Use of the term 'learning disabilities' in the United Kingdom: issues for international researchers and practitioners

This paper presents a background as to use of the term “learning disabilities” that is widely used in the United Kingdom (UK). The paper also briefly explores how this usage may differ from that of other countries. To contextualize its use, a brief history of learning disabilities in the UK is outlined alongside diagnostic criteria, and epidemiological and etiological aspects of learning disabilities. These are relevant both to the UK and for international comparison. Finally, the practice of diagnosing and assessing learning disabilities in children and adolescents is briefly explored, as well as identifying the health and social care professionals who most commonly provide specialist support to people with learning disabilities in a range of educational, social, and health care settings in the UK. In particular distinction is made between the terms “learning disabilities” and “learning difficulties” – a source of continuing and common confusion amongst researchers, clinicians, and educators from countries outside of the UK. The paper concludes that non-UK international researchers, clinicians, and educators need to be cognizant of the importance of ensuring that the terminology they use is clearly understood. This is particularly relevant within the context of an ever-growing exchange of international ideas, research, and practice concerning people with learning disabilities

Mental health issues and adults with learning disabilities

Full text of this book chapter is not available in the UHRA.Introduction – What is a mental health condition? How does this differ from a learning disability? Prevalence and aetiology of mental illness in people with learning disabilities – Why is their high numbers of people with learning disabilities and associated mental health problems? Assessment and Diagnosis – How are people with learning disabilities assessed for mental illness? Problems of assessing people with LD. Service Provision – A look at how people with learning disabilities and mental health needs have in the past and are presently being cared for. Therapeutic Interventions – Medication and non-physical interventions aimed at addressing the needs

It is Time to Stop Talking and Start Doing: The Views of People with Learning Disability on Future Research

There is a need for people with learning disabilities to be involved in directing research to ensure that the research is meaningful to those it concerns. This paper describes a scoping exercise to determine the research priorities for the field of learning disabilities for the next ten years. It focuses specifically on the role of people with learning disabilities in setting this research agenda and describes the methodology used, which involved a series of consultation workshops. Analysis of the data from these generated six priority themes: access to health care; getting good support; the right to relationships; housing options; work and personal finance; inclusion in the community. The findings showed that it is possible for people with learning disabilities to participate in setting a research agenda and there was agreement between the different stakeholders on the fundamental priorities. Moreover, the inclusion of people with learning disabilities provided a perspective that could not be adequately represented by other stakeholder groups. People with learning disabilities were concerned that research has a meaningful impact and can lead to demonstrable improvements in care. In order for this to happen there is a need for widespread dissemination of accessible outputs that reach the relevant stakeholders

Piloting a manualised weight management programme (Shape Up-LD) for overweight and obese persons with mild-moderate learning disabilities: study protocol for a pilot randomised controlled trial

National obesity rates have dramatically risen over the last decade. Being obese significantly reduces life expectancy, increases the risk of a range of diseases, and compromises quality of life. Costs to both the National Health Service and society are high. An increased prevalence of obesity in people with learning disabilities has been demonstrated. The consequences of obesity are particularly relevant to people with learning disabilities who are already confronted by health and social inequalities. In order to provide healthcare for all, and ensure equality of treatment for people with learning disabilities, services must be developed specifically with this population in mind. The aim of this project is to pilot the evaluation of a manualised weight management programme for overweight and obese persons with mild-moderate learning disabilities (Shape Up-LD)

Fostering Resilient Characteristics in Individuals with Learning Disabilities

Educational resilience is an important term for teacher candidates in Christian institutions to understand. Resilience can be nurtured and instilled in the lives of individuals with learning disabilities, and teacher candidates can play a vital role in that process. To assist in this course of action, a look at the definition and common characteristics of resilience are discussed. In addition, a closer look at four resilient individuals with learning disabilities is provided. Concrete suggestions on ways to incorporate resilient characteristics into students with learning disabilities are shared

