scholarly journals Day services and home care for adults with learning disabilities across the UK

2017 ◽  
Vol 22 (2) ◽  
pp. 109-115 ◽  
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Northern Ireland ◽  
Home Care ◽  
Service Use ◽  
Social Care ◽  
Content Type ◽  
Adults With Learning Disabilities ◽  
Day Services ◽  
The Uk ◽  
Over Time

Purpose The purpose of this paper is to compare data from national social care statistics on day services and home care for people with learning disabilities across England, Scotland, Wales and Northern Ireland. Design/methodology/approach National social care statistics (England, Scotland, Wales and Northern Ireland) reporting the number of adults with learning disabilities accessing day services and home care were reviewed, with data extracted on trends over time and rate of service use. Findings Regarding day services, despite some variations in definitions, the number of adults with learning disabilities in England, Scotland and Wales (but not Northern Ireland) using building-based day services decreased over time. Data from Scotland also indicate that adults with learning disabilities are spending less time in building-based day services, with alternative day opportunities not wholly compensating for the reduction in building-based day services. Regarding home care, there are broadly similar rates of usage across the four parts of the UK, with the number of adults with learning disabilities using home care now staying static or decreasing. Social implications Similar policy ambitions across the four parts of the UK have resulted (with the exception of Northern Ireland) in similar trends in access to day services and home care. Originality/value This paper is a first attempt to compare national social care statistics concerning day services and home care for adults with learning disabilities across the UK. With increasing divergence of health and social service systems, further comparative analyses of services for people with learning disabilities are needed.

scholarly journals Living arrangements of adults with learning disabilities across the UK

2017 ◽  
Vol 22 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Northern Ireland ◽  
Nursing Care ◽  
Living Arrangements ◽  
Social Care ◽  
Content Type ◽  
Adults With Learning Disabilities ◽  
Trends Over Time ◽  
The Uk ◽  
Over Time

Purpose The purpose of this paper is to compare data from national social care statistics on the living situations of people with learning disabilities across England, Scotland, Wales and Northern Ireland. Design/methodology/approach National social care statistics (England, Scotland, Wales, Northern Ireland) reporting the living situations of adults with learning disabilities (residential and nursing care, living with family, other forms of accommodation) were accessed, with data extracted on trends over time and rate of service use. Findings There were substantial differences in the statistics collected across the UK. Overall, there were higher reported rates of adults with learning disabilities in residential/nursing accommodation in England than Scotland or Wales, but much lower reported rates of adults living in other forms of unsupported and supported accommodation and much lower reported rates of adults living with their families. In all three countries, trends over time suggest that reductions in residential care towards more independent living options may be stalling. In Northern Ireland reductions in currently extensive residential and nursing care services are continuing, unlike other parts of the UK. Social implications Despite similar policy ambitions across the four parts of the UK, statistics on the living situations of adults with learning disabilities report substantial differences. Originality/value This paper is a first attempt to compare national social care statistics concerning the living situations of adults with learning disabilities across the UK. With increasing divergence of health and social service systems, further comparative analyses of services for people with learning disabilities are needed.

scholarly journals Health and social care access for adults with learning disabilities across the UK during the COVID-19 pandemic in 2020

2021 ◽  
Vol 26 (3) ◽  
pp. 174-179
Author(s):  
Samantha Flynn ◽  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Northern Ireland ◽  
Social Care ◽  
Family Carers ◽  
Content Type ◽  
Care Services ◽  
Health And Social Care ◽  
Adults With Learning Disabilities ◽  
The Uk ◽  
The Impact

Purpose This paper aims to present data about access to health and social care services during the COVID-19 pandemic for adults with learning disabilities across England, Northern Ireland, Scotland and Wales. Design/methodology/approach Data were collected directly from 621 adults with learning disabilities and through separate proxy reports by family carers and paid support staff of another 378 adults with learning disabilities. The data were collected between December 2020 and February 2021 and concerned the use of health and social care services since the start of the first COVID-19 national lockdown in March 2020. Findings Access to and use of health and social care services significantly reduced for adults with learning disabilities across the UK during the COVID-19 pandemic between March 2020 and February 2021, with many people not receiving any services at all during that period. Similar patterns were seen across England, Northern Ireland, Scotland and Wales. However, data suggest some variations between countries for some services. Practical implications Future pandemic planning must ensure that access to these essential services is not completely lost for adults with learning disabilities and their family carers, as it was in some cases during the COVID-19 pandemic in 2020. Originality/value This is the largest study about the impact of the COVID-19 pandemic on health and social care services for adults with learning disabilities in the UK. The authors primarily collected data directly from adults with learning disabilities, and worked with partner organisations of people with learning disabilities throughout the study.

scholarly journals Specialist inpatient services for people with learning disabilities across the four countries of the UK

2016 ◽  
Vol 21 (4) ◽  
pp. 220-225 ◽  
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Northern Ireland ◽  
Young People ◽  
Length Of Stay ◽  
Service Use ◽  
Inpatient Service ◽  
Content Type ◽  
Inpatient Services ◽  
Trends Over Time ◽  
The Uk

Purpose The purpose of this paper is to compare data from national censuses on specialist inpatient service use by people with learning disabilities across England, Scotland, Wales and Northern Ireland. Design/methodology/approach National statistics (England, Scotland, Wales, Northern Ireland) reporting inpatient service censuses including people with learning disabilities were accessed, with data extracted on trends over time, rate of service use, young people and length of stay. Findings The number and rate of people with learning disabilities in specialist inpatient services varied across the UK: 230 people in Scotland (rate 4.88 per 100,000 population); 3,250 people in England (5.48); 183 people in Wales (5.90); 144 people in Northern Ireland (7.82). The number of people in inpatient services in Northern Ireland halved over four years, in other areas reductions were modest. Between 5 and 8 per cent of people in inpatient services were children/young people. Median length of stay in the person’s current inpatient service varied: 19 months in England; 33 months in Scotland; three to five years in Northern Ireland. Social implications Different parts of the UK vary in the scale of their specialist inpatient services for people with learning disabilities. With the exception of Northern Ireland, which may still be in the last stages of completing a “regular” deinstitutionalisation programme, strong policy prescriptions for substantial reductions in specialist inpatient services are currently only resulting in modest reductions. Originality/value This paper is a first attempt to compare national inpatient service statistics across the UK. With increasing divergence of health and social service systems, further comparative analyses of services for people with learning disabilities are needed.

scholarly journals Specialist community teams for adults with learning disabilities: referrals to a countywide service in England

2019 ◽  
Vol 24 (2) ◽  
pp. 41-49
Author(s):  
Isabel C.H. Clare ◽  
Kelly A. Wade ◽  
Nadine Ranke ◽  
Sarah Whitson ◽  
Alison Lillywhite ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Living Arrangements ◽  
Care Management ◽  
Social Care ◽  
Care Staff ◽  
Content Type ◽  
Wide Range ◽  
Integrated Health ◽  
Adults With Learning Disabilities ◽  
The Uk

Purpose While “generic” community teams for adults with learning disabilities (CTs) are well-established in the UK, very little recent evidence is available about any aspect of their work. As part of a larger project about the role, structure and functioning of CTs, the purpose of this paper is to provide data about referrals. Design/methodology/approach Over three months, the authors obtained data about 270 consecutive new referrals to five CTs in a countywide integrated health (NHS) and care management (local authority) service. Findings The 270 referrals related to 255 individuals, mainly already service users, with almost a third (30 per cent, n=204) described as people with severe or profound disabilities. Consistent with the reported living arrangements (residential accommodation or with one or more family members (87 per cent, n=270)), referrals were most often made by social care staff, General Practitioners or carers. The referrals related to a wide range of issues including mental health and/or behavioural needs, physical health and skills, and independence. The major group, however, were requests about a person’s entitlement to specialist learning disability services and/or reviews of an existing social care package. Research limitations/implications The focus on new referrals and the exclusion of intra-team referrals mean that the data are not representative of a CT’s caseload and cannot be used as a basis for resourcing. Nevertheless, the findings emphasise the heterogeneity of the population, and the long-term and varied nature of their needs, meaning that CTs require access to a range of expertise and, often, an inter-agency approach. The implications for service design are considered. Originality/value This is the first empirical study of referrals to specialist integrated (health and care management) community learning disabilities teams in England.

scholarly journals Paid employment amongst adults with learning disabilities receiving social care in England: trends over time and geographical variation

