5.1 Who is this module for and why it is important to remain active

Defining the roles of the individual and staff/support 

Older people with learning disabilities have the same needs as other older people to be valued, lead productive and active lives and be treated with dignity and respect. However, as well as experiencing ageism, many older people with learning disabilities experience discrimination because of their learning disability. In addition, they may have reduced social networks because of life experiences. As a result, older people with learning disabilities are at greater risk of social isolation, exclusion, depression and ill health. Lack of significant others in the lives of people with learning disabilities may also make them more vulnerable to a premature death. It is important to support people with learning disabilities to maintain and develop social networks and relationship. Some older people with learning disabilities marry in later life, often to another person with a learning disability. This can address isolation and improve wellbeing; however, it is important that both partners can access support, as couples and individuals.

The importance of both friends and family in the lives of older people generally is now well documented. While the support given by both groups has been shown to be important to the well-being of older people, recent evidence suggests that it is the former, friends, who contribute most to well-being.

With respect to friendship there can be little doubt that older people with learning disabilities are disadvantaged in relation to both their family and friendship networks. Research into the friendships of people with learning disabilities living in the community indicate that these are restricted to their immediate peers or staff who have a service-based relationship with them

However, family carers also play an important role in person centred planning and assessment as older people with learning disabilities and their families may be vulnerable and in need of advocacy services or support. Older people with Learning disabilities may have experienced someone taking advantage of them, so self and peer advocacy, citizen advocacy, non-instructed advocacy (for people who can find it difficult to say what they want), and professional or case based advocacy, may all be available locally, and can enable people with learning disabilities to have a stronger voice. Family carer support services are also available, and services should signpost carers to them.

Studies have found that people with learning disabilities who were living in homes for people with learning disabilities experienced better quality of life outcomes in relation to participation in meaningful activity and community engagement than people with learning disabilities living in older people’s homes.

Care and support staff have a key role to play when supporting older people with learning disabilities, they are the front-line staff who help with all care a support needs. Staff play an active role in helping them achieve their personal goals and to live as independently and safely as possible. It is crucial for care and support staff to ensure that there are strategies in place to ensure that older people with learning disabilities maintain and develop social networks. By following a person-centred plan, care and support staff can enable older people with learning disabilities to have control and choice in their lives.

To promote active aging and independence, staff who support older people with learning disabilities will use a person-centred approach in terms of support.

How staff/support can ensure a person-centred approach 

A person-centred approach is where the person is placed at the centre of the service and treated as a person first. The focus is on the person and what they can do, not their condition or disability. Support should focus on achieving the person’s aspirations and be tailored to their needs and unique circumstances.

Providing person-centred support requires involving the person themselves in decisions and helping them take actions to support themselves. Doing so helps them to develop their own capabilities and an understanding of how to look after themselves independently.

Person centred planning for the future: core principles 

• Make sure the planning is led by the person, with their family, carers or advocates involved
• Involve support staff who have a good relationship and communicates well with the person
• Include input from practitioners with good knowledge of local resources
• Look at the person’s life, including their hopes and dreams

In person-centred approaches, health and social care professionals work collaboratively with people who use services. Person-centred approaches support people to develop the knowledge, skills and confidence they need to more effectively manage and make informed decisions about their own health and active aging.

Person-centred approaches help to minimise the risk of negative, unfair or harmful treatment and neglect to the recipients of health and social care services. The individual is put at the centre of their care and can choose and control how they want their care and support within active aging to be delivered.

A person-centred plan may include a description of the individual, past and present. It should normally, however, include a description of a vision of a more positive future for the individual (short, medium and/or long term) together with a goal-based action plan for the attainment of this more positive future. The plan will be reviewed regularly with the individual at the heart of the decision making and changes.