Many factors have been identified as being responsible for increasing the vulnerability of people with learning difficulties to sexual abuse. However, there has not been a great deal of debate about the term ‘vulnerability’. Here, an argument is developed that puts forward the case for a social model approach to understanding vulnerability, which avoids a focus on victim characteristics.

This article reports the findings of a national survey of the consultation of people with learning difficulties by social services departments in the development of adult protection procedures and guidelines. The survey also considered the consultation of other service users, carers and family, and staff. Despite the rhetoric of user involvement in adult protection literature, low levels of consultation for people with learning difficulties were found.

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