This article explores the creation of a specific protocol to prepare children and young people with learning disabilities effectively for theatre and to ensure appropriate support during recovery. The TEACH approach (time, environment, attitude, communication and help) was adopted to provide a framework for reasonably adjusted care. The theatre and recovery protocol was developed following complaints by parents of children with learning disabilities about unsatisfactory care, and after cancelled operations. The young person is offered a pre-admission visit and a hospital passport, which explores their likes and dislikes and enables staff to prepare for their specific needs and requirements. In recovery, a quieter and larger area has been created. The protocol has enabled staff to feel more confident and to individually address the young person’s needs. This protocol could easily be adopted for many other people regardless of age or disability who need to have care altered to meet their needs.
Learning Disability Practice. 20, 2, 22-26. doi: 10.7748/ldp.2017.e1772
Correspondence Peer reviewThis article has been subject to double-blind review and has been checked for plagiarism using automated software
Conflict of interestNone declared
Received: 13 June 2016
Accepted: 19 August 2016
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