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Journal of Intellectual Disabilities
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Community learning disability teams: developments, composition and good practice

A review of the literature

Eamonn Slevin

University of Ulster, UK, JE.Slevin{at}ulster.ac.uk

Maria Truesdale-Kennedy

University of Ulster, UK

Roy McConkey

University of Ulster, UK

Owen Barr

University of Ulster, UK

Laurence Taggart

University of Ulster, UK

This article presents the findings from a literature review related to community learning disability teams (CLDTs). Much of the existing literature on CLDTs is inspirational, theoretical or opinion based rather than evidence based. It was considered that current knowledge is insufficient to allow a systematic review; therefore a structured review of factors that impact on CLDTs was undertaken following some of the principles of a systematic review. The review covers historical and philosophical influences on the development of CLDTs; the structure and common composition of CLDTs; the main challenges facing CLDTs; and the barriers that impact on their effective working. Based on the available evidence a number of good practice suggestions are forwarded that have the potential to enhance the work undertaken by CLDTs, but it is acknowledged that there is a need for more research into the effectiveness of these teams.

Key Words: CLDTs • community learning disability teams • literature review

Journal of Intellectual Disabilities, Vol. 12, No. 1, 59-79 (2008)
DOI: 10.1177/1744629507083583
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