2018 ◽  
Vol 23 (2) ◽  
pp. 117-122 ◽  
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Social Care ◽  
Content Type ◽  
Self Employment ◽  
Paid Employment ◽  
Adults With Learning Disabilities ◽  
Working Age ◽  
Employment Rates ◽  
Over Time

Purpose The purpose of this paper is to examine trends over time and geographical variation in rates of paid employment amongst working age adults with learning disabilities receiving long-term social care in England. Design/methodology/approach Data were drawn from NHS Digital adult social care statistics examining paid/self-employment for working age (18-64 years) adults with learning disabilities known to social care (2008/2009 to 2013/2014) or receiving long-term social care (2014/2015 to 2016/2017). Findings In 2016/2017, councils reported that 5.7 per cent of working age adults (7,422 people) with learning disabilities receiving long-term social care were in paid/self-employment, with higher employment rates for men than women and most people working less than 16 hours per week. Paid employment rates seem to be slightly declining over time, and there is wide variation across councils in reported paid/self-employment rates. Social implications Despite good evidence for the cost effectiveness of supported employment support, employment rates for adults with learning disabilities receiving long-term social care remain extremely low. Originality/value This paper presents in one place statistics concerning the paid employment of working age adults with learning disabilities in England.

scholarly journals Social care for adults with learning disabilities in England: trends over time

2019 ◽  
Vol 24 (2) ◽  
pp. 94-100
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Social Services ◽  
Social Care ◽  
Content Type ◽  
Cent Increase ◽  
Adults With Learning Disabilities ◽  
The Face ◽  
Trends Over Time ◽  
Over Time

Purpose The purpose of this paper is to examine trends over time in social care usage and expenditure for adults with learning disabilities in England. Design/methodology/approach Returns from councils with social services responsibilities in England concerning social care usage and expenditure were analysed to examine the national picture and trends over time for adults with learning disabilities. Findings In 2017/2018, 147,915 adults with learning disabilities were receiving long-term social care, an increase of 5.7 per cent from 2014/2015. Social care expenditure increased by 10.2 per cent from 2014/2015 to £5.54bn in 2017/2018; adjusted for inflation this was a 2.7 per cent increase. For adults with learning disabilities who receive social care, increasing numbers of people are living with families or in supported accommodation/living, with gradual declines in the number of people living in residential or nursing care. The number of adults with learning disabilities in temporary accommodation is small but increasing. Social implications While councils appear to be attempting to protect social care for adults with learning disabilities in the face of cuts to council expenditure, social care expenditure and coverage are not keeping pace with likely increases in the number of adults with learning disabilities requiring social care. Originality/value This paper presents in one place statistics concerning long-term social care for adults with learning disabilities in England.

scholarly journals The demographics of forced marriage of people with learning disabilities: findings from a national database

2020 ◽  
Vol 22 (2) ◽  
pp. 59-74
Author(s):  
Rachael Clawson ◽  
Anne Patterson ◽  
Rachel Fyson ◽  
Michelle McCarthy
Keyword(s):  
Learning Disabilities ◽  
Design Methodology ◽  
Social Care ◽  
Geographic Location ◽  
National Database ◽  
Forced Marriage ◽  
Content Type ◽  
The Uk ◽  
First Time ◽  
Practical Implications

Purpose The purpose of this study is to compare the UK demographics of forced marriage of people with learning disabilities and people without learning disabilities to inform effective safeguarding practice. Design/methodology/approach An analysis of all cases of forced marriage reported to the UK Government’s Forced Marriage Unit (FMU) between 2009 and 2015. Findings People with learning disabilities are at five times greater risk of forced marriage than people without learning disabilities. Men and women with learning disabilities are equally likely to be forced to marry, whereas amongst the general population, women are more likely than men to be forced to marry. Patterns of ethnicity, geographic location within the UK and reporters are the same for people with and without learning disabilities. Research limitations/implications The analysis is based on cases reported to the FMU, and for some cases, data held was incomplete. More importantly, many cases go unreported and so the FMU data does not necessarily reflect all cases of forced marriage in the UK. Practical implications Forced marriage of people with learning disabilities is a safeguarding issue. Practitioners across health, education, criminal justice and social care need to better understand the risk of forced marriage for people with learning disabilities. Links to practice resources developed as part of the wider project are provided. Originality/value This is the first time that researchers have been given access to FMU data and the first time that a statistical analysis of cases of forced marriage involving someone with a learning disability have been analysed.

