DISCUSSION, CONCLUSION and RECOMMENDATION 131
6.4 RECOMMENDATIONS
6.4.5 OTHER ROLE PLAYERS
• Families, other significant adults and friends
In planning programmes for children with leaming disabilities it is of utmost importance that parents are involved in it. Respondents named parents as an important source of information on HIV/AIDS. The majority made their
decisions about sex according to their family standards. Parent involvement in HIV/AIDS education activities needs to therefore be acted upon with urgency. In conjunction with other health service providers and the schools, parents of learners may be addressed on issues of adolescents' sexuality and HIV/AIDS. Schools must take the initiative to actively involve parents in taking responsibility for providing their adolescents with support and information on sexuality. The sustainability of HIV/AIDS education programmes is thus taken a step further from the school to the home.
Parents of adolescents with learning difficulties have generally been found to have confused and ambivalent attitudes towards the sexuality of their offspring (Nganwa et al,n.d.). Parents and members of the extended family can be an important positive force in the lives of adolescents and youth: they can serve as positive behavioural role models,provide emotional and psychological support and encouragement, become
promoters of autonomy and independence and brokers for needed services;
and transmitters of values and information.
It should be borne in mind that in many South African cultures parents have played a relatively small role in the sexual socialization and education of their children. In the Zulu culture,for example,in the case of a female it was the responsibility of a senior female relative such as an aunt or older sister.
This is illustrated by the results of a study conducted among urban black mothers: communication with their children about sexuality was poor, and none had spoken to their children about HIV/AIDS. Parents do want their children to know about sexuality, but they often do not want to be the ones providing the information. Their own background may not have given them the language and skills to talk openly and confidently about such matters with young people (Ssempa, 2003, as cited by The Population Council, 2004).
• Community-based organisations
Community-based organisations include, amongst others, welfare organisations, religious groups, youth groups, social groups, and sport groups. Involvement in community-based organizations is often primarily motivated by a desire to participate in sport, recreation or community service. However, such involvement can have other benefits and/or functions.
Many community-based organisations provide information and guidance about topics such as drugs.These organisations need to look into extending themselves further by providing our adolescents with meaningful,structured programmes in HIV/AIDS/sex education. Adolescents with learning disabilities need to be especially catered for and motivated to participate in programmes being offered. The organizations need to provide adolescents with learning difficulties with social support, skills training, constructive alternatives to risk behaviour.a sense of belonging, responsibility to others, and increased self esteem through achievement and the consequent personal satisfaction and public recognition.
Community based organisations such as non-governmental organisations, cultural societies, religious groups, sport groups, medical workers can also provide support, information and practical assistance to schools on HIV/AIDS/sex education programmes.
- Religious and Cultural Organisations
In this study religion and religious leaders too, played a very important in influencing the knowledge, and the sexual attitudes and behaviour of adolescents with learning difficulties. The respondents accepted what they had been taught by these people, and considered them as important
development of a safe and supportive environment for all children. They need to create more open channels of communication and to playa more central role in sexuality education for adolescents with learning difficulties.
- Sport
In this study sport groups play an insignificant role in impacting the adolescent with learning difficulties. Sport groups are in an advantageous position in terms of impacting the adolescents. Membership to sport groups is voluntary and very attractive to the young person who enjoys the physical action. Sport groups can use this to impact the adolescent in respect of HIV/AIDS/sex education.
- Mass Media
In this study 55% of the respondents named the television as a source of their knowledge of HIV/AIDS. The mass media plays a key role particularly in creating and maintaining general awareness of the epidemic. Correct information needs to be disseminated at all times as it becomes a greater task to undo the damage done by incorrect teaching than having to teach those who do not have any information about any issue at hand.The media needs to provide ongoing programmes in respect of HIV/AIDS especially targeted at adolescents with learning disabilities.
Most importantly all institutions, organisations, and groups serving adolescents with learning disabilities need to speak with one voice which can be heard and remembered by our adolescents with learning difficulties:
a voice which promotes quality life for all.
As discussed, programmes must be designed with socio-cultural sensitivity and keeping these gatekeepers in mind: a mass promotion of condoms
does nothing for the values of families or to effect behavioural change.
Sexuality education must be specifically addressed in the context of the cultural and traditional norms and values of the communities in which the schools are situated. It is therefore imperative that all stakeholders be involved in HIV/AIDS/sex education. Collaborative efforts by the educators, school management teams, school governing bodies (SGB) and community organisations should give impetus to the programmes in schools. An interactive model, structured by educators, parents, religious and community groups and adolescents with learning disabilities to meet the special needs of adolescents with learning difficulties, is strongly recommended. This is in keeping with The National Policy on HIV/AIDS Education (1999), which states in Section 2.11 , that an HIV/AIDS implementation plan should reflect the needs, ethos and values of a specific school or institution and its community. The choice and content of HIV/AIDS programmes rests with the school management, members of the school board and parents.
To maximize impact, programmes should collaborate with related efforts (horizontal networking). Vertical networking between policy makers, service providers and learners with learning difficulties is needed to create a supportive environment and create awareness. The well-being of adolescents with learning difficulties affects all equally.It is important that all stakeholders plan for adolescents with learning difficulties constructively:
programmes that would promote sustainability and that would have real and lasting improvement in the well-being of adolescents with learning difficulties.