An intervention for people with learning disabilities and epilepsy

Date of Acceptance: 09/01/2015Epilepsy is relatively common in people with learning disabilities, and can be complex and refractory to treatment, with negative effects on quality of life and service costs. This article describes a randomised controlled feasibility trial, called Wordless Intervention for Epilepsy in Learning Disabilities, under way at Hertfordshire Partnership University NHS Foundation Trust. Recruitment of people with learning disabilities and epilepsy to the trial has been affected by logistical issues, such as difficulties in identifying potential patients and contacting carers. However, public and patient involvement has improved study design and management, and has helped maximise recruitment. Should the present study confirm feasibility, a full-scale randomised controlled trial will address the effects of the Books Beyond Words title Getting on With Epilepsy as an intervention for people with learning disabilities and epilepsy.Peer reviewe

Learning Disabilities and Academic Success

This study examines the relationship between learning disabilities and academic success in college students. A total of 343 students from the University of New Hampshire responded to an online survey with 64 questions. The survey asked students how they would rate their overall academic performance (very good, good, bad, very bad), as well as if they had a learning disability or not. The responses were then examined to see if there was in fact a correlation between the two. The results showed that there was no correlation between learning disabilities and academic success. However, the findings were suggestive that with a larger sample size there would likely be a relationship. Further research, including a larger and more representative sample of students with learning disabilities, would expand the findings

Taking service providers to court: people with learning disabilities and Part III of the Disability Discrimination Act 1995

Despite evidence of poor service provision for people with learning disabilities in the UK (e.g. DRC, Code of practice. Rights of access: services to the public, public authority functions, private clubs and premises. London: The Stationery Office, 2006; Sloan, J Inform Law Tech [electronic journal], 2001), very little use has been made of Part III (Goods, Facilities and Services) of the Disability Discrimination Act 1995 by people with learning disabilities (personal communication, Disability Rights Commission Conciliation Management Unit). Difficulties faced by individuals who might consider pursuing a claim against a service provider are well-documented and include stress, time and financial constraints (Crit Soc Policy, 20: 533-549, 2000). Once a complaint has been made or a claim lodged other legislative barriers can make it difficult to pursue a case (Industr Law J, 32: 164-184, 2003). The aim of this article is to investigate the effectiveness of legislative use of Part III of the Disability Discrimination Act 1995 in promoting equality for people with learning disabilities. Effectiveness will be gauged through analysis of the legal process engaged in by two people with learning disabilities who made claims against service providers under Part III of this Act

Nothing About Us Without Us: Combining Professional Knowledge with Service User Experience in Training about Mental Health and Learning Disabilities

Recent policy documents relating to people with learning disabilities have proposed that they be more fully included in generic mental health care provision. In practice such inclusion has been slow to proceed, hampered by factors which appear to include lack of knowledge and confidence on the part of generic mental health practitioners. Policy documents have also recommended training of practitioners by people with learning disabilities, which has been found to impact positively on confidence and attitudes. This study reports on a training session delivered to ‘Improving Access to Psychological Therapies’ practitioners by a service user with learning disabilities who has accessed mental health services, together with a clinical psychologist and an honorary assistant psychologist. The practitioners were asked to rate their knowledge about and confidence in working with people with learning disabilities before and after the training. Participants rated themselves as having significantly greater knowledge and confidence following the training, and many of the qualitative reasons given for these changes mentioned the contribution of the service user. This paper includes details of her particular contribution to the training, together with her reflections on the experience of joint training, given in an interview with the assistant psychologist. It is concluded that joint training needs to be developed and its impact further researched

Contraceptive choices for women with learning disabilities

‘Contraceptive choices for women with learning disabilities’ is an Open University research project, supported by a grant from Open Society Foundations (Grant No: OR2014-12989). This inclusive project set out to explore women’s contraceptive decision-making and sought to include women with mild to moderate learning disabilities as well as women with high support needs. Between December 2014 and April 2015 we interviewed 19 women living in several locations across the United Kingdom