DISCUSSION, CONCLUSION and RECOMMENDATION 131
6.4 RECOMMENDATIONS
6.4.1 THE SCHOOL
In the absence of a cure of HIV/AIDS the best prevention is education.
Education is important so that people can have knowledge of HIV/AIDS and realize their responsibility to live virtuously in order not to be infected with HIV/AIDS. The main aim in education has become to guide the child toward abstinence and toward practicing sexual relationships only within a monogamous marriage (Van Rooyen and Louw, 1994).
To this, Le Roux (1994), adds, the promotion of responsible sexual behaviour, improvement of children's socio-economic status and reduction of their vulnerability to sexual and other forms of exploitation.
The most obvious characteristic that distinguishes children who are mildly retarded from those of their non retard peers is their limited cognitive ability, a limitation that inevitably shows up in their academic work. Many mildly retarded adolescents have problems with the organisation of
information, lack good judgment, display poor impulse control, have limitations in foresight and have difficulty general ising from one situation to another (Kaplan & Sadock, 1998). Mildly retarded people have a general language deficit and specific problems using interpretive language. An additional disability often experienced by mildly mentally retarded persons is difficulties with memory, especially short-term memory. Some researchers suggest that the long term memory of retarded persons is about the same as that of their normal peers, that is, mentally retarded persons are no more likely to forget what they have learned than the non retard. However, this is only true when what is learned is consistent with their mental abilities (Schwablearning.org, 2006).
Adolescents with learning disabilities may also have difficulties with organizational skills, social perception and social interaction, but they can succeed when individualised self-management skills and strategies are developed and relevant accommodation is provided (Australian Learning Disability Association,2006). For success,persons with learning disabilities require specialized interventions in home, school, and community settings;
appropriate to their individual strengths and needs, including specific skill instruction, the development of compensatory strategies, and the development of self-advocacy skills (Mexico Childlink.org,2003).
Twenty percent of the respondents in this study reported being sexually active with two or more partners. This study has shown that adolescents with learning difficulties do experiment with sex sometimes involving multiple sexual partners and highlights the importance of effective sex education programmes at an early age.
According to Jacob et. AI. (1989),the need for sex education programmes assumes a greater importance for these adolescents, not only because of
their lack of knowledge, but also because of their limited access to accurate information.
In the HIV/AIDS/sex education programmes for adolescents with learning difficulties, the format of teaching should be revised. Teaching values and self control, promoting recreational activities and promoting healthy living will stimulate attitudinal and behavioural changes such as delaying of sexual activity until physically and emotionally mature.
6.4.1.1 Objectives of SexlHIV/AIDS Education Programmes for Adolescents with learning difficulties
A comprehensive sexlHIV/AIDS education programmes needs to be part of the whole school curriculum. The educational intervention for adolescents with learning difficulties must:
• Promote
~ changing attitudes about sex and HIV/AIDS
~ communication among learners and significant others such as parents and educators around sex and HIV/AIDS
~ networking with community resources with regard to sex/HIV/AIDS education and services
~ partnerships among family, religious, school, media, business and other community groups
~ recreational activity (Schumaker et ai, 1980, as cited by The Australian Learning Disability Association,2006)
• Teach
~ assertive behaviour:to express their needs assertively,to say "no" in risky situations,and communicate with confidence.
~ values
~ the use of self-talk to guide themselves successfully through sexually risky
situations
~ self-control
~ effective and efficient social skills (Deshler et ai, 1981)
• Enable
~ to identify relevant community resources and to access these resources as and when needed
~ to identify and change dysfunctional thoughts
~ to solve interpersonal problems through clarifying the problem, identifying risks, costs and opportunities, evaluatingaltemative strategies for fixing the situation, trying out an alternative,and analyzing success.
• Build
~ skill that foster a positive self-concept
~ skill that foster higher levels of self-efficacy.
~ skill to handle peer pressure
~ skill in initiating and maintaining relationships
~ skill to label, assess and control the intensity of their feelings in high risk situations
~ skill to identify when they are being taken advantage of
• Encourage
~ to continue abstaining from sex or to delay the onset of their sexual debut
~ communication with parents and other significant adults
• Provide
~ a forum to discuss their sexuality
~ an opportunity to be actively involved.
~ correct information about the severity of the disease and the personal susceptibility of adolescents with learning disabilities to contracting
);- role models which are exceptionally important to adolescents with learning disabilities
);- opportunity to systematically use the basic skills that are required in problem-solving situations
In sexlHIV/AIDS education programmes for adolescents with learning difficulties, the format of teaching should be revised as they are generally not able to read and/or understand HIV/AIDS/sex information, and to retain information imparted to them (Young, 1991 as cited by the Australian Learning Disability Association, 2006).