Tackling inequality

Action to address inequalities experienced by people with learning disabilities must be informed by robust evidence about the specific dynamics and manifestations of these inequalities in this population. However there are significant gaps in the evidence[1] needed to underpin effective action to address such inequalities. We need much more detailed knowledge of the ways in which having learning disabilities can affect individuals’ opportunities to live healthy and fulfilled lives.

To achieve this will require better evidence across all domains of life and should be underpinned by an understanding of health in its broadest sense. The Scottish Learning Disabilities Observatory has developed a flexible programme of work that aims to contribute to a better understanding of the multiple factors that can influence the health of people with learning disabilities and people with autism. The Observatory’s work programme focuses on:

• Increasing the visibility of people with learning disabilities within Scotland’s routinely collected data,
• Generating and synthesising  evidence to build understanding of the health and health inequalities experienced by people with learning disabilities and people with autism and,
• Knowledge exchange to inform policy and practice and to ensure that the Observatory’s work contributes to health improvement for people with learning disabilities and people with autism.

To support the development of more effective policies and plans across Scotland the Scottish Learning Disabilities Observatory has developed an interactive website that provides information about the population of people with learning disabilities and people with autism nationally and locally. Data are currently presented by health board and local authority and are drawn from Scotland’s Census 2011.

[1] Robertson, J., Hatton, C., Baines, S. & Emerson, E. (2015). Systematic Reviews of the Health or Health care of People with Intellectual Disabilities: A Systematic Review to Identify Gaps in the Evidence Base. Journal of Applied Research in Intellectual Disabilities, 28, 455-523.