2 What is a learning disability?

The previous section discussed how labels used about people with learning disabilites are controversial. But what exactly is a learning disability?

In this section you will be introduced to two recent definitions.

The definition in use in England (Figure 1) was adopted in 2001, from a White (Government) Paper called Valuing People.

Figure _unit2.2.1 Figure 1 The English definition of a learning disability

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The image shows the English definition of a learning disability in quotation marks.

The definition reads: Learning Disability includes the presence of … A significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with … A reduced ability to cope independently (impaired social functioning); … Which started before adulthood, with a lasting effect on development.

(Department of Health, 2001, para 1.5, p. 14)

Figure 1 The English definition of a learning disability

The definition in the Scottish Government’s Keys to Life strategy document (2013) is similar and a little clearer (Figure 2).

Figure _unit2.2.2 Figure 2 The Scottish definition of a learning disability

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The image shows the Scottish defintion of a learning disability.

The definition reads: People with learning diabilities have a significant lifelong condition that started before adulthood, which affected their development and which means they need help to:

• understand information
• learn skills; and
• cope independently

Scottish Government, 2013, p.6

Figure 2 The Scottish definition of a learning disability

You can see from both of these definitions that there are four key elements to identifying a learning disability:

• it is a lifelong condition
• you have more difficulty than others in understanding things
• you will struggle to learn new skills
• you may need some help to manage your life.

People sometimes believe that a learning disability applies to people who score less than 70 in intelligence tests, known as IQ. However, the strategy documents are unanimous – it is not enough just to measure intelligence. An assessment needs also to take account of social functioning and communication skills – in other words, how well people manage their lives.