Institute of Health Equity | November 2018 | A Fair, Supportive Society: Summary Report
The Institute of Health Equity (IHE) report A Fair, Supportive Society highlights that some of the most vulnerable people in society – those with learning disabilities – will die 15-20 years sooner on average than the general population – that’s 1,200 people every year.
The report commissioned by NHS England highlights key facts, stats, and interventions. Much of the government action needed to improve life expectancy for people with disabilities is likely to reduce health inequalities for everyone. Action should focus on the ‘social determinants of health’, particularly addressing poverty, poor housing, discrimination and bullying.
University College London | November 2018 |Are we failing people with learning disabilities?
A new report published by UCL’s Institute of Health Equity (IHE) highlights that 40 per cent of children with a learning disability remain undiagnosed and that adults with learning disabilities will die 15-20 years earlier (on average) than the general population which is 1,200 premature deaths each year.
Responding to the findings Sir Michael Marmot , director of IHE said:
“This is a direct result of a political choice that destines this vulnerable group to experience some of the worst of what society has to offer: low incomes, no work, poor housing, social isolation and loneliness, bullying and abuse.
“A staggering 40% of people with learning difficulties aren’t even diagnosed in childhood. This is an avoidable sign of a society failing to be fair and supportive to its most vulnerable members. We need to change this. The time to act is now.”
The IHE makes a number of actions and 11 recommendations to improve life expectancy for people with disabilities. (Source: UCL)
Department of Health and Social Care and NHS England| September 2018 |Government response to the Learning Disabilities Mortality Review (LeDeR) Programme 2nd annual report
This policy paper sets out a plan for action for the recommendations of the LeDeR 2nd annual report. The LeDeR 2nd annual report was published earlier this year (May 2018). It gave 9 recommendations based on the evidence from 103 reviews of deaths of people with learning disabilities undertaken between July 2016 and November 2017.
The actions will help address the inequality in life expectancy between people with learning disabilities and the wider population by ensuring that staff supporting people with a learning disability understand their needs and can make adjustments to the way care is provided, to help people reach their full potential (.
Local Government Association | August 2018 | The ‘So what, what next?’ project: supporting people with a learning disability, autism or both to use their skills and interests to play a part in the community
A project designed by the Transforming Care empowerment steering group to look at ways of supporting people with a learning disability or autism who have recently been discharged from hospital to explore their skills and passions and to find ways to contribute these to their local communities.
The focus was on supporting people to use their strengths, become active citizens and to grow their independence. You can read the project report here, including ‘top tips’ for professionals and supporters (Source: Local Government Association).
Read the press release from the Local Government Association here
Public Health England | July 2018 | Learning disabilities and CQC inspection reports
People with learning disabilities are at risk of poor health and premature death. Consistent with their legal duties under the Equality Act (2010), NHS trusts are required to make reasonable adjustments to their care, such as longer appointment times, to tackle the health inequalities experienced by people with learning disabilities. Public sector organisations have a legal duty to ‘anticipate’ difficulties prior to their occurrence and not wait until they emerge.
A new report from Public Health England-Learning disabilities and CQC inspection reports- investigates the extent to which health care for people with learning disabilities is mentioned within CQC inspection reports of 30 general acute hospitals trusts conducted using the specific learning disability questions. Specific questions addressed in this report are:
do CQC inspection reports mention people with learning disabilities?
where issues concerning people with learning disabilities are reported in CQC hospital inspection reports, what issues and reasonable adjustments are reported?
are there any relationships between comments made in the inspection reports and CQC ratings of the Trusts? (Source: PHE)
NHS Improvement | June 2018 | The learning disability improvement standards for NHS trusts
NHS Improvement have developed new standards which have been developed with a number of outcomes created by people and families — which clearly state what they expect from the NHS. By taking this approach to quality improvement, it places patient and carer experience as the primary objective, as well as recognising the importance of how the NHS listens, learns and responds in order to improve care.
There are four standards, which include:
respecting and protecting rights
inclusion and engagement
learning disability services standard (aimed solely at specialist mental health trusts providing care to people with learning disabilities, autism or both)