Prevent avoidable deaths by making autism/learning disability training mandatory

My son Oliver was only 18 when he died in hospital on 11 Nov 2016. I believe his death could have been prevented if his doctors and nurses had received mandatory training. He had autism and a mild learning disability, and they weren't trained to understand how to make reasonable adjustments for him.

1 in 4 healthcare professionals has never had training on learning disability or autism. This is unacceptable. Two thirds want more training, and 1 in 3 think a lack of government leadership is contributing to the problem of avoidable deaths. The Government must ensure all healthcare professionals get mandatory training to address the huge health inequalities facing people with autism and a learning disability. For more information search for: LeDeR report 2018; CIPOLD 2013; Treat me well 2018.

Our deepest sympathies are with Oliver’s family for their loss.

Everyone has the right to high quality, safe health care so it is crucial that all health workers are given the skills and education to confidently deliver care that meets the needs of all their patients. This is a priority for the Government.

All employers have a clear legal responsibility to make sure that staff are competent to perform their role as set out in the Health and Social Care Act 2008 (Regulated Activities) Regulation 2014; regulation 18.

To support a consistent approach to learning disability education and training, the Department for Health and Social Care commissioned Skills for Health and Health Education England to develop a Core Skills Education and Training Framework. Published in July 2016, the Framework, which sets out the essential skills and knowledge needed for all staff working with people with a learning disability in health and social care settings, is structured in three tiers, or levels of training, to reflect the different levels of knowledge specific roles would require.

Tier one, which is relevant to the entire health and care workforce including ancillary staff, concerns general awareness skills and attitudes.

Tier two is aimed at developing the knowledge and skills of staff that are likely to have regular contact with people with a learning disability.

Tier three is aimed at enhancing the knowledge, skills and attitudes of key staff and is relevant to those who are managing care and support services for people with a learning disability.