scholarly journals Deprivation of liberty applications concerning people with learning disabilities in England: trends over time and geographical variation

2017 ◽  
Vol 22 (3) ◽  
pp. 177-183 ◽  
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Geographical Variation ◽  
Local Authority ◽  
Secondary Analysis ◽  
Local Authorities ◽  
Content Type ◽  
Level Statistics ◽  
Adults With Learning Disabilities ◽  
Trends Over Time ◽  
Over Time

Purpose The purpose of this paper is to analyse trends over time and geographical variation in Deprivation of Liberty Safeguards (DoLS) applications for adults with learning disabilities. Design/methodology/approach Secondary analysis of national- and local authority-level statistics collected and reported by NHS Digital. Findings There has been a sharp national increase in the number of completed and granted DoLS applications regarding adults with learning disabilities since the 2014 “Cheshire West” Supreme Court judgement, with a greater proportion of completed DoLS applications being granted. There is extreme geographical variation across local authorities in England in the rates at which DoLS applications are being made and granted. Practical implications The extreme variation in DoLS applications regarding adults with learning disabilities is highly unlikely to be a function of differences in mental capacity and living circumstances experienced by adults with learning disabilities across local authorities, and urgent attention needs to be paid to this variation. Originality/value This is the first paper to analyse the geographical variation at local authority level for completed and granted DoLS applications regarding adults with learning disabilities.

scholarly journals Commissioning an ordinary life

2017 ◽  
Vol 22 (1) ◽  
pp. 38-42 ◽  
Author(s):  
Sarah Broadhurst
Keyword(s):  
Learning Disabilities ◽  
Social Care ◽  
Transformational Leaders ◽  
Care Programme ◽  
Content Type ◽  
Ordinary Life ◽  
The Past ◽  
Health And Social Care ◽  
The Uk ◽  
Inclusive Society

Purpose The purpose of this paper is to review the role and ability of commissioners to implement policy and be transformational leaders. Design/methodology/approach The role and ability of commissioners to implement policy is reviewed against the Institute of Public Care’s Commissioning Cycle and experience of working with commissioners across the UK over the past 29 years. Findings Empowering commissioners to be transformational leaders and enabling them to secure good outcomes for people with learning disabilities will require broadening the responsibilities for creating an inclusive society past commissioners of health and social care. Originality/value The Transforming Care Programme and the failure to meet targets illustrate that policy implementation in the arena of learning disabilities is still a pertinent issue. This commentary adds to the discussion by highlighting the challenges commissioners face when trying to implement policy and the need to take the conversation about inclusive communities wider than health and social care.

Commentary on “Assisting individuals ageing with learning disability: support worker perspectives”

2015 ◽  
Vol 20 (4) ◽  
pp. 223-227
Author(s):  
Martin Stevens
Keyword(s):  
Learning Disabilities ◽  
Older People ◽  
Social Care ◽  
Support Worker ◽  
Policy And Practice ◽  
Content Type ◽  
Care Services ◽  
Role Of The State ◽  
Health And Social Care ◽  
The Uk

Purpose – The purpose of this paper is to explore some of the themes identified by Wark et al.’s paper and to highlight commonalities and differences between the Australian and the UK social and health care regimes. It also points to evidence about other implications for policy and practice of the increasing numbers of people growing older who have learning disabilities. Design/methodology/approach – The commentary analyses some policy and practice documents and identifies a range of other research and commentary on this topic. Findings – Wark et al. have identified areas of importance for supporting older people with learning disabilities, particularly access to suitable and acceptable services and the importance of sufficient support worker time. They also identify gaps in the research on people’s needs and service responses. The commentary also highlights other factors for consideration in work with this group of people, particularly the implementation of personalisation policies in social care and integration between health and social care services. Research limitations/implications – There is a need for further research into developing policy and practice for health and social care for older people with learning disabilities. Some of the evidence supports the case for specialist involvement, particularly by nursing professionals. Originality/value – The paper and this commentary highlight the challenges associated with the increasing number of older people with learning disabilities in contemporary debates about the role of the state and professional specialists.

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