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Social care for adults with learning disabilities in England: trends over time
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 24(2), 2019, pp.94-100.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine trends over time in social care usage and expenditure for adults with learning disabilities in England. Design/methodology/approach: Returns from councils with social services responsibilities in England concerning social care usage and expenditure were analysed to examine the national picture and trends over time for adults with learning disabilities. Findings: In 2017/2018, 147,915 adults with learning disabilities were receiving long-term social care, an increase of 5.7 per cent from 2014/2015. Social care expenditure increased by 10.2 per cent from 2014/2015 to £5.54bn in 2017/2018; adjusted for inflation this was a 2.7 per cent increase. For adults with learning disabilities who receive social care, increasing numbers of people are living with families or in supported accommodation/living, with gradual declines in the number of people living in residential or nursing care. The number of adults with learning disabilities in temporary accommodation is small but increasing. Social implications: While councils appear to be attempting to protect social care for adults with learning disabilities in the face of cuts to council expenditure, social care expenditure and coverage are not keeping pace with likely increases in the number of adults with learning disabilities requiring social care. Originality/value: This paper presents in one place statistics concerning long-term social care for adults with learning disabilities in England. (Edited publisher abstract)
School absences and exclusions experienced by children with learning disabilities and autistic children in 2016/17 in England
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 23(4), 2018, pp.207-212.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine data on absences and exclusions from school amongst children with learning disabilities and autistic children in England in 2016/2017. Design/methodology/approach: Data were drawn from Department for Education statistics for the school year 2016/2017 on school absences (authorised and unauthorised) and school exclusions (fixed-period and permanent) for children in the primary special educational needs categories of moderate learning difficulty (MLD), severe learning difficulty (SLD), profound and multiple learning difficulty (PMLD) and autistic spectrum disorder (ASD). Findings: Authorised school absence rates were higher for all groups of children investigated compared to children without special educational needs, primarily due to illnesses and health-related appointments. Rates of unauthorised school absences were low. Rates of fixed-period and permanent school exclusions were higher for children with MLD and ASD compared to children without SEN, and lower for children with SLD and PMLD. Reasons given for exclusions were similar across children (persistent disruptive behaviour, physical assault against a pupil, verbal abuse against an adult), although physical assault against an adult was also commonly mentioned for children with SLD, PMLD or ASD. Social implications: Reducing school absences for children with learning disabilities and autistic children will involve co-ordination of health and social care support arrangements to ensure they are convenient and efficient for children and families. In terms of exclusions, schools need to consider the extent to which they are making reasonable adjustments for children with learning disabilities and autistic children. Originality/value: This paper presents in one place statistics concerning school absences and school exclusions for children with learning disabilities and autistic children in England.
Paid employment amongst adults with learning disabilities receiving social care in England: trends over time and geographical variation
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 23(2), 2018, pp.117-122.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine trends over time and geographical variation in rates of paid employment amongst working age adults with learning disabilities receiving long-term social care in England. Design/methodology/approach: Data were drawn from NHS Digital adult social care statistics examining paid/self-employment for working age (18-64 years) adults with learning disabilities known to social care (2008/2009 to 2013/2014) or receiving long-term social care (2014/2015 to 2016/2017). Findings: In 2016/2017, councils reported that 5.7 per cent of working age adults (7,422 people) with learning disabilities receiving long-term social care were in paid/self-employment, with higher employment rates for men than women and most people working less than 16 hours per week. Paid employment rates seem to be slightly declining over time, and there is wide variation across councils in reported paid/self-employment rates. Social implications: Despite good evidence for the cost effectiveness of supported employment support, employment rates for adults with learning disabilities receiving long-term social care remain extremely low. Originality/value: This paper presents in one place statistics concerning the paid employment of working age adults with learning disabilities in England. (Edited publisher abstract)
Deprivation of liberty applications concerning people with learning disabilities in England: trends over time and geographical variation
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 22(3), 2017, pp.177-183.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to analyse trends over time and geographical variation in Deprivation of Liberty Safeguards (DoLS) applications for adults with learning disabilities. Design/methodology/approach: Secondary analysis of national- and local authority-level statistics collected and reported by NHS Digital. Findings: There has been a sharp national increase in the number of completed and granted DoLS applications regarding adults with learning disabilities since the 2014 “Cheshire West” Supreme Court judgement, with a greater proportion of completed DoLS applications being granted. There is extreme geographical variation across local authorities in England in the rates at which DoLS applications are being made and granted. Practical implications: The extreme variation in DoLS applications regarding adults with learning disabilities is highly unlikely to be a function of differences in mental capacity and living circumstances experienced by adults with learning disabilities across local authorities, and urgent attention needs to be paid to this variation. Originality/value: This is the first paper to analyse the geographical variation at local authority level for completed and granted DoLS applications regarding adults with learning disabilities. (Publisher abstract)
Day services and home care for adults with learning disabilities across the UK
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 22(2), 2017, pp.109-115.
