Working with Adults with Learning Disabilities
INTRODUCTION
In this introductory, the overarching focus will be to present a range of ideas designed to foster effective working relationships with adults with learning disabilities, their families and other people involved in their lives (Emerson et al. 2005). Some ideas introduced may be further developed in subsequent topics of the text; these links will be noted, as appropriate.
Both the diversity of needs of people with learning disabilities and the importance of carers and teams being aware of this diversity of needs when working with and offering support to individuals will be key themes threaded later.
In the first section, ‘learning disability’ will be defined and current philosophies of care and support for adults with learning disabilities will be explored. The key concept of person-centered planning as an approach to care will be addressed, emphasizing the direction given by the government White Paper Valuing People: A New Strategy for Learning Disability for the 21st Century (Department of Health 2001a).
In the second section, the importance of establishing, maintaining and ending therapeutic relationships with adults with learning disabilities will be discussed. It will also highlight the importance of carers being aware of values and rights issues for adults with learning disabilities.
In the third section, issues of diversity will be highlighted; in particular, cultural issues and issues for older adults with learning disabilities will be noted. Varying needs will be explored, considering issues relating to day-to day care, housing and work opportunities.
In the fourth section, the potential of a range of therapeutic care approaches, such as empowerment, advocacy and person-centered care, will be explored. The application of particular care approaches/interventions will be demonstrated, as well as how they might enable us to address identified needs for the adult with a learning disability.
