Social structure plays a significant role in addressing the issue of integrating adults with learning and intellectual disabilities into society. Human beings live and are surrounded by people in the society, and the feeling of being welcomed and embraced is crucial for normal emotional functioning in life (Flynn & Lemay, 1999).
Recently, a considerable focus has emerged around the theme of special needs facilities and services in Ireland. There is an increasing concern that adults with learning and intellectual disabilities are being disadvantaged, as Bonilla-del-Río, et al., (2022) showcased the higher tendency of low economic success, social groping, and inability to compete with peers. There is an enormous amount of literature recognizing the disparity in socio-cultural activities in most societies, which has a considerable impact regarding their peers without disabilities.
However, it has been argued that oftentimes a great deal of attention in inclusion is directed solely at presence, such as in recreational events.
Adults with special disabilities often experience challenges in getting out and about socializing in social activities due to their limitations in social skills. Social integration is a holistic term that encompasses beliefs and awareness of inclusion.
The study explores and underlines the fundamental elements contributing to the social inclusion of adults with learning and intellectual disabilities. The significant contribution to their welfare and happiness. Also, the influence or consequences of societal disapproval (Scorgie & Forlin, 2019).
Social structures determining how individuals are accepted and regarded as worthy of approval are subjects of interest in this study.
Lack of social skills could be linked to recurring challenging behaviors, anxieties, and agitations.
The study seeks to undertake advancements in social skills and interventions through critiquing the literature review.
Communication skills and the promotion of emotional skills recognition, such as recognizing visual emotions, awareness of emotional development, and interpretation of self and others’ emotions, will be assessed with the aim of promoting social integration for adults with learning and intellectual disabilities (Flynn & Lemay, 1999).
Central to promoting social integration in individuals with learning and intellectual disabilities, the following concepts have been instrumental as intervention measures:
Managing and controlling emotional behavior, coping styles, and aggressive behaviors as interventions in order to reduce uneasiness, anxieties, and challenging behaviors, and increasing goal-directed positivity (Brown, 2015).
The aim of this research project is to critically explore and analyze social integration of adults with learning and intellectual disabilities, as well as focusing on concepts and interventions influencing their societal-exclusion.
The paper seeks to uncover social exclusion experienced by adults with special needs and aims to remedy these problems by analyzing the literature review of social inclusion of individuals with special needs.
Social exclusion – although there are different opinions in clarifying the term social exclusion, there appears to be some agreement that it is a concept conveying the downsides relating to some standards of socio-economic activities of certain individuals. Social exclusion generally describes the disadvantage pattern and the influence it has on individuals or communities involved, for example community participation (Rimmerman, 2013).
Social exclusion – naturally humans are quick to respond to exclusion experiences, these are usually attributed to negative emotional responses such as anger, sadness, and occasionally challenging behavior. These could be targeted at those who were involved in exclusion and could also lead to long-term emotional and personal separation from social interaction (Scorgie & Forlin, 2019).
This research is essential because there is an increasing concern that some adults with learning and intellectual challenges are being disadvantaged and also that the prevalence of their exclusion from society is growing at an alarming rate. A qualitative approach would be adopted to gain a detailed understanding of social inclusion and to determine the factors affecting it.
The central research questions are formulated as:
The base structure of the study is underlined by the following key supports: social integration, learning and intellectual disabilities, social exclusion. A considerable amount of literature has been published on social integration for adults with learning and intellectual disabilities. These studies demonstrated practicable integration and focused on factors contributing to holistic inclusion. According to Scior et al. (2020), the stereotypes and stigma associated with intellectual disabilities signal the necessity to unveil the truth by conducting international campaigns to raise awareness instead of promoting inclusion only in the local context.
Fisher et al. (2020) reported that while social integration for adults with learning and intellectual disabilities has many components, it can be seen as a whole. Dismantling barriers, fostering autonomy, challenging stigma, and building supportive networks are four aspects to be considered in order to ensure that adults with learning and intellectual disabilities have an unhindered place to participate in and flourish fully within society.
