People with Learning Difficulties A Statistical Snapshot

People with Learning Difficulties A Statistical Snapshot Cameron Crawford 1 The research     Draws from Statistics Canada’s Participation and Activity Limitation Survey (PALS) 2001, scholarly and other (e.g., program) literature Provides discussion about the confusion between learning difficulty, diagnosed learning disability and developmental disability Provides discussion of definitions (formal and operational) of learning disability and developmental disability, general demographics and disability-specific needs and barriers Provides a ‘human face’ through quotes that are not provided, here 2 The research  Does not look in detail at people who:     Did not self-report a learning or developmental disability in PALS Were living in institutions when the Census/PALS was conducted (e.g., 21,000 people with developmental disabilities in 1998 – NPHS) Main focus is on adults 15 years and older This presentation is a summary of key research findings 3 Participation and Activity Limitation Survey (PALS)    Statistics Canada’s ‘flagship’ survey on disability Covers many social and economic challenges that people with disabilities face (e.g., unmet needs for disability supports, discrimination in employment) Includes general Census data (e.g., age, gender, labour force status, education level, housing situation, income, etc.) 4 Formal definition of learning disability  Definitions vary. ‘Official’ definition used by the Learning Disabilities Association of Canada (LDAC):  “ ‘Learning Disabilities’ refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.” 5 Formal definition of developmental disability  Definitions also vary. Generally, however:   Significantly lower than average intelligence (IQ < 70 or < 75) and age of onset before 18 years and… Difficulties in two or more everyday activities that most people can undertake without major difficulty:   communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work Older language used: ‘mental handicap’; ‘mental retardation’ [very painful for people so labelled]  Newer language: people with ‘intellectual disabilities’, ‘a developmental disability’, ‘people who have been labelled’, ‘self-advocates’ 6 Operational definitions as defined by Statistics Canada   ‘Any disability’  ‘Learning disability’ (LD)    “Yes” to any PALS disability filter or disability screening question B77. The respondent has a condition that makes it difficult in general for him/her to learn, e.g., attention problems, hyperactivity, dyslexia and others; or B78. A teacher, doctor or other health professional has ever said that the respondent had a learning disability (i.e., professional assessment of LD) ‘Developmental disability’ (DD)  B88. A doctor, psychologist or other health professional has ever said that the respondent had a developmental disability or disorder, e.g., Down syndrome, autism, Asperger syndrome, mental impairment due to a lack of oxygen at birth, etc. (i.e., assessment) 7 Prevalence based on PALS    Learning disability:  1.9% of the adult population Developmental disability:  0.5% of the adult population These prevalence rates are low compared with rates found in scholarly and other literature  It is likely that many people with relatively ‘mild’ learning difficulties, whether or not they have been formally diagnosed as having LD or DD, are not included in PALS 8 ‘Learning difficulties’: three overlapping sub-groups All three: 72,780 Diagnosed LD: 244,270 Developmental: 120,130 General learning difficulty: 399,060 Any ‘learning difficulties’ : 475,130 9 LD as defined by Statistics Canada: two overlapping sub-groups Diagnosed LD: 244,270 General learning difficulties: 399,060 (Excludes developmental disability only: 23,710) Both: 119,150 LD – as defined by STC = 354,980 people 10 The overlap amongst these groups is not unique to PALS    Stigma associated especially with DD means that many people are reluctant to disclose this on surveys and in other contexts, although they might admit to having generalized difficulties learning or to having LD People are sometimes formally assessed (at different times, by different people) as having both conditions Formal definitions have overlapped until recently, so cross-identification has occurred in the ‘real world’ (e.g., in educational settings) 11 General Demographics 12 Gender   People with any disability are more likely than nondisabled people to be female (55.4% vs. 50.7%) People with learning difficulties are more likely than non-disabled people to be male (54.8% vs. 49.3%)   People with DD are even more likely to be males (61.4%) So are people with LD (as defined by STC) but the difference is not so pronounced (54.6%) 13 Age: distributions by disability status  45.0% 40.0%  35.0% 30.0% 25.0% 20.0%  15.0% 10.0% 5.0% 0.0% 15-34 35-44 Non-disabled Learning difficulties 45-54 55-64 Any disability 65+  Disability becomes more prevalent with age Generally the age of people with learning difficulties falls somewhere between the age of people with and without disabilities The age distribution of people with DD is similar to the distribution of people without disabilities People with LD (as defined by STC) are younger than other disabled, older than nondisabled 14 Multiple disabilities   Similar percentages of people with learning difficulties and others more broadly with disabilities experience disabilities in the areas of mobility, agility, or hearing However:  Markedly higher percentages of people with learning difficulties also have disabilities in the areas of speech, memory, or psychiatric issues 15 Severity of disability  In PALS, people with learning difficulties are likely to have a severe or very severe level of disability   ‘Severity’ is based on frequency and degree of difficulty across domains of functioning, e.g., communication, mobility, self-care, etc. People with learning difficulties have disabilities in 5 vs. 3 domains on average 16 Aboriginal person status for people living outside of First