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The ‘transition cliff’ in the administrative prevalence of intellectual disability

Research output: Contribution to specialist publicationArticle

Published
Publication date2012
Pages139-143
Number of pages5
JournalTizard Learning Disability Review
Volume17
Issue number3
Original languageEnglish

Abstract

Purpose – The aim of this paper is to report on the age-specific administrative prevalence of learning disabilities in England.

Design/methodology/approach – The paper's approach is secondary analysis of data from national education, health and social care agencies.

Findings – There is an abrupt decline in the age-specific administrative prevalence of learning disabilities at the point of transition to adult services.

Research limitations/implications – The results highlight the existence of a “hidden majority” of adults with learning disabilities.

Originality/value – The data in this paper have implications for commissioning better health services for people with learning disabilities. First, health information systems should incorporate better ways of identifying patients with mild and moderate learning disabilities. Second, consideration should be given to the extension of annual health checks to include all young people who have had a Statement of Special Educational Needs.