#GE24: Learning Disability Inequality
Today guest writer, Dr Rachel Donne-Davis adds to our #GE24 briefing series by highlighting the important issue of Learning Disability Inequality.
Rachel is a Bristol-based NHS Health Psychologist, working on the LeDeR Team (a service improvement programme that aims to reduce health inequalities and prevent premature mortality in people with learning disabilities, and people with autism).
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Did you know that the life expectancy of people with learning disabilities is considerably lower than that of the general population?
The median age of death has been identified as 62.9 years of age in the 2022 LeDeR Data (KCL 2023 *1) and of the deaths they reviewed 42% of them were considered to be avoidable (this compares to 22% in the general population).
The inclusion of autistic people in the LeDeR programme is more recent, so the data is not as established, but similar concerns exist, about premature and avoidable mortality, in this group also.
It has also been identified that people with learning disabilities are more likely to experience poverty than the rest of the population. This is for a variety of reasons but often relates to a lack of opportunity to access health care, housing, employment and leisure activities.
The significant direct impact of this, as well as the potential impact on health and quality of life, was identified in 2011 by ‘Improving Health and Lives: Learning Disabilities Observatory’. They highlighted the important role of those providing social care and other support services had in helping to address these inequalities but also to importantly minimise the impact on people’s health and wellbeing.
The information we have access to through programmes like LeDeR brings into stark focus the inequalities that people with learning disabilities and autistic people in the UK experience. Not only in terms of health care, but also deprivation more generally.
As a Christian, working to reduce inequalities, I am minded that we are all created in the image of God. All have value and worth, even those who society do not always allow to have a voice.
There are examples throughout the New Testament of Jesus coming alongside those on the margins of society, those that might not have a voice, or who people may struggle to engage with.
Jesus models to us how to engage with those experiencing inequalities by breaking down barriers and I believe the church is uniquely placed to do this.
At the current time where NHS and social care services are so stretched here are some practical steps we can all take to remove barriers and reduce inequalities:
Building community, providing a welcome – Feeling part of something is key to people feeling included and able to access support. Think about how accessible your church is and what you can put in place to help people feel welcomed and be able to participate in a way that is meaningful to them.
Sharing skills and experience - what skills knowledge and experience do people in your church have that could serve people with learning disabilities and autistic people well. Do you have people in your church who could support people to access technology or to navigate complex health care systems?
Signposting and support – Are there existing support services that could run out of your church building e.g. food banks, debt advice, drop-in’s. Is this something you could support or are there existing providers you could link in with and offer a venue to? These services that provide immediate support and signposting can be invaluable, especially when provided in a familiar environment which is accessible to people.
Practical help – Getting to health and social care appointments can be really challenging for people, with limited access to transport and funds. Could you support someone to get to an appointment, by providing transport or support if they’re feeling anxious or unsure?
Employment opportunities – Are there paid or voluntary opportunities that people with learning disabilities or autistic people could apply for in the church. Employment opportunities for people with learning disabilities are minimal, is this an area where the church could model something new?
All of these responses are of value, but most importantly I’d encourage you to think about how you can build relationship with people with learning disabilities and autistic people in a way that values their unique worth and contribution in the kingdom of God.
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Written by Dr Rachel Donne-Davis for the Jubilee+ blog
#GE24 briefings are also available on Health Inequality & Carer Support.
References:
1) Kings College London (2023) LeDeR Annual Report. Learning from lives and deaths: people with learning disabilities and autistic people.
2) Improving Health and Lives: Learning Disability Observatory (2011) Health inequalities and learning disabilities in the UK:2011. Implications and actions for commissioners and providers of social care.
*Opinions expressed in guest posts are those of the author, and do not represent any official position held by Jubilee+.*
