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Young people with learning disabilities or autistic spectrum disorder in post-compulsory state supported schools in England
- Authors:
- HATTON Chris, GLOVER Gyles
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.170-174.
- Publisher:
- Emerald
Purpose: Transition from education to adult life is a stated policy aim for young people with learning disabilities. The purpose of this paper is to examine the extent to which 16-18-year olds with learning disabilities or autistic spectrum disorder are remaining in state school education beyond the minimum school leaving age. Design/methodology/approach: A tabulation from the Department for Education Children and Early Years Data Unit for 2014, combined with School Census data and age-specific population estimates, allowed us to compare the rates of children identified as having moderate, severe or profound/multiple learning difficulties (MLD, SLD, PMLD), or autistic spectrum disorder (ASD) in state education at the ages of 16-18 years vs five to 15 years. Findings: For all types of need analysed in the paper, the rate of children in state school dropped considerably at the ages of 16-18 years: 10 per cent of the rates of children with MLD, 62 per cent of children with SLD, 49 per cent of children with PMLD and 23 per cent of children with ASD at ages five to 15 years were in state education at ages 16-18 years. Almost all young people aged 16-18 years in state education with SLD or PMLD were in special schools, compared to just over half of young people with MLD or ASD. For all these figures, there was considerable regional variation. Social implications: Substantial numbers of children with learning disabilities or ASD do not remain in post-16 state education, with wide regional variations that do not seem to correspond to regional variations in need or national policy concerning transition. (Publisher abstract)
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)
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.
Supporting South Asian families with a child with severe disabilities: a report to the Department of Health
- Authors:
- HATTON Chris, et al
- Publisher:
- Lancaster University. Institute for Health Research
- Publication year:
- 2002
- Pagination:
- 176p.,bibliog.
- Place of publication:
- Lancaster
The prevalence of severe learning disabilities amongst UK South Asian communities may be up to three times higher than the general population. Combined with general epidemiological trends, projections suggest that the number of UK South Asian people with severe learning disabilities will increase substantially over the next 20 years, with big increases in the number of school-age children and young adults. South Asian communities in the UK, compared to their White peers, experience pervasive disadvantage and discrimination in terms of housing, education, employment, physical and mental health and access to services, with Pakistani and Bangladeshi populations particularly disadvantaged. Despite these high support needs, South Asian families with a person with learning disabilities receive little informal support from family or friends outside the household, largely due to extended family members living too far away.
Lost in translation
- Authors:
- HATTON Chris, AZMI Sabiha, CAINE Amanda
- Journal article citation:
- Community Care, 10.7.97, 1997, pp.30-31.
- Publisher:
- Reed Business Information
Reports on new research which shows that few culturally sensitive services exist for Asian adults with learning difficulties and their families - despite policy commitments to provide them.