This paper considers the wider policy and professional context of community care drawing upon historical landmarks and the interconnecting of these events. Using examples from learning disabilities literature and research, questions are posed concerning the ambivalence of theory and ideology in influencing both policy and practice, reflecting upon the usage of the concept 'quality of life'. Finally, some examples are presented of policy and practice dilemmas or doctrinal debates to explore their relevance for the practice of professionals such as nurses and social workers who are involved in the delivery of health and social welfare services.
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