Issue number1
DOIs
Publication statusPublished - 2008

Fingerprint

Learning Disorders
Research

Keywords

  • community learning disability teams
  • literature review

Cite this

@article{784d8a804bb941d7af338d976dee674f,
title = "Community learning disability teams, developments composition and good practice: a review of salient literature",
abstract = "This paper presents the findings from a literature review related to community learning disability teams (CLDT). There is a paucity of evidence-based literature on the effectiveness of CLDTs with much of the existing literature being inspirational, theoretical or opinion based. Because of this it was considered that the current state of knowledge of CLDTs was insufficient to allow a systematic review and therefore a review of salient factors that impact on these teams was undertaken. A brief introduction to the early historical and philosophical influences on the development of CLDTs is provided. Following this detail of how CLDTs are structured and the common composition of such teams is discussed. The main challenges facing CLDTs as well as barriers that impact on the effective working of these teams is also provided. Based on the available evidence a number of good practice suggestions are forwarded that have the potential to enhance the work undertaken by CLDTs, but it is acknowledged that there is a need for more research into the effectiveness of these teams.",
keywords = "community learning disability teams, literature review",
author = "Eamonn Slevin and Maria Truesdale-Kennedy and Roy McConkey and Owen Barr and Laurence Taggart",
year = "2008",
doi = "10.1177/1744629507083583",
language = "English",
volume = "12",
pages = "59--79",
journal = "Journal of Intellectual Disabilities",
issn = "1744-6295",
number = "1",

}

Community learning disability teams, developments composition and good practice: a review of salient literature. / Slevin, Eamonn; Truesdale-Kennedy, Maria; McConkey, Roy; Barr, Owen; Taggart, Laurence.

In: Journal of Intellectual Disabilities, Vol. 12, No. 1, 2008, p. 59-79.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Community learning disability teams, developments composition and good practice: a review of salient literature

AU - Slevin, Eamonn

AU - Truesdale-Kennedy, Maria

AU - McConkey, Roy

AU - Barr, Owen

AU - Taggart, Laurence

PY - 2008

Y1 - 2008

N2 - This paper presents the findings from a literature review related to community learning disability teams (CLDT). There is a paucity of evidence-based literature on the effectiveness of CLDTs with much of the existing literature being inspirational, theoretical or opinion based. Because of this it was considered that the current state of knowledge of CLDTs was insufficient to allow a systematic review and therefore a review of salient factors that impact on these teams was undertaken. A brief introduction to the early historical and philosophical influences on the development of CLDTs is provided. Following this detail of how CLDTs are structured and the common composition of such teams is discussed. The main challenges facing CLDTs as well as barriers that impact on the effective working of these teams is also provided. Based on the available evidence a number of good practice suggestions are forwarded that have the potential to enhance the work undertaken by CLDTs, but it is acknowledged that there is a need for more research into the effectiveness of these teams.

AB - This paper presents the findings from a literature review related to community learning disability teams (CLDT). There is a paucity of evidence-based literature on the effectiveness of CLDTs with much of the existing literature being inspirational, theoretical or opinion based. Because of this it was considered that the current state of knowledge of CLDTs was insufficient to allow a systematic review and therefore a review of salient factors that impact on these teams was undertaken. A brief introduction to the early historical and philosophical influences on the development of CLDTs is provided. Following this detail of how CLDTs are structured and the common composition of such teams is discussed. The main challenges facing CLDTs as well as barriers that impact on the effective working of these teams is also provided. Based on the available evidence a number of good practice suggestions are forwarded that have the potential to enhance the work undertaken by CLDTs, but it is acknowledged that there is a need for more research into the effectiveness of these teams.

KW - community learning disability teams

KW - literature review

U2 - 10.1177/1744629507083583

DO - 10.1177/1744629507083583

M3 - Article

VL - 12

SP - 59

EP - 79

JO - Journal of Intellectual Disabilities

T2 - Journal of Intellectual Disabilities

JF - Journal of Intellectual Disabilities

SN - 1744-6295

IS - 1

ER -