Search results for ‘Subject term:"learning disabilities"’ Sort:
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Trends in the identification of children with learning disabilities within state schools in England
- Authors:
- HATTON Chris, EMERSON Eric
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.108-112.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present data drawn from the Department for Education (DfE)concerning trends in the number of children identified as having a learning disability within state schools in England. Design/methodology/approach: Data based on the school census conducted by the DfE was examined annually for 2009/2010 to 2014/2015, to determine the number of children identified as having moderate learning difficulty (MLD), severe learning difficulty (SLD) or profound multiple learning difficulty (PMLD) within state schools in England, at two levels: having a Statement of Educational Needs/Education Health Care Plan, or at School Action Plus. Findings: The number of children identified as MLD reduced substantially over time, for both statemented children and children identified at the School Action Plus level. In contrast, the smaller number of statemented children with SLD or PMLD increased over time, in line with increasing school rolls and epidemiological trends. Research limitations/implications: Further work is needed to understand the sharp reduction in the number of children being identified as having MLD within schools, and the educational support being offered to this group of children. Better information is also needed on children with learning disabilities not being educated in the state school sector. Originality/value: This paper highlights important trends in the identification of children with learning disabilities in state schools in England, with consequences for how large groups of children are being supported.
What do Joint Strategic Needs Assessments tell us about people with learning disabilities in England?
- Authors:
- BAINES Susannah, HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 20(2), 2015, pp.92-96.
- Publisher:
- Emerald
Purpose: A 2013 analysis of local authority Joint Strategic Needs Assessments (JSNAs) showed that JSNAs were not routinely including information on the numbers and health needs of people with learning disabilities, particularly children. This paper compares the information included in 2013 and 2014 JSNAs. Design/methodology/approach: JSNAs for 141 local authorities in England were sought. Local authorities were contacted when JSNAs were not initially found online. All 137 JSNAs found were analysed for mentions and specific sections concerning people with learning disabilities, and content analysed concerning the specific information they contained. Findings: In total, 72 per cent of JSNAs mentioned people with learning disabilities (vs 82 per cent in 2013); 24 per cent mentioned children (vs 39 per cent in 2013) and 72 per cent mentioned adults (vs 81 per cent in 2013). Overall, 13 per cent of JSNAs included a section on children with learning disabilities (vs 9 per cent in 2013), 65 per cent included a section on adults (vs 48 per cent in 2013) and 11 per cent included a section on older adults (vs 8 per cent in the 2013). More JSNAs contained information on current and projected future populations, health needs, social context and service usage concerning adults with learning disabilities compared to children. There was large regional variation in all these indicators. Originality/value: Further work is needed for JSNAs to contain sufficient information on people with learning disabilities to allow for strategic planning, and for JSNAs to be accessible to the public. (Edited publisher abstract)
Changes in family composition and marital status in families with a young child with cognitive delay
- Authors:
- HATTON Chris, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(1), January 2010, pp.14-26.
- Publisher:
- Wiley
This study is based on secondary analysis of data for 10,848 families extracted from Waves 1–3 of the UK's Millennium Cohort Study. Children with early cognitive delay (ECD) were significantly less likely than other children to be living in households with both biological parents or in households where the mother was married at all time points, including at the time of the child's birth and when children were aged 9 months, 3 years and 5 years. Although families with a child with ECD were more likely than families with a typically developing child to experience changes in both family composition and marital status over the first 5 years of the child's life, the net effect of these changes in family composition and marital status from the time of the child's birth to the time the child was 5 years old was similar for both groups of families. The increased levels of family change amongst families with a child with ECD were wholly accounted for by differences in family socio-economic circumstances. More attention needs to be paid to describing and explaining the dynamics of family composition in the early years of children with intellectual and developmental disabilities. 'Stress reaction' models attempting to account for rates of parental separation need to incorporate socio-economic factors.
Mental health of children and adolescents with intellectual disabilities in Britain
- Authors:
- EMERSON Eric, HATTON Chris
- Journal article citation:
- British Journal of Psychiatry, 191(12), December 2007, pp.493-499.
- Publisher:
- Cambridge University Press
Few studies have employed formal diagnostic criteria to determine the prevalence of psychiatric disorders in contemporaneous samples of children with and without intellectual disabilities. This seeks to establish the prevalence of psychiatric disorders against ICD–10 criteria among children with and without intellectual disabilities, the association with social/environmental risk factors, and risk attributable to intellectual disability. Secondary analysis of the 1999 and 2004 Office for National Statistics surveys of the mental health of British children and adolescents with (n=641) and without (n=17 774) intellectual disability. Prevalence of psychiatric disorders was 36% among children with intellectual disability and 8% among children without (OR=6.5). Children with intellectual disabilities accounted for 14% of all British children with a diagnosable psychiatric disorder. Increased prevalence was particularly marked for autistic-spectrum disorder (OR=33.4), hyperkinesis (OR=8.4) and conduct disorders (OR=5.7). Cumulative risk of exposure to social disadvantage was associated with increased prevalence. A significant proportion of the elevated risk for psychopathology among children with intellectual disability may be due to their increased rate of exposure to psychosocial disadvantage.
