The Interprofessional Working Environment with Vulnerable Adult with Learning Disabilities

As individuals, health practitioners and society are informed, take concern and progressive actions, various professional groups backed by government institutions and private ones are assigned either by choice or by obligation to individuals that need the help and assistance to lead a healthy, normal productive life.
This study would try to delineate the current status of interprofessional working condition with regards to government programs and support, public and private agenda and contributions, as well as the actual process, problems and situations involved in being an occupational therapist with a vulnerable adult with learning difference.
Occupational therapists (OTs) work with individuals with mental, physical, emotional or developmental disabilities to help them improve their ability to do everyday tasks at home and at work (BLS, 2005) with the goal to make clients have independent, productive, healthy and satisfying lives.
The Deaprtment of Health through the National Health Service (NHS) in the United Kingdom provide for the necessary support in order to attain a holistic output in all efforts undertaken by both the health and social services sector. As the agency mutate and change over time adopting new policies and programs and discarding those which they deemed outmoded and outdated, professional groups from various agencies are hauled in the scene altogether.
Pietroni (1994) described inter-working professional relations developed through hospital teamwork among surgical teams and mental health teams. But the Community Care Act further required social care assessment so that team membership became extended to psychologists, psychiatrists, counsellors, occupational therapists, pharmacists, and most recently, music and art therapists. But also a part of the growing network are from education, housing, court solicitors, voluntary and private sectors (Kingdon, 1992). Stott (1995) observed that by 1990s, the practice-based primary care in the UK have developed into a continuing and comprehensive care that shifted away from the personal doctor. West (1994) added that challenge is already focused to continuing personal care as well as achieving effective teamwork through shared vision, objectives and protocols.
The 28 Strategic Health Authorities (SHAs) were introduced in 2002 that led to strategic developments that disbanded former health authorities and also underlined a major NHS issue which is constant change (Leathard, 2003). So that with this preconception, change has been equated to policies and legislations that affect health and social care since.
As agencies and professionals with differing background and duties come together to handle individuals with special needs such as vulnerable adults with learning disabilities, a work environment is changed. Many believe that evaluation is still much needed but more also support his integration of different professionals.
In a study conducted by Fawcett (2002), it was indicated that among 183 adults who self-reported learning disabilities, over 60 percent admitted that the disabilities persist into adult life. This is prevailing notion as well as a fact that beseech individuals with LD. Here, occupational