News

The learning disability task force's first annual report - written in a format accessible to people with learning difficulties - cites evidence of progress towards the white paper Valuing People's goals of rights, independence, choice and inclusion. It includes more person-centred planning, smoother transitions from children's to adults' services, and more involvement in the development and delivery of services. But the task force report Making Things Happen also shows that no housing alternatives are in place for many of the rising numbers of people with learning difficulties living with ageing parents; learning difficulties hospitals remain open with no immediate prospect of closure; and promises of independent living are not always what they are cracked up to be. The case of the Monmouth shop assistant with learning difficulties, paid in gift vouchers to avoid giving her employment rights, is an example of the discrimination that is still all too common. As task force co-chairperson Chris Davies said: "It is still too soon for much to have changed in the lives of people with learning disabilities."   

Phil Frampton, national chairperson, Care Leavers Association
"Discrimination will continue while children are educated in schools where pupils with learning difficulties are segregated off into separate learning groups. The education system is so academically focused that allowing children to learn about the value every individual can bring to life is forgotten. It should not be beyond the wit of government to fund ways in which all pupils can learn together."

Bill Badham, development officer, National Youth Agency
"Do you know what it's like to really want to do something and know that you can't? All you can do is sit and watch just because no one had thought of including you. Young researchers in the Children's Society's Ask Us! project have also shown the importance of attitudes and access to public services - playground, bus, pavement, shops and toilets. Could this be the next challenge for the learning disability task force?"

Karen Squillino, senior practitioner, Barnardo's
"It is commendable that the learning disability task force has produced only one report that is intended to be accessible to all. To me, the jargon-free report is symbolic of the shift towards breaking down the barriers that non-disabled people put up to ensure that people with learning disabilities remain as lesser valued citizens. Negative attitudes towards people with learning difficulties remain dominant in society and if the discourses and language attached to this group of people were changed it might have some impact. For example, why 'learning disability' and not 'learning difference'."?

Julia Ross, executive director for health and social care, London Borough of Barking and Dagenham
"I applaud the fact that in many parts of the country, people with learning difficulties have a much better quality of life and experience themselves as being valued and valuable members of society. But we are still only at the very beginning of what must be a dramatic sea change in our own and society's attitudes towards those of our fellow citizens who have learning difficulties. I have simply not seen enough change and have not contributed enough to the changes that are needed. I will and must do better, we all should."

Felicity Collier, chief executive, Baaf Adoption and Fostering
"The areas for attention are clear from the task force report but without ring-fenced funding they will not get the priority they need from cash-strapped authorities. I would like to see dedicated new resources accompanied by a high-profile campaign, with the media as a partner, which would aim to break down public prejudice and stereotyping, and stimulate much greater community understanding. If employers, like the one who paid a woman in gift vouchers to avoid bestowing employment rights, thought there would be public condemnation, they would not risk it."