Nations communities  Comparatively high level of learning difficulties reported by Aboriginal adults 17 Visible minority and immigrant status  People with learning difficulties are less than half as likely as non-disabled people to be visible minorities (5.1% vs. 13.5%)  In part due because people with learning difficulties are not likely to be recent immigrants – 1.8% compared with 7% of nondisabled 18 Living Arrangements and Housing 19 Selected living arrangements for people with learning difficulties    Less likely than most others to be married/partners As likely as people with disabilities more broadly to be lone parents and non-family persons (i.e., living alone or with others not related by blood or kinship ties) More likely than people without disabilities to be never-married ‘children’ living with one or both parents – much more so than other people with disabilities 20 Housing tenure  The housing of people with learning difficulties is more likely to be rented 21 Housing adequacy   People with learning difficulties are less likely to have adequate housing Inadequate housing is defined as housing in need of major repairs such as defective plumbing or electrical wiring; structural repairs to walls, floors or ceilings, etc. 22 Housing gap  CMHC recently found significant unmet need for suitable housing for adults with developmental disabilities    The present ‘system’ seldom plans for a smooth transition from the family home to a more independent living environment The gap is due to lack of funding for physical facilities and supports Often, individuals are housed where space is available, rather than in residences suited to their specific needs 23 Education 24 Education level   People with learning difficulties tend to have lower formal education than people without disabilities and than people with disabilities more broadly More than 2 in 3 people with DD have less than high school graduation 25 Difficulties in education  People with learning difficulties are more likely than people with disabilities more broadly to have experienced these difficulties in education 26 Need for accommodations in education   Generally, adults with disabilities (including those with learning difficulties) who need human or technological assistance for education, accessible architectural features at school or accessible transportation are not likely to be attending classes However, adults with learning difficulties attending (or who recently attended) school are more likely to need such supports than students with disabilities more broadly     Physical accessibility measures: 7.6% vs. 2.8% Human supports: 6.3% vs. 2.4% Specialized aids/devices and other equipment: 8.9% vs. 1% Any supports: 12.2% vs. 4.5% 27 Unmet need for aids/devices to assist with learning  10.0% Any aids/devices Software Organizational Tools 0.3% Voice Recognition Software 1.1% Spell/Grammar Checking Software 1.1% Scanner or Printer 0.7% 4.0% Home Computer Pocket Orgnaizers 0.7% Talking Books 1.2% Recording Equipment 1.1% Portable Spell Checker 0.9% 0.0%  5.0% 10.0% 10% have equipment needs for learning that are unmet Unmet need for home computers affects the largest number of people with learning difficulties (4%) 15.0% % w/ unmet needs 28 Reasons for unmet needs for aids/devices to assist with learning  Not available 12.9% Don't know where/how to obtain Condition not serious enough 23.4% 10.1% Too expensive 62.6% Not covered by insurance Other reason 0.0% The leading reasons for unmet needs for aids/devices to assist with learning for people with learning difficulties are expense and lack of insurance coverage 44.6% 14.4% 20.0% 40.0% 60.0% 80.0% 29 Employment and Income 30 Labour force status   People with learning difficulties may experience a range of external barriers to employment, including employer discrimination and how workplaces and job functions/routines are organized Many people with DD have limitations related to essential job functions 31 Percentages employed by age group  For people with learning difficulties:    Very low rates of employment, regardless of age group Unemployment rate is nearly 4 times higher than for nondisabled (28.2% vs. 7.4%) Among employed, fewer are working full-time: 64.3%   70.4% for any disability 78.1% for non-disabled 32 Need for job accommodations  People with learning difficulties are more likely to need job accommodations 33 A personal dilemma  Concern about stigma can result in not disclosing LD, which     Can protect people from discriminatory treatment BUT Closes off the benefits of employment equity AND Shuts out possible accommodations needed for job success Disclosure can    Allow for needed accommodations BUT Requires a risk of discrimination AND Can shut out the possibility of landing the job 34 Employment rates by kinds of job supports required 35 Perceived discrimination in employment  People with learning difficulties are about twice as likely as people with disabilities more broadly to experience the forms of workrelated discrimination shown on the chart 36 Skill level (employed sometime in 2000 - 2001)  When employed, people with learning difficulties are:    * * Considerably more likely to be in unskilled jobs About as likely as others to be in semi-skilled jobs Considerably less likely to be in professional, skilled or management jobs * High sampling variability. Use figures with caution. 