Our working definition of Learning disabilities

We will be identifying people with learning disabilities within a range of surveys and administrative datasets. We have worked with the DH and the new Confidential Inquiry into premature deaths of people with learning disabilities (CIPOLD) to develop a working definition of learning disabilities that will inform the work of both the PHO and CI. A detailed report is below.

CHILDREN

Children will be considered to have a learning disability if they meet any of the following conditions:

1. They have been identified within education services as having a Special Educational Need (SEN) associated with ‘moderate learning difficulty’, ‘severe learning difficulty’ or ‘profound multiple learning difficulty’. Children aged 7 or older should be at the School Action Plus stage of assessment or have a Statement of SEN. Younger children should also be included if they are at the School Action stage of assessment of SEN.

2. They score lower than two standard deviations below the mean on a validated test of general cognitive functioning (equivalent to an IQ score of less than 70) or general development. Care should, however, be taken when considering the results of tests, especially tests carried out in English on children below the age of 7 living in bi-lingual households or households where English is not spoken.

3. They have been identified as having learning disabilities on locally held disability registers (including registers held by GP practices or Primary Care Trusts).

ADULTS

Adults will be considered to have a learning disability if any of the following conditions are met:

1. When a child they were identified within education services as having a Special Educational Need (SEN) associated with ‘moderate learning difficulty’, ‘severe learning difficulty’ or ‘profound multiple learning difficulty’.

2. They attended a special school or unit for children with ‘moderate learning difficulty (or mental handicap)’, ‘severe learning difficulty (or mental handicap)’ or ‘profound multiple learning difficulty (or mental handicap)’.

3. When a child they typically scored lower than two standard deviations below the mean on a validated test of general cognitive functioning (equivalent to an IQ score of less than 70).

4. As an adult they scored lower than two standard deviations below the mean on a validated test of general cognitive functioning and there is good evidence to suggest that they have had difficulties in learning since childhood. Care should, however, be taken when considering the results of tests carried out in English on adults for whom English is not their first language, or where the person is experiencing disrupted mental health at the time of the test.

5. They have been identified as having learning disabilities on locally held disability registers (including registers held by GP practices or Primary Care Trusts) or by relevant Read Codes in health information systems.

6. They report having significant difficulties in literacy and numeracy and there is good evidence to suggest that they have had these difficulties since childhood.

7. They screen positive for learning disabilities using a validated screening test.

8. In response to survey questions, they identify themselves (or a carer identifies them) as having a long-term illness, health condition or disability associated with ‘learning disabilities’ (or equivalent term) and have low educational attainment (equivalent to no GCSEs at grade C or above). This criterion is only likely to be used by the Observatory, and only when working with the results of large-scale social or health surveys that have already been completed.