There is already a certain amount of information about individuals with mental disabilities in Czech professional literature, but little attention has been paid to adults. There is a lack of information about their support and education and about aspects of their adult life.
Learning is a lifelong process. It does not end with the attainment of professional education, but continues and should continue. The world is changing, new technologies are being developed, we are getting into new situations in which we must be able to react. According to G. Theunissen (2003), education in adulthood and in the period of aging helps people understand the world, manage the development that is taking place, enables them to focus on their own interests and needs; this leads to the development of personality and the preservation of one's own autonomy.
The offer of education for adults without disabilities is considered a matter of course. Likewise, there should be an offer of education for adults with mental disabilities who also need to further develop and repeat and consolidate their previous knowledge. People learn to get to know themselves and the world around them, to react in common situations, to represent themselves and make decisions, they become independent. Abilities and skills acquired during childhood and adolescence need to be used and thereby strengthened. If there is no further education and development after school education, then many abilities and skills disappear. O. Speck states as early as 1987: "If the educational needs of mentally disabled adults are not taken into account, then we have to admit the critical question of what was the point of the effort that was already spent on education." (Speck, O. in Höss, H. – Goll, H. 1987, p. 6) Basic principles of education and support To a certain extent, education and further education can be based on the general principles of adult education. In addition, however, it is necessary to pay attention to certain principles, which G. Theunissen (2003) summarized in the following points: • appropriate addressing • partner way of dealing • voluntariness, possibility of choice, self-determination • focus on the subject and individualization • comprehensive and integrative principle • proximity to life and learning focused on it • temporal continuity and regularity • the principle of development • neuropsychological principle of learning
Appropriate Addressing The first principle is appropriate addressing. It is necessary to respect the maturity and age of people. Teenagers and adults with mental disabilities are often treated like small children by people around them, even strangers usually touch them when addressing them. This does not correspond to dignified treatment. Even people with disabilities should have the option of choosing how they would like to be addressed, as well as the choice of addressing each other (Švarcová, I. 2011). From a certain age, people with mental disabilities are adults, even if their level of development in some respects corresponds to the state of a child. However, it is impossible not to take into account the already lived life, which brought them certain experiences (Pörtner, M. 2002).
Partnership approach The basis of working with people is the mutual relationship between them. That's why we strive to create a confidential, partnership relationship and partner way of dealing. A person develops by meeting other people and experiencing different situations. In the field of education, according to G. Theunissen (2003), it is not always possible to create complete reciprocity. However, in order for all people to be considered equal partners, it is necessary to accept every person with a disability as they are, and to recognize and respect their adult personality. This principle does not only apply to the field of education, but to all areas and situations where there is a confrontation between people. However, an accepting and partner relationship does not mean the elimination of social roles (teacher-student, superior-subordinate, etc.). A person who has a respectful relationship with an individual with a disability can be a partner, but also an authority.
Voluntariness, possibility of choice, self-determination The basic principles of adult education are voluntariness, the possibility of choice and self-determination. The ability to independently and voluntarily decide on the basis of personal reasons plays a fundamental role for an adult when choosing further education. People with mental disabilities often have trouble expressing their needs and wishes. Parents or other people (e.g. counseling staff) often make decisions for them. However, it is important to find out what people really want and to verify whether the selected offer corresponds to their interest (Theunissen, G. 2003). It does not only concern the choice of further education, but also the choice of activities in stationary and residential facilities, the choice of leisure activities, but also the choice of food they want to eat, clothes, hairstyle, etc. It is assumed that the ability to make decisions in one's own affairs, to act and solve one's own affairs, i.e. the ability to self-determine, is given to every person. In some cases, however, it needs to be awakened and developed first. Likewise, the desire for autonomy, which was previously not allowed or sufficiently supported by many people with disabilities (Störmer, N. in Hajkova, V. – Störmer, N. 2006). Some people with disabilities are not used to making decisions. They cannot articulate their wishes, they are worried that they will make the wrong choice, they are insecure. Therefore, it is necessary to prepare them for this process gradually. The question "What are we going to do today?" it is very demanding (you need to engage your imagination, make a decision, formulate an answer, say it here). For some people with mental disabilities, choosing between two activities (food, drinks, etc.) can be difficult. Therefore, initially the activity can be predetermined, for example. There will be a cake as dessert, and you can only choose between two different cakes and not between two different desserts. This method is also suitable for individuals who have a problem with verbal expression. It is important to communicate specific and understandable information and then verify whether it was correctly understood. People with disabilities need to be guided to make decisions and express their needs, where possible. However, one cannot fail to mention the risk that consists in the fact that people with disabilities are sometimes encouraged to make decisions in matters or situations that they did not fully understand, or are unable to evaluate all the consequences of their decision. Despite respecting the opinions and wishes of a person with a disability, there are situations where the final decision (based on their knowledge and experience) must be made by a parent, assistant, guardian, etc.
Focus on the subject and individualization A person with a disability should not be an object of measures or even care, he should be perceived as a subject. It is necessary to approach each person individually. The starting point when planning support is information about the needs of the given person, his interests, previous experiences and development opportunities, which can contribute to managing everyday situations and self-realization. Therefore, the offer of further education, activities and services for people with mental disabilities must be open and diverse, to meet the individual needs of each individual, his wishes, interests (cf. Theunissen, G. 2003) and current life situation.
