People with Profound and Multiple Learning Disabilities need full-time help with every aspect of their lives, including eating, drinking, washing, dressing and toileting etc.
Learning Disability includes the presence of a significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with
- a reduced ability to cope independently (impaired social functioning)
- which started before adulthood, with a lasting effect on development.
Further information regarding people covered by definition can be found in the document 'Valuing People - A New Strategy for Learning Disability for the 21st Century'.
Although, from a social care perspective, an Intelligence Quotient (IQ) of seventy or less is not sufficient reason for deciding if an individual should be provided with additional health and social care support, the following definition is applied within the Child and Adolescent Mental Health Services Secondary Uses Data Set in the specific circumstance where data providers do not have an explicit data item to capture whether a PATIENT has a Learning Disability.
Someone is considered to have a Learning Disability when they function at a level of intellectual ability which is significantly lower than their chronological age. This is usually considered to be equivalent to having an IQ of seventy or less:
- Mild Learning Disability (roughly equivalent to an IQ of fifty to seventy) is comparable to the educational term 'Moderate Learning Difficulty'. It is usually caused by a combination of restricted learning and social opportunities plus a high rate of low to average intellectual ability and Learning Disability in close relatives.
Further information on Learning Disabilities, can be found on the internet, for example:
This supporting information is also known by these names: