How can adults with learning disabilities work effectively on Learning Disability Partnership Boards?

Aim: In 2001 the UK government required each local authority to establish a Learning Disability Partnership Board. These boards comprised public managers from health and social care and adults with learning disabilities. This research explored how effective was the contribution of those with learning disabilities on partnership boards.

Method: Observations were made of when and how representatives who had learning disabilities participated in meetings. Interviews were also undertaken with a selection of members.

Results and conclusions: The study identified four different ways in which people who had learning disabilities were involved in meetings. These were as a: co-chair; member providing spontaneous contributions; representative with specific responsibilities; and presenter. The co-chair position was predominantly a nominal role with little opportunity for the individuals to control the proceedings of meetings. Spontaneous contributions made at meetings and in discussion groups resulted in limited involvement of members. Those who had a specific responsibility were able to provide a user perspective on the quality of provision and, in one

partnership, limited control of power over resources. Formal presentations enabled them to raise issues that cut across a number of services. However, few of these presentations resulted in direct action by the partnership board.