Paper Example on Quality of Life for People With Learning Disabilities

Abstract

Theoretical discussions of practical approaches towards providing the best learning environments for persons with learning disabilities highlight internal and community-wide conditions needed to provide the best learning experiences for such learners. At the school level, strategies begin with the identification of causative agents for such disabilities. Once these causes are determined, programs are initiated to help the learner to improve their absorption and retention of what they learn. At the community level, multiple approaches are recommended to provide a welcoming environment that recognizes the needs of such learners. For instance, eliminating such barriers to recovery as stigma, discrimination, and social exclusion are a step forward towards realizing the best learning environments for persons with learning disabilities. This proposal analyzes mechanisms for improving the conditions of people living with learning disabilities and promoting mental illness recovery and social inclusion. A cognitive understanding of the challenges affecting mentally challenged people is vital in creating a plan for implementation. Commissioning of supportive services to people living with learning disabilities in associated educational institutions is one of the practical approaches to improving recovery and quality of lives for the disabled. The services delivered should focus on understanding and helping mentally affected people, especially in learning setups and other social places.

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Keywords: Quality of life; people with learning disabilities; recovery from mental illness; community-wide approaches; social inclusion; stigma; cultural competence; human rights.

Analysis of Mechanisms to Improve High Quality of Life for People with Learning Disabilities in a Supported Living Setting

Chapter 1: Introduction

Definition of Terminologies

Learning Disabilities - A learning disability is a state in which an individual is unable to reason and make decisions on their own. Learning disability is the sum of restraints that give rise to difficulties in acquiring knowledge and skills to the level expected at a particular age, primarily when not associated with a physical handicap. People may be born with learning disabilities or encounter them during childhood development (Palisano et al., 2012). Inborn disabilities can be moderate or severe and affect both mental and physical development of a child. The behavior of an affected person depends on their mental health development. Therefore, a failure to achieve the required mental health standards for a particular age automatically results in the adoption of abnormal behaviors and delays in absorption and retention of learning content. Children with mental illnesses have unique and special learning needs that address their overall wellbeing. In addition to theoretical instruction, such children require personalized supported care.

Mental Problems - Mental illnesses are health conditions that are accompanied by impaired mental activity that affects feelings, thoughts, and interactions between the affected person with other people. Mental illnesses are closely related to learning disabilities because learning is a process that requires the progressive development of cognitive abilities. The brain controls the cognitive performance of an individual, hence the direct correlation between one's mental state and their learning capability. Studies exist to support this relationship. According to Lorentzen and Wikstrom (2012) an impaired mental faculty affects the learning capabilities of a person. On their part, Turner and Robinson, (2011) found that mental disabilities are related to aggressive behaviors, irritability, and destruction. Anderson et al. (2013) determined that mental health challenges inhibit one's health and wellness and lead to intellectual disabilities. Lysack and Kaufert (1994) determined that mental disability affects independent living and mobility, traits that are necessary for demanding learning environments, and thus affects accessibility of learning facilities and resources as well as comprehension of such resources. On their part, McDougall, Evans, and Baldwin (2010) identified the role of self-determination in the learning process and the inability of persons with mental illness to develop such capacity. These aggressive attributes make normal learning environments inappropriate for children with such limitations and provide a basis for the consideration of better learning environments for such learners.

Background

Education is a core factor in mental health development for both children and adults. According to McDougall, Evans, and Baldwin (2010), childhood education is an essential aspect of human development. Early education is crucial as it determines the destiny of an individual. Children need to experience holistic development in their early education phase because they gain knowledge and experience that is essential for the later stages of their lives. Early childhood learning should benefit every child since it provides developmental foundations for the establishment of long-term learning and engagement faculties while preventing any occurrence of delays in mental development (Chapman, Iddon, Atkinson, Brodie, Mitchell, Parvin & Willis, 2011). Early learning is particularly important for children with disabilities because it provides a significant opportunity for them to get access to interventions for achieving their potentials. Children with learning disabilities are vulnerable to risks associated with mental health development. Accommodating programs and learning environments should be implemented and adopted to ensure childhood development (Anderson, Humphries, McDermott, Marks, Sisirak, & Larson, 2013). This paper examines issues relating to the wellbeing of persons with learning disabilities, and proposes programs for collaborative and strategic processes to enable the design and implementation of mechanisms that enable improved quality of life for people with learning disabilities within supported living settings.

Over time, countries began to recognize the need for establish new learning disability strategies. In more open environments, it is determined that the effective delivery of services must aim to ensure that people enjoy the right outcomes at the right time and within the correct settings (Emerson & Baines, 2011). Effective strategies begin with the understanding of how best services can be delivered indiscriminately to all persons while ensuring that learning disabilities are prevented, intervened at the right time, and addressed at the least cost. A bottom-up approach is thus recommended when dealing with mental health issues, particularly those that result in learning disabilities among children (Race, 2012). Despite the realization of a need for change, the health approach, social care and wellbeing services that are presently in use require to be improved, considering demographic changes and the complexity of these conditions. The planning and coordinating of these strategies is essential for desired outcomes considering that effective strategies must involve various stakeholders within the community and the need to eliminate barriers that limit progress (Turner & Robinson, 2011, b).

The planning, delivery, and establishment of services and conducive settings for providing a quality life for people with learning disabilities involve various professional and policy bodies, with the health bodies playing central roles. Some of the essential services in realizing such environments include social care, patient-centered nursing, leisure activities, teacher training, and staffing (BMRB, 2014). Mainly, therefore, the approaches needed to address learning disabilities, particularly those resulting out of mental health incapacitation revolve around aspects of everyday life. While establishing the right environments for the affected, it is essential to take note of many factors (Krupa, Chen, & Carter, 2015). Principles of recovery oriented mental health practice must be adhered to so that the wellbeing of persons with mental health and learning disabilities are addressed. As such, it is essential to consider the uniqueness of individual beneficiaries of programs and care settings. It is also important to avail real choices which protect the dignity and rights of such individuals. At all time, persons with mental health and learning disabilities must be treated with respect and dignity. Their involvement in the programs should recognize the need for partnerships, and a continuous process for evaluating their recovery should be in place (Lucksted et al., 2011).

The design of mechanisms and environments aimed improving the quality of life of people with learning disabilities must prove the right set of activities for mental health patients with learning disabilities to participate in to achieve their full potential. For such an environment to be realized, comprehensive support needs to be extended to caregivers as well as the affected individuals. In general, strategies must ensure that individuals speak to collaborative development of plans with learning disabilities are at all times safe, are respected, and plans are put in place for their social and economic inclusion (Planner, Gask, & Reilly, 2014). The affected and their families deserve to derive satisfaction from the experiences of health and social services provided by the recommended mechanisms and the resulting environments (Krupa, Chen, & Carter, 2015).

The mechanisms that are settled on must not be reactionary but provide frameworks for continuous improvement. Therefore, statutory bodies must be engaged in ensuring legal frameworks which spell out quality standards to be met and sustained. By establishing defined structures for the delivery of services targeting persons with learning disabilities, caregivers become positively engaged in their service delivery as they feel appreciated and are willing to improve their innovativeness and creativity while handling such individuals (Lorentzen & Wikstrom, 2012).