Disability Information UKPlain-language information, rights and support

Caring for someone with a learning disability

Carers of people with a learning disability often support them across childhood and adulthood, with particular attention needed at the transition to adult services.

Last reviewed
1 June 2026
Next review due
1 December 2026

A learning disability affects how someone learns, understands information and manages some everyday tasks, from birth or early childhood, and lasts throughout life. Support needs and family involvement vary hugely between individuals.

Transition to adulthood

  • Transition planning should usually start well before a young person turns 18, involving education, health and social care.
  • Ask about a transition assessment for both the young person and yourself as their carer, well ahead of any change in services.
  • Support that was automatic in childhood, such as certain education provisions, may need a fresh application or assessment in adult services.

Everyday support and independence

Many people with a learning disability can build meaningful independence with the right support, and person-centred planning aims to build around individual strengths and goals rather than a fixed idea of what someone can or cannot do.

  • Ask about supported living, shared lives schemes or day opportunities appropriate to the person's wishes and needs.
  • Advocacy services can help someone with a learning disability express their own views in assessments and meetings.
  • The Mental Capacity Act 2005 (England and Wales), and equivalent capacity law in Scotland and Northern Ireland, requires decisions to support the person's own choices wherever possible, rather than assuming incapacity.

Checklist

  • Start transition planning well before any move from children's to adult services.
  • Ask about independent advocacy for the person you support.
  • Check whether Power of Attorney, deputyship or guardianship arrangements are relevant as the person becomes an adult.
  • Ask about supported living or shared lives options if increased independence is wanted.
  • Keep a record of what support has worked well, to share with new services after any transition.

Common mistakes

  • Leaving transition planning until close to a young person's 18th birthday.
  • Assuming a learning disability means someone cannot be involved in decisions about their own life.
  • Not seeking independent advocacy when it could help someone express their own wishes.
  • Not checking whether new adult social care assessments are needed even where childhood support seemed settled.

Organisations that can help