Community Literacy and Friendship Model for People With Intellectual Disabilities

Abstract

Community living for adults with intellectual disabilities rarely translates to full community participation; and reports of loneliness, isolation, and lack of friendships are a recurring theme among individuals and in the literature (Bramston, Bruggerman, & Pretty, 2002; Chadsey & Beyer, 2001; Lunsky & Neely, 2002; Pottie & Sumarah, 2004). Likewise, meaningful and realistic opportunities for literacy and ongoing learning are virtually nonexistent for many people with intellectual disabilities. There is limited theoretical and practical knowledge of how adults with intellectual disabilities might maintain and/or develop literacy skills beyond school. Although we continue to refine our operational definitions of literacy (functional literacy, cultural literacy, computer literacy) and predict which skills may be necessary for success towards one’s life goals, most researchers agree on at least this one point: diminished literacy skills consistently result in a lower quality of life with fewer employment and leisure opportunities for this population (National Adult Literacy Survey, 2002). Though in some cases employers appear to be willing to hire persons with disabilities, employees need to demonstrate essential reading and interpersonal skills. Beyond the employment realm, access to literacy offers adults with intellectual disabilities increased opportunities for inclusion into local community life and culture and is a potentially life-empowering event. Experts now know that literacy is not a developmental end product but that oral language and written language are interrelated, reciprocal, and potentially lifelong learning endeavors (Teale & Sulzby, 1986). Research results suggest that for children, literacy ‘‘emerges’’ from a range of social and cultural experiences with other people and written language, including story books; magazines; handwritten lists, notes, and signs; and words on television, computer screens, and in movies. This emergent literacy (socially supported literacy interactions) facilitates both oral language and conventional literacy learning (Koppenhaver, Coleman, Kalman, & Yoder, 1991). Such literacy interactions are often highly motivating and effective contexts for social interaction, communication, and learning (Kirchner, 1991; Koppenhaver et al., 1991; Ratner, Parker, & Gardner, 1993; Watson, Layton, Pierce, & Abraham, 1994). Field reports from adult education programs consistently indicate difficulties meeting the specific needs of adults with intellectual disabilities due to a lack of community technical assistance (National Institute for Literacy, 1997). In a 1995 monograph by researchers from The Roeher Institute, the focus was on people with intellectual disabilities who sought literacy instruction. The common experiences expressed by participants interviewed included exclusion and segregation from the mainstream; the presumption of illness, discrimination, poverty, and loneliness; vulnerability to abuse; and violence. Similar to literacy, social connectedness (i.e., the extent to which individuals have friendships, engage in social activity, and feel a sense of belonging) positively correlates with a sense of empowerment and with overall quality of life (Lunsky & Neely, 2002). However, adults with intellectual disabilities often lack the opportunities and/or social skills necessary to participate in social events without adequate supports. Since the mid-1990s, individuals with intellectual disabilities have been living and working independently in their communities in unprecedented numbers (Nisbet & Hagner, 2000). Despite this increase, adults with intellectual disabilities rarely participate in local social activities (National Institute for Literacy, 1997). Many fundamental needs of people in this population are neither identified nor supported, and they continue to experience disproportionate segregation, isolation, and loneliness within their homes and communities (Bramston et al., 2002; Chadsey & Beyer, 2001; Minnes, Buell, Feldman, McColl, & McCreary, 2002; Nisbet & Hagner, 2000).