Adults with Learning Difficulties - Research Paper Example

Adults with Learning Difficulties 1.0. Introduction Adults with learning disabilities have been on the move to lead productive lives but the same has not been possible. This is from the fact that such individuals face a lot of humiliation and bias resulting from their conditions. The case is worse especially when the social policies and legislations enacted have labelled them as unfit to work in the society. It is this realism that led to the issue of disability among adult discussed as a social construct. This essay will attempt to evaluate the challenges faced by the adult learners in the UK society on a theoretical perspective, how oppression and discriminatory processes label and marginalise these individuals and the mechanisms to handle the discrimination. 2.0. Utilise a range of theories to analyse power, disadvantage and oppression 2.1. Social theory As argued by Hiranandani (2005), social theory explains the issues of social justice, empowerment, social works, obligations and issues dealing with marginalized groups. In this regard, the group related to the adults with learning disabilities. Hiranandani (2005) continues to argue that the social theory questions the concept that individuals with disabilities are inadequate. A closer analysis of this view leads to the validation of the fact that adults living with disabilities are disadvantaged, oppressed as they are rendered as less powerful over the able individuals. The social assumption focuses on the detail that disability is resultant from the fact that the society fails to provide services that will make life easier for the disabled adults (Hiranandani, 2005). The social organization, according to the model, is therefore, one that is disorganized and has led to the disabled suffer the negative social attitudes and discrimination of all kinds. A closer check of this kind of discrimination ranges from the public settings, education institutions to the transport sector. In regard to the model, Pfeiffer (2005) notes the struggles and pains that the disabled face simply because of their disability. In the case of UK, the social model is relevant as the individuals with disabilities are seen as oppressed. 2.2. Marxist model According to Oliver (1990), the Marxist model assumes that the nature of humans and the choices they make are shaped by the kind of social structure that they inhabit. In the case of the adult individuals who are disabled, they live in a society that discriminates them due to its structure and the experiences this structure subjects them to. For instance, in a capitalist society described by Marx, the disabled have personal experiences that make them disadvantaged in the culture, features and ideologies of capitalism. This is to mean that disability in the context of Marxism can be explained as being a product of culture and the society at large (Oliver, 1990). The mode of production and the production units in capitalist societies are organized in such a way that the individuals cannot access production means in the society. The education system for instance is not organized to their advantage. The same is valid for the UK society which is dominated by the capitalist ideology. 3.0. How oppression and discriminatory processes label, marginalise and disempower individuals with learning difficulties Persons with learning difficulties in the UK have faced marginalization and disempowering thanks to the discrimination processes that have led to the endeavours unsuccessful. As seen in the work of Concannon (2005), the community care strategy applied has led to unsuccessful engagement process and participation for the adults with learning disabilities. Through the model, the adult individuals have contributed very minimally in the empowering the adults with learning disabilities to participate in the learning process. The adults with this disability face a communication challenge. According to Rooney (2002), persons working with adults with learning difficulties report significant challenges in terms of communication. Walmsley and Johnson (2003) also argue that the existing policies and practices do not do much for adults who cannot communicate verbally. Concannon (2005) says that such individuals actually fail to acquire the skills of effective communication. Despite the policies enacted by the government to ensure that these adults acquire communication skills it is evident that involvement and participation lacks among these adults. This explains why such individuals still have learning difficulties in regard to communication. In the United Kingdom adults with learning difficulties are victims of power and the control of the state. In the education sector, they have been discriminated as well as in the political arena. This means that processes such as advocacy need to be boosted but due to their inability to communicate, they cannot represent themselves fully. In relation to the social policies, one would argue that the adults with learning disabilities are less consulted on their opinions as they are simply marginalized from the rest of the adults. They are simply excluded from the development processes as Cooke and Kothari (2001) argue. 4.0. Ways to counter oppression and empower service users in the practice environment With the oppression and marginalization of adults with learning disabilities increasing with day, it is important to formulate mechanisms that will aid counter the same. In the model proposed by Thompson (2011) individuals with learning difficulties may be helped by assessing their behaviour, practices and norms that leads to their discrimination. The author indicates that discrimination at the personal level is a form of oppression (Thompson, 2011).This represents the “P” factor. It is also imperative to consider that this kind of oppression does not take place in isolation but with numerous contributing factors. The “C” factor represents culture that explains the factors in the society that shape an individual for instance language, community, and social groups. Communities will, therefore, respond differently to forms of oppression. The “S” factor represents the structural level that involves the socio-economic and political factors that shape an individual. Borrowing from Gilsenan’s (2013) work, one would argue that the PCS model would be useful for dealing with individuals with learning disabilities. Through the model, it is possible to gather and internalize ideas on the services and the kind of support that these adults require to lead a successful educational life. The structural factors that shape that form of discrimination in the learning setting can be analyzed; thus, introduction of the best mechanisms to successfully incorporate the individuals in the learning setting. The power dynamics can also be studied using the PCS model so as to discern the best social care support for the adult learners. Funding and support for these learners is a good example of the intervention that can be given using the PCS model. Burton (2010) explains that adult social care would be successful if the social workers get personal with their clients, in this case, the adult learners. Care management is, therefore, workable through the PCS model as the adult service provision will be transformed. The model will also allow for creation of initiatives that will lead to funding and support for the adult learners. Through a personal approach, the social workers and the clients are ale to come up with a clear breakdown of the services that will effectively deal with their issues. 5.0. Conclusion Conclusively, the concept of adult learning disability is relevant in the United Kingdom. It is evident that there call for a change in the way in which the society perceives disabled individuals. On the side of the social workers, it is their task to change the perception of individuals in regard to social policies and the manner in which the social policies will be developed and implemented in the society. From the paper it is manifest that the disabled adults have long been regarded as unworthy in the modern societies. This explains the kind of oppression, discrimination and isolation they have faced for a long time. This aspect need to be the dominant approach whilst making policies regarding the adults with disabilities. References Burton, J. (2010). Call it personalisation if you like. Social Work Practice, 24(3): 301–13. Concannon, L. (2005). Planning for Life: Involving Adults with Learning Disabilities in Service Planning. Oxon: Routledge. Cooke, B. and Kothari, U. (2001). Participation: The New Tyranny? London: Zed Books. Gilsenan, M. (2013). What can society learn from intentional communities? Social Sciences Directory 2 (4): 56-69. Hiranandani, V. (2005). Towards a Critical Theory of Disability in Social Work. Critical Social Work, 6 (1). Oliver, M. (1990). The Politics of Disablement. London: MacMillan. Pfeiffer, D. (2005). “The conceptualization of disability”. In G. E. May & M. B. Raske (Eds.), Ending disability discrimination: Strategies for social workers. Boston: Pearson Education, Allyn & Bacon. Rooney, S. (2002). “Social inclusion and people with profound and multiple disabilities: myth or reality?” In Learning Disability: A Social Approach (ed.) D.G. Race. London: Routledge. Thompson, N. (2011) Promoting Equality – Working with Diversity and Difference. Third Edition, Hampshire: Palgrave Macmillan Walmsley, J. and Johnson, K. (2003). Inclusive Research with People with Learning Disabilities. London: Jessica Kingley Publishers. Read More