Adults with learning disabilities (ALD) - Accessible …

1 Adults with learning disabilities (ALD) Position PaperRCSLTMay document should be referenced as follows:Baker V, et al. (2010) Adults with learning disabilities (ALD) Royal College of speech and Language Therapists Position Paper. RCSLT: LondonThis document is available from the RCSLT website: Purpose and for consensus and method of speech and language therapy workforce5. Definitions6. Prevalence7. Vision and values8. Role and scope of practice9. Accessible information10. Workforce development12. Review of literature and level of ReferencesAdults with learning would like to acknowledge that this paper has been written on behalf of The Royal College of speech and Language Therapists (RCSLT) by the Adults with learning disabilities (ALD) Lead speech and LanguageTherapists Network, (hereafter referred to as ALD leads ) following consultation events across the UK and subsequent consultations on the draft.

2 The paper was developed and written by the ALD Position Paper Steering Group, which comprised of Viki Baker,Louise Oldnall, Elenor Birkett, Geraldine McCluskey and Jo acknowledgements go to the following:Jane Parr and the East Midlands ALD Leads Regional GroupClare Mander ( Accessible Information section)South West ALD Leads Regional Group (Expected Outcomes and Risks sections)Lois Cameron (Users Contribution to Service Delivery)Helen RaeWe would like to acknowledge the following for their comments during the consultation process:Professor Jim MansellMENCAP (Northern Ireland and UK)BILDDr Anna Van Der GaagWe would like to thank the whole of the ALD speech and language therapy workforce for their contributions tothis important piece of document identifies the role of speech and languagetherapists (SLTs) in adult learning disability services acrossthe UK.

3 This information should support SLTs, speech andlanguage therapy managers, speech and language therapyeducators and other organisations that support people withlearning disabilities in their role. This document aims todefine the best practice for SLTs in learning disability serviceswithin the context of national policy frameworks. The paperhas been written in consultation with the speech andlanguage therapy workforce and other key stakeholders. It isrecognised that any future development to this work shouldinclude more collaboration with service users and ALD Position Paper defines the existing speech andlanguage therapy workforce and reinforces some keymessages for speech and language therapy educatorsin relation to preparing SLTs for working in disability is defined and prevalencefigures for the whole of the UK have been cited.

4 The high presence ofcommunication difficulties in thelearning disabled population is clearand as such SLTs should becommissioned as core members ofmultidisciplinary teams workingwith this client and language therapy services should work withinand be defined by current policy frameworks and keypolicy drivers are given for each country it is envisagedthat all SLTs will be familiar with these documents and sobe able to translate national strategy and ideology intobest visions and values that should underpin everyspeech and language therapy service are discussedwithin the context of the social model of and language therapists should place the serviceuser at the centre of their intervention and work inpartnership with them and their significant others toaddress their communication barriers and/oreating/drinking main body of the document outlines the roleand scope of practice of SLTs within a tiered modelas shown model is adapted from the Tiered Model of Health and Social Care Servicesand defines the role of the SLTs withineach tier.

5 Key partnerships aresuggested for each tier as well asexpected outcomes of providing aservice and risks of not providingthe with learning DisabilitiesExecutive summaryTier 4 SpecialistinterventionsSpecialists interventions to address communication and eating and drinking in allenvironmentsTier 3 Capability in specialist learning disabilities servicesInterventions which contribute to the creation andmaintenance of capable specialist learning disability servicesTier 2 Capability in mainstreamInterventions to enable the development of capable mainstream services to addresscommunication and eating and drinking needs of people with learning disabilitiesTier 1 Capability in the communityInterventions to promote health, well being and inclusion of people with learning disabilities at a general population levelThroughout each tier there are examples of best practicethat clearly show the role of an SLT.

6 The key messagesbehind this model are: speech and language therapy should work at alltiers. This will range from providing a service thatpromotes the health, well being and inclusion ofpeople with learning disabilities through to directspecialist interventions that address a person sindividual communication or eating and drinkingneeds. speech and language therapists need to developpartnership working with others at each tier. speech and language therapists should work within a person-centred framework. Local commissioning arrangements and servicecapacity will determine to what extent particular SLTs can work within the model.

7 However, the model should be seen as a conceptual framework for good practice within speech and languagetherapy and can be used to support local servicedevelopment and Position Paper addresses the role of the SLT inproducing Accessible information and emphasises theimportance of this work being developed and carriedforward in partnership with other importance of a competence-based workforce isidentified. speech and language therapists need to beopen to workforce re-design and put the needs of theservice user before professional boundaries. The speechand language therapy assistant practitioner should beseen as an integral member of the team and shouldsupport SLTs to provide a person-centred document recommends that the speech andlanguage therapy workforce (through the national ALDleads network) address certain key points that have arisenduring the development of the Paper.

8 These workforceand performance issues will be relevant to all services andrequire consideration from the profession as a references are given and this document should beread in conjunction with other key documents producedby the Royal College of speech and Language political and social climate for speech and languagetherapists (SLTs) working with people with a learningdisability continues to change and develop at pace. Sincethe original Royal College of speech and LanguageTherapists (RCSLT) position paper, speech and LanguageTherapy Provision for Adults with learning disabilities (2003) there has been significant change and growthwithin this area.

9 For example, the speech and languagetherapy profession within adult learning disability has seena development of posts and clinical specialisms, thedevelopment of a progressive national network andconsiderable innovative practice across the UK. The majority of SLTs are based in learning disability teams, however, are organised and structureddifferently across regions and countries of the UK. SomeSLTs in England are seconded to, or employed by the localauthority, some are employed by the independent andvoluntary sector, while most remain directly employed bythe 10 years ago speech and language therapy workin adult learning disabilities could have been described ashaving a low profile within the profession, and oftenwithin multidisciplinary teams, now the picture is verydifferent.

10 speech and language therapists are seen as acore profession working in adult learning disabilityservices, and the profession itself is recognising that muchwork with Adults with learning disabilities is cutting edge,characterised by progressive strategic thinking, partnershipworking, and embracing the social model of disability. Thespeech and language therapy profession needs to ensurethere is a greater awareness of communication as a basichuman right and that this should be recognised at astrategic level by commissioners. It is fundamental thatpeople with learning disabilities themselves, alongside SLTs,lead the work and campaign for communication authors of this document recognise people with alearning disability are themselves experts in communicationdue to their having first-hand experience of living withcommunication barriers.