Comprehensive and integrative principle A person must be perceived as a whole, i.e. both the physical, as well as the mental and spiritual aspects. In addition, however, his relationship to the environment in which he lives is also essential. In the approach to people with disabilities, it is not possible to proceed only with regard to the given disability and the limitations associated with it, but it is also necessary to perceive the connections between the disability and the environment in order to create a stimulating environment and develop a person to live in it. The comprehensive and integrative principle therefore includes two aspects. One aspect represents the unity of man. In the planning of measures and support, it is necessary to include the person's previous experiences (eg from childhood, from family, institutional setting, from school). The second aspect is the specific living situation of a person, a person from his immediate surroundings, the environment in which he lives (Theunissen, G. 2003). What is important is not only what is now and here and what is visible, but also what was, and what is happening elsewhere, but the life of the given person is affected by it.
Close to life and learning focused on it Education should prepare a person for life in our society. For people with mental disabilities, we focus on those areas that this person will really need in his life. The content of learning must be related to the real life of the given person. Learning should be based on the real life situation of the individual and the resulting needs and experiences. Everyday life and the learning process cannot be separated from each other (Theunissen, G. 2003). Learning must be included in a person's everyday life, it is not appropriate to just create artificial situations. People with mental disabilities have a problem transferring learned things into practice, using their skills in practical life. That's why we have to practice them in real situations (shops, means of transport, etc.), not just in a school environment. Here, people learn to react to other people and situations, express their needs and wishes, perceive the reactions of their surroundings to their actions, learn to overcome uncertainty and fears. If people with disabilities do not have the opportunity to get to know the environment in which they live independently, then insecurities and fears may appear unnecessarily, people feel overwhelmed even with the smallest tasks, cannot solve even simple tasks and feel helpless. This form of helplessness is referred to as "learned helplessness". It is related to dependence on other people (Theunissen, G. 2003).
Time continuity and regularity In the process of education, we usually aim to achieve medium and long-term goals. Therefore, the content of education must be elaborated and have a certain continuity. A certain regularity and time continuity help in orientation and facilitate the learning process, people remain active, constant repetition of already acquired skills is very important. Time plays an important role. Adults need enough time, they need to have space to try things, to experiment, to look for their own solutions, nothing can be rushed. The process of educating adults (with disabilities) requires flexibility, willingness to communicate and adapt learning processes in relation to current situations.
Principle of development Learning must correspond to certain laws of human development. In adult education, compliance with this principle is all the more important. People with mental or combined disabilities are at a lower level in some areas of their development. "However, it is inadmissible to assume an analogous development between an unaffected young child and an adult with a so-called severe mental disability" (Theunissen, G. 2003, p. 73). The learning process, materials and didactic approaches must be adapted to each individual, corresponding to his possibilities, abilities, but also to his age and previous experience. For people who grew up in a family environment, we build on different experiences than for people who lived or live mainly in an institutional environment. On the one hand, M. Pörtner (2009) recognizes the importance of pedagogical knowledge, which provides a set of tools to support people's development. On the other hand, however, they can "seduce us to want to educate the people around us". For adults, this is completely disproportionate, it is a tendency against which most - and rightly - they definitely oppose." (Pörtner, M. 2009, p. 13)
Neuropsychological principle of learning The neuropsychological principle of learning is based on the knowledge that regardless of the type and severity of disability, every person is capable of learning and development even in adulthood. According to scientific research, aging does not automatically lead to a limitation of development and the ability to learn (Theunissen, G. 2003). There may be a slowdown in receiving and retaining new information or recalling old ones, there may be a slowdown in reactivity, but the environment in which a person is located plays a significant role, whether it is stimulating, whether there are social contacts, opportunities to communicate, etc.
Text: PhDr. Lucie Procházková, Ph.D. technical assistant, Masaryk University Faculty of Education, Inclusive Education Research Institute Literature PÖRTNER, M. A person-centered approach in working with people with mental disabilities and with clients requiring permanent care. Prague: Portal, 2009. ISBN 978-80-7367-582-0. PÖRTNER, M. Ernstnehmen, Zutrauen, Verstehen. Personenzentrierte Haltung im Umgang mit geistig hindererten und pflegedürftigen Menschen. 7. Edition. Stuttgart: Klett-Cotta, 2010. ISBN 978-3-608-94530-0. SPECK, O. Notwendigkeit und Bedutung der Erwachsenenbildung, In HÖSS, H., GOLL, H. (Eds.) Heidelberger Kolloquium: Erwachsenenbildung für Menschen mit geistiger Behinderung. Heidelberg: Selbstverlag, 1987. ISBN not given STÖRMER, N. Autonom leben im Erwachsenenalter. In HAJKOVA, V., STÖRMER, N. Lebensbegleitung und Förderung. Life Accompaniment and Support. Berlin: Frank & Timme, 2006. p. 76-81. ISBN 978-3-86596-037-5. ŠVARCOVÁ, I. Mental retardation: education, upbringing, social care. 4. reworking issue. Prague: Portal, 2011. ISBN 978-80-7367-889-0. THEUNISSEN, G. Erwachsenenbildung und Behinderung. Bad Heilbrunn: Verlag Julius Klinkhardt, 2003. ISBN 3-7815-1259-2.
(The article was published in the magazine Sociální služby, issue 1/2013)
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