智能障礙者有漸趨長壽的取向，此一族群的健康與社會需求也日漸受到重視。西方國家在近年來延伸針對智能障礙者提供的服務型態，其中英國致力於先驅性的服務提供，在服務的推行上也遭遇一些阻礙。作者搜尋相關資料庫，分析及統整了所得的資訊及研究，簡介英國提供給孩童青少年及成年後的服務型態以及轉銜服務，並整合了研究報告中所提到的阻礙：1．溝通問題發生於在決策者及實行者之間以及不同領域專業人員問。2一般醫療服務提供者在知識上及實行層面缺乏對整體服務的概念，並感到對智能障礙者提供服務的困難。3．在銜接服務上受到以上兩點及系統組織架構時常變動的影響。4．在轉銜服務上受到資金資源的限制以及無法銜接服務的影響。台灣近年對智能障礙者的健康照護專業服務有延伸向社區。長期照護機構及成年老年智能障礙者的趨向。英國所警覺的困難值得台灣參考。基於英國經驗，作者提出四點建議以期減少長期發展可能遭遇之困難：1．在服務拓展之前宜建立整體架構並加強跨局跨單位連結。2．教育具有對服務架構具有整體了解的相關服務提供者。3．建立以實證為基並融合智能障礙者觀點及地區文化考量之服務內容。4．建立個案註冊系統，電腦化評估及服務記錄以利將來社區中的相關服務提供者能有效率的傳遞訊息及溝通。

These days people with learning disabilities can live longer, therefore their health and social needs cannot be neglected. In western countries, health and social services are now extended to meet their needs. In the UK, some pioneer works have been done, with some difficulties occur. In this paper, the author searched and analysed information obtained from Web of Science and relating databases, and integrated the results to provide readers a picture of service provisions for people with learning disabilities in the UK. Four barriers in the UK's service provision are proposed: 1. Communication difficulties occur between managers and frontline staff as well as between different professionals. 2. Practitioners find it hard to provide services or deliver information to people with learning disabilities because of lack of knowledge and holistic understanding of learning disability services. 3. Professionals face an obstacle to referral and connect the service as a consequence of the above two barriers. 4. The transition between different age groups is limited by funding, resources and separated service provisions. In Taiwan, healthcare services for people with learning disability seems to move forward to community service provisions and also have an tendency to extend services provision to different age groups. UK experience, therefore, is valuable. Four suggestions for reducing barriers for future service provisions in Taiwan are: 1. Establish the service framework cross agencies and disciplines at the beginning of developing community healthcare services. 2. Train future professionals about the holistic approach to healthcare provision. 3. Construct evidence based practices concerning service receivers' perspectives, local culture and local population characteristics. 4. Establish a case register database containing suitable information for developing future community healthcare services.