This dissertation explores how social workers can empower adults living with learning disabilities to make informed decisions about their own lives within the communities in which they live. The study was undertaken within the context of contemporary adult social work practice in England, where legislation and policy emphasise choice, control, participation and human rights. Despite significant developments in community care and personalisation, adults with learning disabilities continue to experience barriers to autonomy, inclusion and meaningful involvement in decision-making. This research therefore sought to examine the role of social workers in promoting empowerment and informed decision-making whilst critically considering the challenges that exist within contemporary practice.
A qualitative literature review methodology was adopted, underpinned by a constructivist and interpretivist philosophical framework. An initial narrative search was followed by a systematic search of academic databases, including Google Scholar, SciSpace and PubMed. Inclusion and exclusion criteria were applied to ensure relevance and quality. Ten key papers were selected for detailed analysis and subjected to thematic analysis using Braun and Clarke’s (2006) six-stage framework. This process enabled the identification, coding and synthesis of recurring patterns across the literature.
Three dominant themes emerged from the analysis. The first highlighted the importance of person-centred and strengths-based approaches in promoting empowerment and participation. The second identified tensions within the personalisation agenda, demonstrating that while personal budgets and self-directed support can increase choice and control, they may also create new challenges and inequalities. The third theme focused on supported decision-making, revealing the ongoing tensions between autonomy, safeguarding responsibilities and professional power. Across all themes, the importance of relationship-based practice, advocacy, accessible communication and anti-oppressive approaches was consistently emphasised.
The findings suggest that empowerment is not achieved solely through legislation, policy or procedural interventions. Instead, it emerges through collaborative relationships, meaningful participation and the active sharing of power between social workers and adults with learning disabilities. The dissertation concludes that social workers have a crucial role in promoting autonomy, challenging discrimination and supporting informed decision-making. However, achieving genuine empowerment requires continued commitment to person-centred practice, cultural humility, co-production and social justice. Recommendations are made for practice, education and
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future research to strengthen the voice and participation of adults with learning disabilities within social work and wider society.
Keywords: Learning disabilities; empowerment; informed decision-making; social work; person-centred practice; personalisation; supported decision-making; thematic analysis; adults; community care.