People are often confused about the difference between a learning disability and a learning difficulty, particularly because within a school context the SEND (Special Educational Needs and Disability) Code of Practice applies to both.

A 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); whereas a learning difficulty refers to a barrier to a particular area of learning, such as dyslexia, which, in isolation, won’t have any impact on the individual’s intellectual and cognitive capability.

It is estimated that more than one million people — about two per cent of the population in England — have a learning disability and of these, half will have at least one other significant health issue.

People with learning disabilities often have some form of visual impairment; up to 40 per cent are reported to have impaired hearing and they are 20 per cent more likely to have epilepsy than the general population. What is astonishing though, is it that even in a first-world country like the UK, only one in five of these individuals is receiving appropriate care and support.

It should be a given that people with learning disabilities have a right to the same opportunities as someone without a learning disability. With the appropriate support, adaptation and education, there should be no limits on what any individual is able to achieve and people should be empowered to live fulfilling lives and contribute to their communities, regardless of their disabilities.

This is the goal we aspire to at Norwood. However, this is not the experience of the many people with learning disabilities and their families who still face significant barriers to accessing appropriate support and a pathway to achieving ambitious outcomes. The reason for this is two-fold. Firstly, the needs of the individual may not have been identified clearly and secondly, and most commonly, strong advocacy for support is absent.

Given the range and complexities of learning disabilities and the differing needs from person to person, it is essential that sufficient expert care is called on to understand the challenges and determine what support each individual needs on a case-by-case basis.

Once the needs have been clearly articulated, then strong advocacy is often still needed to ensure that whatever support is required is incorporated into educational plans.    

Often people are limited not by their impairments, but by exclusion, lack of access and prejudice. This is exemplified by the fact that only six per cent of learning-disabled adults are in employment, according to Mencap; 75 per cent of GPs have no appropriate training in supporting learning disabled people and pupils with SEND are twice as likely to be bullied in school than their peers.

There has been increasing progress made in combating the stigma associated with learning disability. The regular inclusion of actors who have learning disabilities in mainstream media, such as Downs Syndrome actors Daniel Laurie in Call the Midwife and Tommy Jessop in Line of Duty, has been very effective and the prominence given to the Para and Special Olympics has also helped to change views.

In addition, successive governments have sought to change attitudes through legislation. The 2005 Mental Health Act ensured every adult, regardless of their disability, was supported to make their own decisions, and more recently the Down Syndrome Bill was proposed in order that people with Down’s Syndrome would have a meaningful say around their care to ensure it was needs-specific and age-appropriate. The challenge now is to extend this to all people with learning disabilities.

Although there is a long way to go, through education and advocacy we are seeing positive change every day and that is why Learning Disability Week presents such an important opportunity.

With this year’s theme being living life with a learning disability, we can challenge and correct misconceptions and champion the extraordinary achievements of many people with learning disabilities.

At Norwood, we will be doing this by running learning disability and inclusivity workshops  in many of the community’s schools over the week.

Crucially, by increasing opportunities for people with learning disabilities to participate fully in education, social activities and the workplace alike, we empower them to live equitable lives to those of their mainstream peers. Action is long overdue, but we can all make small adjustments to open up opportunities.

It’s important that our community schools and institutions set a powerful precedent and for synagogues to open up their doors and minds to people with learning disabilities to allow them to make a contribution.

Recent initiatives such as the launch of the United Synagogue’s inclusive siddur have helped immeasurably. Real change doesn’t happen all at once. It needs stepping stones.

Norwood is able to assist communities with this by facilitating inclusivity workshops which identify specific and bespoke initiatives for making their communities more inclusive for people with learning disabilities — similar to the way we designed our recent Norwood Carnival at Hertsmere Jewish Primary School, which saw 1,500 people of all abilities and from all areas of our community come together for a fun-filled day out.   

It’s all part of the steady progress that’s being made to enable people with learning disabilities to take their rightful places at the heart of their community.

Dr Jacobson is chief executive of Norwood