Supporting people with learning disabilities who identify as LGBT to express their sexual and gender identities

Abstract

The aim of this paper is to develop an understanding of supporting people who identify as LGBT and who have a learning disability through alignment of lived experiences and an exploration of the existing literature. Evidence indicate barriers to people with learning disabilities obtaining and maintaining loving relationship, this is particularly the case for those identify with an LGBT community.A twitter chat, and subsequent exploration of the literature indicate themes in UK policy and legal frameworks, influenced by series of complex ethical issues, pertaining to concept of intersectionality -that of unique discrimination experienced by those who identify with a combination of minority groups.The results prompt considerations for further research to underpin practice development and education programmes to support people in developing their sexual identity, linked to further research to document this progress.

Empowering LGBT People with Intellectual Disabilities to Live Socially Inclusive Lives: Debating Rights, Responsibility, and Risk

“…Achieving self-actualisation and fulfilment can be realised through the loving companionship that a relationship provides. Feelings of belonging which intimacy can offer is an essential part of human growth (Robinson et al 2020). While it is acknowledged that discrimination and social exclusion are key factors in the lives of the general LGBT+ community, providing health and social care to non-heterosexual adults with intellectual disabilities, brings with it an added need to balance rights, responsibility, and risk.…”

“…Policy-makers, commissioners, and service providers must acknowledge the importance of these communities when designing local strategies. In addition, as part of innovatory local policies, provider agencies need to encourage their staff towards positive risk-taking (Robinson et al 2020). Introducing mentoring programmes which draw on members of the gay community without intellectual disabilities, who are willing to support service users to access 'gay spaces,' is one way of achieving this.…”

“…Shared narratives can have a twofold benefit in that the individual is an expert in their own experience, their story can inform staff training, as well as fellow group members. Exchanging experiences about sex in a group is a more relaxed way of exploring sexual orientation and gender identity (Robinson et al 2020). Groups provide a forum through which sexuality can be discussed as part of ordinary life, and where information and guidance on sexual practice is made available.…”

“…Additionally, 80 per cent of trans people who tried to engage with gender identity clinics were left feeling upset. There is a perception among the general LGBT+ populace that health inequalities are the consequence of prejudice on the part of health professionals-notably relating to gender identity-and are liable for causing higher rates of mental distress (Robinson et al 2020). These barriers mean non-heterosexual people with intellectual disabilities need additional support.…”

“…Until relevantly recently, anti-libidinal medication was used by staff to control sexual expressions in people with intellectual disabilities, rather than teaching boundaries. Support staff failed to respect the self-determination of the individual denying them the right to engage in meaningful relationships (Leven 2021;Robinson et al 2020). In the present day, some agencies persist in stigmatising homosexuality and same-sex intimacy, regarding the subject as interdicted (Bates 2018;Maguire et al 2019).…”