• This research looked at annual health checks and why some people with learning disabilities from BME communities were not included in the research.

  • It used the researcher’s personal experiences as data to try and understand why people are excluded.

  • It found that barriers still exist when people with learning disabilities attend annual health checks and that people from BME communities are ignored in this research.

  • The research found that by using an intersectional approach (looking at ethnicity and disability together), it would be possible to improve research on annual health checks.

  • The recommendations were for a framework to be used by researchers which included the voices and experiences of people with learning disabilities and ensuring those from BME communities are included.

We’re not hard to reach...we’re just easy to ignore.

An autoethnographic exploration of findings from the literature on Annual Health Checks and the exclusion of BME communities from the research agenda.

by Ramandeep Kaur

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  • Annual Health Checks have been identified as an essential aspect of healthcare for people with learning disabilities as they effectively identify unmet health needs. This research considers the need for a focused agenda on health checks and is situated in the debates around the failure to explore the needs, experiences and voices of people from BME communities. Evidence from LeDeR has shown that people with learning disabilities from these communities have worse health outcomes than their white peers and uptake of health checks remain low.

    This research utilised autoethnographic methodology with my personal experiences as primary data. This was used to analyse the existing literature in this domain.

    It was found that barriers still exist when accessing health checks. These range from poor communication with patients, a lack of understanding by GPs and non-standard use of health check materials. The research found that uptake could be improved but is difficult due to fragmented health policy for learning disabilities. The needs of people with learning disabilities from BME communities are not adequately addressed therefore co-production and an intersectional approach must be adopted in order to improve health outcomes. These communities are not ‘hard to reach’ but are often made to feel invisible, leading to exclusion from research, campaigning and policy making. A framework has been developed for researchers and policy makers in order to ensure that future research and practice will focus on BME communities when analysing health checks. There is a clear need for a focused agenda for further research.

  • My sincerest thanks go to my supervisor, Dr Harriet Clarke without whose guidance, care and expertise, this research would not have been possible. My thanks also to Anna, Joana, Emma and Megan, my study buddies, who were a constant source of support and strength throughout the whole process. Thank you to Stephen for his wisdom and encouragement, for checking in on me every day, and keeping me on track. My sincerest thanks to Vicki and Charlie for keeping Harry entertained when I needed space to study. To Richard for supporting me with the boys. Finally, a huge thank you to my parents and my children, Thomas, Harry and Archie. The love and support I received from them was beyond measure and for that I am incredibly grateful. My dissertation is dedicated to Harry; you have taught me so much in life and this research is for you and all the other amazing people with learning disabilities I have met along the way.