ABSTRACT
One result of the philosophical ideal of normalisation (Wolfensberger 1972) has been commitment to the idea that people with learning disabilities who also have behavioural, emotional or psychiatric problems should continue to receive care in the community, so long as they are not at risk. There may be difficulties in achieving this goal for such dually diagnosed people, but a practical result has been greater accessibility for them to the wider range of therapeutic processes available in the community. According to the principles of normalisation, people with learning disabilities have the right to the same treatment as those without a handicap (Skene 1991).