The mental health of adolescents with and without mild/moderate intellectual disabilities in England: secondary analysis of a longitudinal cohort study
- Authors:
- HATTON Chris, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.768-777.
- Publisher:
- Wiley
Background: Children with mild/moderate intellectual disabilities are at greater risk for mental health problems, with socio‐economic factors and adversity partly accounting for this. Fewer data are available for adolescents. Methods: Secondary analysis was undertaken of the Next Steps annual panel study following a cohort through adolescence into adulthood containing self‐report mental health data up to age 16/17. Participants with mild/moderate intellectual disabilities were identified through data linkage with educational records. Results: Adolescents with mild/moderate intellectual disabilities were more likely than non‐disabled peers to experience socio‐economic disadvantage and bullying. Incidence rates of mental health problems were generally not significantly different between adolescents with and without intellectual disabilities. Conclusions: These findings are consistent with higher rates of persistent mental health problems beginning earlier among children with intellectual disabilities. Greater attention needs to be paid to the timecourse of mental health problems, and the impact of socio‐economic factors, family and peers on mental health. (Edited publisher abstract)
The mental health of children and adolescents with learning disabilities in Britain
- Authors:
- EMERSON Eric, HATTON Chris
- Publisher:
- Lancaster University; Foundation for People with Learning Disabilities
- Publication year:
- 2007
- Pagination:
- 31p.
- Place of publication:
- Lancaster
The above-average occurrence of mental health problems among children with learning difficulties may not be linked to their condition. The study, which has been carried out by the Foundation for People with Learning Disabilities found the higher rate of mental illness could instead be a consequence of life experience. Eric Emerson, professor of disability and health research at Lancaster University, who was involved in the study, said children with learning difficulties were more likely to experience poverty, social exclusion, neglect and abuse than other children.This had large implications for the way services were provided for the group.
Reducing the risks
- Authors:
- EMERSON Eric, HATTON Chris
- Journal article citation:
- Mental Health Today, May 2007, pp.23-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article reports on research which used combined data from the 1999 ONS survey of the mental health of children and adolescents in Great Britain and a second survey in 2004 to investigate: the prevalence of psychiatric disorders among children and adolescents with learning disabilities in Great Britain; the extent to which learning disabilities represent a risk factor for psychiatric disorders in children and adolescents; the extent to which risk factors for psychiatric disorder within the population of children and adolescents with learning disabilities correspond to those within the general child and adolescent population; and the support available to families with a child with learning disabilities and psychiatric disorders. The results found that poverty and social exclusion puts children and young people with learning disabilities at far greater risk of mental health problems.
The relationship between life events and psychopathology amongst children with intellectual disabilities
- Authors:
- HATTON Chris, EMERSON Eric
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), June 2004, pp.109-117.
- Publisher:
- Wiley
Research has established a clear relationship between life events and psychopathology amongst children generally, but this relationship has not been investigated in children with intellectual disabilities. A secondary analysis of data collected by the 1999 ONS survey of the Mental Health of Children and Adolescents in Great Britain, investigating associations between adverse life events and psychopathology amongst 264 children with intellectual disabilities and 10 040 children without intellectual disabilities. Children with intellectual disabilities were more likely to experience a greater number and range of adverse life events than children without intellectual disabilities, a difference partly accounted for by family poverty. For children with and without intellectual disabilities, there were robust associations between several life events and child psychiatric disorders, most strongly emotional disorder. There also appeared to be a cumulative effect of life events on the psychopathology of children with intellectual disabilities. Adverse life events play an important role in the psychopathology of children with intellectual disabilities and require further research attention. Policy interventions to reduce family poverty may have an indirect effect upon child psychopathology.
Informal carers of adolescents and adults with learning difficulties from the south Asian communities: family circumstances, service support and carer stress
- Authors:
- HATTON Chris, et al
- Journal article citation:
- British Journal of Social Work, 28(6), December 1998, pp.821-837.
- Publisher:
- Oxford University Press
This article describes a survey in two metropolitan boroughs of people from the south Asian communities caring for people with learning difficulties aged 14 or over who were interviewed regarding family circumstances, service supports and levels of stress. In general, families were living in circumstances of material disadvantage and reported a high need for services, due to a lack of informal support and the considerable support needs of many of the people with learning difficulties. The implications of the findings for services are discussed.
The disclosure process and its impact on South Asian families with a child with severe intellectual disabilities
- Authors:
- HATTON Chris, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(3), September 2003, pp.177-188.
- Publisher:
- Wiley
Although several research studies have investigated parental experiences of the disclosure process in White families with a child with severe disabilities, little work has focused on the experiences of South Asian families. This study aimed to provide a rich picture of the disclosure experiences of South Asian parents of a child with severe intellectual disabilities, using semi-structured qualitative interviews with 26 parents over two time points, and structured quantitative interviews with 136 parents. Parents reported variable experiences of the disclosure process, with many parents experiencing disclosure in the wrong language for them and most parents reporting little post-disclosure support. Parents identified good practice in disclosure as prompt disclosure in the appropriate language, with the partner present (where possible), with emotional support as part of the process, with clear and practical information, and linked to post-disclosure support from a keyworker. Good practice in disclosure was also associated with parental understanding of their child, and parents being more likely to mobilize informal and formal supports. The implications of these findings are discussed.