- Publisher:
- Emerald
Purpose: This paper compares data from national social care statistics on day services and home care for people with learning disabilities across England, Scotland, Wales and Northern Ireland. Design/methodology/approach: National social care statistics (England, Scotland, Wales and Northern Ireland) reporting the number of adults with learning disabilities accessing day services and home care were reviewed, with data extracted on trends over time and rate of service use. Findings: Regarding day services, despite some variations in definitions, the number of adults with learning disabilities in England, Scotland and Wales (but not Northern Ireland) using building-based day services decreased over time. Data from Scotland also indicate that adults with learning disabilities are spending less time in building-based day services, with alternative day opportunities not wholly compensating for the reduction in building-based day services. Regarding home care, there are broadly similar rates of usage across the four parts of the UK, with the number of adults with learning disabilities using home care now staying static or decreasing. Social implications: Similar policy ambitions across the four parts of the UK have resulted (with the exception of Northern Ireland) in similar trends in access to day services and home care. (Edited publisher abstract)
Living arrangements of adults with learning disabilities across the UK
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 22(1), 2017, pp.43-50.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to compare data from national social care statistics on the living situations of people with learning disabilities across England, Scotland, Wales and Northern Ireland. Design/methodology/approach: National social care statistics (England, Scotland, Wales, Northern Ireland) reporting the living situations of adults with learning disabilities (residential and nursing care, living with family, other forms of accommodation) were accessed, with data extracted on trends over time and rate of service use. Findings: There were substantial differences in the statistics collected across the UK. Overall, there were higher reported rates of adults with learning disabilities in residential/nursing accommodation in England than Scotland or Wales, but much lower reported rates of adults living in other forms of unsupported and supported accommodation and much lower reported rates of adults living with their families. In all three countries, trends over time suggest that reductions in residential care towards more independent living options may be stalling. In Northern Ireland reductions in currently extensive residential and nursing care services are continuing, unlike other parts of the UK. Social implications: Despite similar policy ambitions across the four parts of the UK, statistics on the living situations of adults with learning disabilities report substantial differences. Originality/value: This paper is a first attempt to compare national social care statistics concerning the living situations of adults with learning disabilities across the UK. With increasing divergence of health and social service systems, further comparative analyses of services for people with learning disabilities are needed. (Publisher abstract)
Specialist inpatient services for people with learning disabilities across the four countries of the UK
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 21(4), 2016, pp.220-225.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to compare data from national censuses on specialist inpatient service use by people with learning disabilities across England, Scotland, Wales and Northern Ireland. Design/methodology/approach: National statistics (England, Scotland, Wales, Northern Ireland) reporting inpatient service censuses including people with learning disabilities were accessed, with data extracted on trends over time, rate of service use, young people and length of stay. Findings: The number and rate of people with learning disabilities in specialist inpatient services varied across the UK: 230 people in Scotland (rate 4.88 per 100,000 population); 3,250 people in England (5.48); 183 people in Wales (5.90); 144 people in Northern Ireland (7.82). The number of people in inpatient services in Northern Ireland halved over four years, in other areas reductions were modest. Between 5 and 8 per cent of people in inpatient services were children/young people. Median length of stay in the person’s current inpatient service varied: 19 months in England; 33 months in Scotland; three to five years in Northern Ireland. Social implications: Different parts of the UK vary in the scale of their specialist inpatient services for people with learning disabilities. With the exception of Northern Ireland, which may still be in the last stages of completing a “regular” deinstitutionalisation programme, strong policy prescriptions for substantial reductions in specialist inpatient services are currently only resulting in modest reductions. Originality/value: This paper is a first attempt to compare national inpatient service statistics across the UK. With increasing divergence of health and social service systems, further comparative analyses of services for people with learning disabilities are needed. (Publisher abstract)
Trends and variations in self-directed support and direct payments for adults with learning disabilities
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 19(1), 2014, pp.35-38.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide information concerning trends over time and geographical variations in the number of adults with learning disabilities in England using self-directed support (SDS) and direct payments (DPs). Design/methodology/approach: Analysis of local authority returns to the Health and Social Care Information Centre (RAP Table SD1) concerning the number of working age adults with learning disabilities accessing SDS and DPs from 2009/2010 to 2011/2012. Findings: From 2009/2010 to 2012/2013 there has been a rapid increase in the number of working age adults with learning disabilities using SDS, particularly in the form of council services only, with the number of people using DPs staying largely static. There are wide geographical variations in the likelihood of adults with learning disabilities accessing all forms of SDS/DP. Originality/value: This paper analyses trends over time and geographical variations that have not previously been published in a peer-reviewed journal. (Publisher abstract)
Commentary on Valuing People and research: outcomes of the Learning Disability Research Initiative
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 14(2), April 2009, pp.35-38.
- Publisher:
- Emerald
The author, a university-based researcher involved with three of the LDRI projects, offers his perspective on whether the Learning Disability Research Initiative (LDRI) met its objectives in terms of programme coherence, the participation of people with intellectual disabilities and policy impact.
Strategies for change: implementing valuing people at the local level: developing housing and support options: lessons from research
- Author:
- HATTON Chris
- Publisher:
- University of Lancaster. Institute for Health Research
- Publication year:
- 2003
- Pagination:
- 24p.
- Place of publication:
- Lancaster
The White Paper Valuing People presents a wide-ranging agenda for change right across the spectrum of supports for people with learning disabilities. Much of this change is directed at the strategic planning level, including actions specified in the White Paper and forthcoming implementation guidance concerning housing services. Commissioners are clearly under considerable pressure to attend to the details of these actions and guidelines.