Table 4 Guidelines with recommendations specific to persons with intellectual disabilities
Theme | Guidelines | Specific examples of recommendations |
|---|---|---|
Specialist management | NICE Obesity | People with learning disabilities and those supporting them should have access to specialist advice and support regarding dementia. (NICE Dementia) |
| Â | NICE Epilepsy | Â |
| Â | SIGN Epilepsy | Â |
| Â | NICE Dementia | Â |
Communication/consultation | NICE Obesity | Information in an accessible form should be available to clients and carers. (SIGN Epilepsy) |
| Â | SIGN Epilepsy | Â |
Equality | NICE Epilepsy | Every therapeutic option should be explored in individuals with epilepsy in the presence or absence of learning disabilities. (NICE Epilepsy) |
| Â | NICE Dementia | Â |
| Â | NICE Bipolar | Â |
Service/training issues | NICE Dementia | Health and social care staff working in care environments where younger people are at risk of developing dementia, such as those catering to people with learning disabilities, should be trained in dementia awareness. (NICE Dementia) |
Diagnostic issues | NICE Epilepsy | Patients with mental retardation, especially those who are nonverbal, may be more challenging to assess; collateral information from caregivers is important. Cognitive and functional testing to delineate the patient’s developmental level and relative strengths and weaknesses are also essential. (Canada Schizophrenia) |
| Â | NICE Dementia | Â |
| Â | Canada Schizophrenia | Â |
Treatment issues | NICE Epilepsy | In making a management plan for an individual with learning disabilities and epilepsy, particular attention should be paid to the possibility of adverse cognitive and behavioral effects of anti-epileptic drug therapy. (NICE Epilepsy) |
| Â | SIGN Epilepsy | Â |