2.6. Inclusion of adults with learning difficulties into society
Making social inclusion work today means that we all must work within a community together, to address and avoid circumstances or problems that lead to social exclusion, such as poverty, unemployment, or isolation due to illness.
People with learning difficulties can sometimes have some difficulty communicating with coherence and structure. For that reason, they are often at risk of social isolation, increased anxiety, and mental health problems. Often, the concept of social inclusion is self-perpetuating and becomes long-lasting, leading to aggravating factors such as mental illness. This may be due to poor support or cooperation from the community.
Their self-esteem will be boosted through social inclusion, which will be very positive and will be reflected in their relationships with family, friends, careers, and educators who will intervene and work together to make their lives as positive and independent as possible.
Unfortunately, there is still stigma attached to vulnerable people in this group and so governments are putting the spotlight on the inclusion of these people. However, due to cuts in health care, the number of social workers has been reduced and this has led to the need for a holistic, community-based approach to supporting adults with learning difficulties.
Here are some examples of how to improve social inclusion:
- Introduce a daily routine
People with learning difficulties can go to occupational centres where the carers are highly qualified and experienced. There they can access courses that are both educational and socially enjoyable. They will develop social communication skills and have fun through leisure, doing workshops in cooking, creative expression, or movement.
- Promoting the spirit of work
Work can enhance self-esteem and give a person increased independence. Encouraging job seeking on the one hand, increases a sense of independence and, on the other hand, helps to earn a living. People with learning difficulties just need to have a job suitable to their condition that makes them grow in a sense of usefulness and belonging.
- Teaching independence
Learning is often not equal, as not everyone has the opportunity to learn some skills that most of us take for granted. Everyone has different needs and not all the people with learning difficulties are as independent as we would like them to be. For example, shopping or catching a bus are activities that some people cannot do because they have not been taught or because they do not have the confidence to achieve these goals. Teaching them this independence, as mentioned above, will increase their self-esteem, and make social relationships more effective.
- Deepening support
Supporting every person is vital to the prosperity of any vulnerable adult. The family, together with the educator, are responsible for this. A learner with learning difficulties will need the support of an adult to learn new skills or experiences that relate to everyday life.
Understanding the lives of other people with difficulties makes us become involved as a community. Empathy is a feeling that helps to remove the stigma that is so inappropriately attached to vulnerable adults.
In the past, people with learning difficulties were separated from their communities and institutionalised. Social exclusion did not offer many opportunities. In recent years, there has been a movement in underdeveloped countries to take positive steps to change the direction of social inclusion of people with learning difficulties. The main measures that have been taken are care in the community and action towards greater integration into mainstream society.
Although the day centres are very good, this exacerbates the problem of social exclusion, as only people with learning difficulties go there. However, governments have taken the initiative to modernise day centres to foster independent living and social skills to form meaningful relationships with different groups of people.
In the case of people with learning difficulties, the education system has changed, as nowadays, if a parent wishes to take their child to a mainstream school, they can do so, and it is the local authority and the school that assess the child and make the necessary arrangements for inclusion. Despite these new measures, there are still people who do not believe in governments’ plans to act against social exclusion. One of the main problems arises from the slow or total lack of change in society’s attitude towards people with learning difficulties.
Ultimately, it is believed that more can be done to strengthen the support that enables people with learning difficulties to achieve social inclusion.