37 Occupations by disability status  Where employed, people with learning difficulties are:     Much more likely than others to be in sales and service jobs Somewhat more likely to have jobs in processing, manufacturing and utilities; primary industry; trades, transport, equipment operators and related Less likely to have jobs in management; business, finance and administration; natural and applied sciences; health; social science, education, government and religion More likely than non-disabled to be self-employed in nonincorporated businesses without paid help  9.7% compared with 5.5% 38 Personal income   The mean personal income of people with learning difficulties is 51.2% that of people without disabilities and 69.1% that of people with any type of disability The median personal income of people with learning difficulties is 48.5% that of people without disabilities and 68.8% that of people with any type of disability 39 Family income   The mean family income of people with learning difficulties is 64.5% that of people without disabilities and 89.9% that of people with any type of disability The median family income of people with learning difficulties is 55.6% that of people without disabilities and 87.3% that of people with any type of disability 40 Low income status   People with DD are 2.6 times more likely than those without disabilities to be in families with low incomes People with LD (as defined by STC) are 2.4 times more likely to be in low income families 41 Percentages with nonemployment income  People with learning difficulties are:   2.5 times more likely to be receiving provincial social assistance 1.7 times more likely to be receiving C/QPP Disability Benefit  More research needed to understand the differences between these populations 42 Disability Support, General Health and Sense of Personal Control 43 Receiving or needing help with everyday activities  People with learning difficulties are likely to require help in everyday activities 44 Help needed and unmet needs  Factors that help account for unmet needs:     More severe level of disability Low income Difficulties with availability of supports and information about how to obtain Difficulties qualifying for ‘homecare’ services 45 Unmet need for medications regularly* required or used   * Regularly = required or used at least weekly. The vast majority of people with disabilities in PALS regularly use prescription or nonprescription drugs People with learning difficulties are more likely to have unmet needs for medications 46 Control in decision-making  People with learning difficulties are less likely than others with disabilities to make all the decisions about their everyday activities  Only 47.3% of people with developmental disabilities make all or most of these decisions 47 Health  People with learning difficulties have poorer general health than people without disabilities and somewhat poorer than that of people with all types of disabilities 48 Participation in the Community 49 % reporting barriers to selected community leisure activities  People with learning difficulties are nearly twice as likely to experience barriers to community leisure activities 50 Summary and conclusion 51 Based on PALS, people with learning difficulties are…    More likely to be male Younger on average than others with disabilities Likely to have other disabilities – especially communication, memory and psychiatric 52 Based on PALS, people with learning difficulties are…     More likely to be found among Aboriginal persons living outside of First Nations communities Less likely to be found among visible minorities More likely to live in rental or other nonowned housing More likely to live in inadequate housing 53 Based on PALS, people with learning difficulties are…     More likely to have a lower education level than nondisabled people and others with disabilities Unlikely to be attending school if needing human, technological, accessible architectural or transportation supports If attending, more likely to need physical accessibility measures, human support and specialized aids/devices and other equipment More likely to have experienced a range of difficulties in education 54 Based on PALS, people with learning difficulties are…     Much less likely to employed More likely to need job accommodations More likely to experience various forms of employment discrimination When employed,    Less likely to be in skilled jobs More likely to be in sales and service More likely to be self-employed 55 Based on PALS, people with learning difficulties are…      Living on personal incomes that are about half those of non-disabled and on family incomes that are about 2/3 those of non-disabled Over twice as likely as non-disabled to be part of a family with low income Nearly three times more likely than others with disabilities to receive social assistance Nearly twice as likely to receive C/QPP Disability benefit More likely to require, and somewhat more likely to have unmet needs for, help in everyday activities 56 Based on PALS, people with learning difficulties are…     More likely to have unmet needs for medications Less likely to make the decisions about their everyday activities In poorer general health than people without disabilities More likely to face barriers to participating in community leisure activities 57 Key features of people with learning difficulties …         Severe and multiple disabilities Widespread low income and lack of employment Face a range of barriers and discrimination in employment Faced a range of difficulties at school Inadequate rental housing for many Many more still live with parent(s) More likely to face barriers to participating in community leisure activities Not much ‘say’ in the decisions about their everyday activities 58 What young adults with developmental disabilities say they want…     To get a job To spend time with friends and family To have "adult" status, i.e., a space or place of their own, and Self-determination (Cooney, 2002) 59 From a well known an adult with LD Because of my character on Happy Days I was asked to narrate a film for students with learning disabilities in 1976. It was called “Everybody has a Song”. Of course I wanted to help these poor kids with this problem! So as I’m reading the narration into a tape recorder, it started to dawn on me. I’m not lazy. I’m not stupid. I’M DYSLEXIC!!! Who knew? Nobody knew when I was growing up. – Henry Winkler Winkler earned his bachelor's degree from Emerson College in Boston, Mass., with a dual major in drama and child psychology. He studied abroad and then came back to earn his master's degree at Yale University in drama. 60