Objectives: This paper seeks to explore from an historical perspective the way in which political climates impinge upon the public and professional perception of what constitutes appropriate provision for people with an intellectual disability. Methods: A systematic review of literature relating to policy and provision for people with an intellectual disability in England was undertaken. Results: Evidence drawn from the disciplines of cultural anthropology and history demonstrates that people with an intellectual disability have been identified across cultures and historical epochs. In the three decades following the end of World War 2 (WW2), a significant development occurred in England: as a result of pioneering research work undertaken by a small group of psychologists, drawn mainly from countries beyond England, the learning potential of children and young people with an intellectual disability was demonstrated. The findings from this research led to landmark changes in legislation. The present paper seeks to underscore the fact that the changes in provision for people with an intellectual disability in the thirty years following the end of WW2 resulted from the findings of well-conceived and executed research. Conclusions: There is an urgent need to discuss the future shape of all services for people with an intellectual disability but in a professional climate characterised by informed analysis and not ideological preference.