Executive Summary
Public health programs are essential since they present new opportunities to individuals in need of specified services. In the United States, persons with learning, developmental, and intellectual disabilities have continued to encounter diverse challenges in their daily lives. The existing program is designed in such a way that it focuses on the experiences of all people living in different communities. The U.S. has implemented a generalized approach to the issues many people with learning disabilities face.
The government has been keen to present specific resources and support systems that can support the educational and career goals of these individuals. However, there are specific gaps that make it impossible for these citizens to lead high-quality lives. This proposal presents specific guidelines, procedures, and technologies that can transform the current program and ensure that more Americans with learning and developmental disabilities overcome their challenges and become more empowered.
Introduction
The American Constitution supports a scenario whereby the government promotes the welfare, outcomes, and rights of all citizens without prejudice or discrimination. People with various learning difficulties require timely support and services if they are to realize their potential. Unfortunately, most of the existing systems and programs aimed at meeting the demands of these people are inadequate. This proposal presents a new idea that can address the gaps in the current program to ensure that more beneficiaries realize their aims.
Background Information
Community members expect the government to provide high-quality services and support systems that can meet their demands. In 2016, the United States had around 6.2 million citizens with various learning or developmental disabilities (American Association on Intellectual and Developmental Disabilities, 2016).
The majority of them were living in their respective care centers and homes. Others were indifferent apartments. While some have access to helpers, support systems, and resources, a large proportion lives in segregated regions without adequate opportunities. Heller (2019) indicates that modern technologies and models can empower more people with these disabilities to lead high-quality lives and achieve their potential. This aim is attainable if they receive timely support, education, and career opportunities. Without these programs and resources in place, more people will encounter diverse challenges and increase the level of dependency.
Failures and Successes
The current policy implemented in the U.S. to meet the demands of persons with intellectual and developmental disabilities revolves around the concept of community living. This framework is founded on the dictates of the Americans with Disabilities Act of 1990 (American Association on Intellectual and Developmental Disabilities, 2016).
This idea has been pursued in such a way that individuals can live wherever they want and be involved in a wide range of community events, personal interests, and relationships despite the nature of their difficulties. However, the implementation of this model has failed to meet the needs of the majority of these individuals. For example, many people who have various learning difficulties find it hard to access the available community resources and services.
They are also unable to develop adequate resources and eventually find new job opportunities (Heller, 2019). They are also unable to get high-quality and desirable technologies that can make it easier for them to thrive in their respective communities, such as mobility devices, smartphones, and digital information systems that can improve their experiences.
In this country, funding remains a major barrier to the successful empowerment of these citizens. The existing Medicaid program is ineffective since it does not promote flexibility. The result is that the changing demands and challenges of different individuals are ignored (Heller, Scott, & Janicki, 2018).
The United States lacks an effective model for providing personalized or individualized services to these individuals. Those in the workplace lack adequate support, compensation, and tools that can make it easier for them to achieve their potential (Kishore, Udipi, & Seshadri, 2019). The greatest majority have not been equipped with the right devices and technologies that can make it possible for them to achieve their goals.
Despite these challenges, some successes have been recorded in this area and are presently empowering more persons with developmental disabilities. Following the idea of community living, different schools continue to get assistive technologies and devices to improve the learning processes of the affected individuals.
Many healthcare centers and institutions have implemented powerful systems and procedures to improve the medical outcomes and experiences of most of these individuals. State governments have also been providing financial support to such organizations (Patel, Apple, Kanungo, & Akkal, 2018). However, a coordinated approach is needed that brings together different stakeholders to improve the situation and make it easier for more people to lead high-quality lives.
Proposed Program
The current achievements and gaps in this area explain why a superior program is needed. The idea revolves around expanding the current community living model in such a way that more people with learning disabilities are empowered to pursue their goals in life diligently. The government will have to support the establishment of the right infrastructure and systems that will encourage the current stakeholders to be involved to empower this at-risk population.
It will go further to have a competent and skilled workforce that is capable of providing the necessary social and economic support to these beneficiaries (Cook, Hayden, Wilczenski, & Poynton, 2015). Existing technologies should be presented to these beneficiaries and social workers.
This proposed program is sustainable and feasible since the federal government will only have to incur minimum expenses. This is possible since the current community living model considers most of the issues and challenges many people with learning and developmental disabilities experience in this country.
What is needed is to guide and empower leaders in different facilities, learning institutions, and workplaces to consider the importance of personalized support (DeCarlo, Bogenschutz, Hall-Lande, & Hewitt, 2019). This strategy will create a scenario whereby every individual receives adequate resources, devices, and tools that can promote personal development.
The program can be expanded to consider the needs of companies, families, and homes. This approach will make it possible for more stakeholders in these areas to remain supportive and offer the required assistance. The federal government can introduce powerful guidelines to ensure that local agencies and organizations implement the best infrastructure to empower persons with developmental disabilities to function effectively (Grossman & Magaña, 2016). Community members will be involved to remain supportive and offer suggestions for transforming the expectations of the targeted citizens.
Conclusion
The current policies and programs have delivered significant results in the area of developmental and intellectual disability. Many people have been supported and empowered by the current community living model established in the United States. However, a program change will improve the quality and nature of technologies and systems available to these people. This proposal is implementable since it is less costly, feasible, and capable of transforming the experiences of more citizens with developmental and intellectual disabilities.
References
American Association on Intellectual and Developmental Disabilities. (2016). Community living and participation for people with intellectual and developmental disabilities. Web.
Cook, A. L., Hayden, L. A., Wilczenski, F., & Poynton, T. A. (2015). Increasing access to postsecondary education for students with intellectual disabilities. Journal of College Access, 1(1), 42-55.
DeCarlo, M. P., Bogenschutz, M. D., Hall-Lande, J. A., & Hewitt, A. S. (2019). Implementation of self-directed supports for people with intellectual and developmental disabilities in the United States. Journal of Disability Policy Studies, 30(1), 11-21. Web.
Grossman, B. R., & Magaña, S. (2016). Introduction to the special issue: Family support of persons with disabilities across the life course. Journal of Family Social Work, 19(4), 237-251. Web.
Heller, T. (2019). Bridging aging and intellectual/developmental disabilities in research, policy, and practice. Journal of Policy and Practice in Intellectual Disabilities, 16(1), 53-57. Web.
Heller, T., Scott, H. M., & Janicki, M. P. (2018). Caregiving, intellectual disability, and dementia: Report of the Summit Workgroup on Caregiving and Intellectual and Developmental Disabilities. Alzheimer’s & Dementia: Translational Research & Clinical Interventions, 4, 272-282. Web.
Kishore, M. T., Udipi, G. A., & Seshadri, S. P. (2019). Clinical practice guidelines for assessment and management of intellectual disability. Indian Journal of Psychiatry, 61(2), 194-210. Web.
Patel, D. R., Apple, R., Kanungo, S., & Akkal, A. (2018). Intellectual disability: definitions, evaluation and principles of treatment. Pediatric Medicine, 1(1), 11-20. Web.