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

Research output: Contribution to specialist publication › Article

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The ‘transition cliff’ in the administrative prevalence of intellectual disability. / Emerson, Eric; Glover, Gyles.
In: Tizard Learning Disability Review, Vol. 17, No. 3, 2012, p. 139-143.

Research output: Contribution to specialist publication › Article

Harvard

Emerson, E & Glover, G 2012, 'The ‘transition cliff’ in the administrative prevalence of intellectual disability' Tizard Learning Disability Review, vol. 17, no. 3, pp. 139-143. https://doi.org/10.1108/13595471211240988

APA

Emerson, E., & Glover, G. (2012). The ‘transition cliff’ in the administrative prevalence of intellectual disability. Tizard Learning Disability Review, 17(3), 139-143. https://doi.org/10.1108/13595471211240988

Vancouver

Emerson E, Glover G. The ‘transition cliff’ in the administrative prevalence of intellectual disability. Tizard Learning Disability Review. 2012;17(3):139-143. doi: 10.1108/13595471211240988

Author

Emerson, Eric ; Glover, Gyles. / The ‘transition cliff’ in the administrative prevalence of intellectual disability. In: Tizard Learning Disability Review. 2012 ; Vol. 17, No. 3. pp. 139-143.

Bibtex

@misc{8028992f8ae74acbafed69e38596098b,
title = "The {\textquoteleft}transition cliff{\textquoteright} in the administrative prevalence of intellectual disability",
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.",
keywords = "Disabled people, Health , Learning disabilities , Prevalence , Social care facilities , Transition , United Kingdom , Young adults",
author = "Eric Emerson and Gyles Glover",
year = "2012",
doi = "10.1108/13595471211240988",
language = "English",
volume = "17",
pages = "139--143",
journal = "Tizard Learning Disability Review",
issn = "1359-5474",
publisher = "Emerald Group Publishing Ltd",

}

RIS

TY - GEN

T1 - The ‘transition cliff’ in the administrative prevalence of intellectual disability

AU - Emerson, Eric

AU - Glover, Gyles

PY - 2012

Y1 - 2012

N2 - 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.

AB - 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.

KW - Disabled people

KW - Health

KW - Learning disabilities

KW - Prevalence

KW - Social care facilities

KW - Transition

KW - United Kingdom

KW - Young adults

U2 - 10.1108/13595471211240988

DO - 10.1108/13595471211240988

M3 - Article

VL - 17

SP - 139

EP - 143

JO - Tizard Learning Disability Review

JF - Tizard Learning Disability Review

SN - 1359-5474

ER -