Defining Sexual Abuse as it Affects Adults with Learning Disabilities

Abstract

This paper aims to clarify the basis upon which sexual activity involving people with learning disabilities might be deemed to be abusive. It examines the acts which are committed, explores consent issues, looks at evidence and suggests a scheme for assessing potentially abusive relationships. Such a scheme is necessary for both researchers and practitioners if they are to report consistently and act to protect and support people with learning difficulties who have been the victim of sexual assaults.