Exploring the knowledge of social care staff about learning disability: 20 years on

Abstract

Aims: An understanding of learning disability is important for ensuring people are identified and receive the support they need. This study aimed to explore the knowledge of the criteria for learning disability in community staff.Methods: A total of 264 social care staff were asked to provide their understanding of the term 'learning disability' and their responses were coded against the three diagnostic criteria.Results: The most commonly identified criterion related to intellectual functioning, with childhood onset being mentioned least often. Just under 5% of participants identified all three criteria for learning disability and over 50% identified none or only one of the criteria.Conclusions: While the results were an improvement on the results found over 20 years ago, they indicate an ongoing need for improving understanding. Implications for the role of learning disability nurses in addressing this need are discussed.

Screening for intellectual disability in autistic people: A brief report

“…For example, estimates of intelligence by parents, others, and self can be significantly influenced by factors other than actual cognitive ability, such as gender, culture, and educational background (e.g., Bian et al, 2017;Kirkcaldy et al, 2007;Swami et al, 2009). In addition, knowledge of intellectual disability is low in many staff groups (e.g., Emerson, Baines et al, 2012;McKenzie et al, 2022), suggesting that they may be poor at identifying indicators of intellectual disability. Using more formal measures, such as abbreviated or short forms of intellectual assessments, which have not specifically been designed as intellectual disability screening tools, can also have limitations, as outlined in the introduction.…”