A developmental disabilities program will generally aim to help adults with intellectual disabilities live happier and more independent lives. Often, this means building a range of skills, from organization to communication to self-regulation, as well as helping them establish and maintain relationships and become part of their communities.
What do we mean by skill-building?
Living independently as an adult in the modern world requires a wide range of different skills, some of which we may not even think of as skills because we learn them by osmosis at a young age, such as being able to talk to and listen to other people. Intellectual disability can manifest in a broad range of ways, but it often includes difficulty learning things that others take for granted.
An intellectual disability may affect how someone perceives and understands the world, as well as their concentration and memory. This makes it more difficult for them to learn. Specialist programs staffed by teachers with the qualifications and experience necessary to teach adult students with intellectual disability can provide individualized support based on the unique needs of every attendee, rather than trying to force them to follow an arbitrary external standard.
Learning in small groups and a controlled environment ensures students feel safe as they practice everything from handling real money to performing regular household chores. They will also learn how to behave in common social situations alongside foundational academics such as literacy and numeracy, and even planning a career. This can be achieved with the aid of assistive technology, which may help with organization and provide an alternative communication method.
What do we mean by social inclusion?
Having any kind of disability can be an isolating experience. The way you move through life is different from the majority of people, and if your disability affects the way you think and feel, it may make it difficult to read social cues, engage in small talk and generally participate in the social rituals that most people use to guide their relationships. Some people with intellectual disability or similar conditions have trouble with self-regulation and may respond in ways that seem inappropriate because they do not know other ways to communicate. Social isolation can also occur when people without disabilities do not know how to interact with someone who is disabled or how to provide them with the necessary accommodations.
Programs for adults with intellectual disabilities, autism and similar conditions do not just teach students to recognize social cues or allow them to practice and role-play social interactions in a controlled environment. They also create a community of adults with similar experiences, ensuring that students do not feel alone. Trained and professional staff can ensure that every attendee has all the support they need. As well as classes, these programs will also have recreational and social activities that students can take part in.
These programs are well-placed to build partnerships in the wider community, such as with local businesses that offer work experience, giving students the opportunity to connect with a wider range of people in a diversity of situations.
Conclusion
Any program for adults with intellectual disabilities will have the aim of instilling in its students the skills they need to manage everyday life and to ensure that they are not isolated but instead are able to engage with people and events around them. Not only does this give them more control of their own lives, but it will also help them feel happier and more confident in themselves.
