Diagnosis of intellectual disability: updates on multi-agency screening, assessment, reporting and interventions for children and young people

Abstract

Diagnosis of intellectual disability (ID) can be a protective factor for individuals across their life course. ID is a neurodevelopmental disorder, lifelong disability, and disability identity. Early screening and assessment in children and young people can reduce duplication of assessment processes, waiting lists and is an essential component for intervention. Barriers to assessment and diagnosis have included limited availability of assessment pathways, professional confidence in assessment practice, and limited shared developmental understanding of a child across health and education settings. Early diagnosis and intervention can improve individuals’ physical and mental health, support networks, educational outcomes, and transition into adulthood. This article seeks to outline key issues in the processes of screening, assessment, and reporting of ID and provide clarity for clinicians regarding assessment tools and areas for relevant intervention. Multi-agency processes have been developed in one local authority between health and education services to improve identification and support for children and young people before they enter adulthood. Wider multidisciplinary and multi-agency awareness and assessment of ID can be transformative for a broader formulation of individual and family needs and supports, and service delivery.