Direct Payments - Development

Development

Direct Payments were set up with the Community Care (Direct Payments) Act (1996) which came into force in April 1997 and was initially available only to a specific subsection of people qualifying for social care. The Act gave local authorities in Britain and Northern Ireland, the powers to make cash payments to disabled people. Initially, this was confined to people under age 65 years with physical and sensory impairments, learning difficulties and mental health problems. It was later amended to include older people, 16 and 17 year olds, parents of disabled children and in England, Wales and Northern Ireland only, carers caregivers. This gave local authorities and health and social services trusts, the option of whether to allocate direct payments or maintain existing models of service provision. This led to an uneven development of direct payments across the UK with particularly poor uptake in Scotland.

The Carers and Disabled Children Act (2000)) allowed parents of disabled children in England and Wales to receive direct payments, and 16 and 17 year olds to receive them in their own right. Changes set out in the Health and Social Care Act (2001) which came into effect in 2003, sought to challenge this pattern by setting in place a mandatory duty on all local authorities to offer direct payments to all eligible people requesting one.

Read more about this topic:  Direct Payments

Famous quotes containing the word development:

    Theories of child development and guidelines for parents are not cast in stone. They are constantly changing and adapting to new information and new pressures. There is no “right” way, just as there are no magic incantations that will always painlessly resolve a child’s problems.
    Lawrence Kutner (20th century)

    Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children more malleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.
    Sara Lawrence Lightfoot (20th century)

    Such condition of suspended judgment indeed, in its more genial development and under felicitous culture, is but the expectation, the receptivity, of the faithful scholar, determined not to foreclose what is still a question—the “philosophic temper,” in short, for which a survival of query will be still the salt of truth, even in the most absolutely ascertained knowledge.
    Walter Pater (1839–1894)