Support for Adults with Disabilities

Abstract

This paper is a hermeneutic analysis of selected academic publications. This paper examines a number of issues related to undertaking social roles by adults with disabilities and the problem of their postponed transition to adulthood, restricting or delaying developmental tasks typical of adulthood, which has negative implications and may exacerbate disability. Support provided by various entities and institutions may reduce existing barriers and enhance their social integration. Both positive and negative effects of using social support by people with disabilities have been pointed out. Sources of social support have been listed along with their specifics. The analysis included the disabled person's gender, as it determines the nature of support and its reception. Finally, the need for personalised support was emphasised along with risks resulting from institutional discrimination. The role of local community was highlighted as it corresponds to the concept of community-based support and the need to promote various initiatives aimed at integration and normalisation of life for people with disabilities.

Specific Learning Difficulties and Their Assessment Models: A Study from Inclusive Elementary Schools

“…Assessing learning difficulties specifically in math/numeracy requires that children must be prepared to learn mathematics; learning from the concrete to the abstract; more opportunities to practice and repeat must be provided; generalizations made for new situations; based on student strengths and weaknesses; a strong foundation of mathematical concepts and skills must be built; balanced math programs are provided; and the use of calculators is permitted to support mathematical reasoning. Later, by appropriate assessment and support to specific learning difficulties, it is expected that such community-based support can be promoted (Nowak, 2018) by schools in order that specialized students can integrate, learn, and live normally as other common students.…”