Persons living with intellectual disability need same and equal basic services that every individual need for normal and healthy development. They develop in the same way to others but at a slower rate. They may take longer time to learn language, learn to be self-reliant in activities of daily living, develop communication skills for expression, develop adaptive behaviour skills and social skills, etc. than the persons living without intellectual disability. They learn and develop more slowly and with more difficulty than the ones living without disability.
They can still achieve significant progress, although the speed and extent of their development vary based on factors like their intelligence level, the presence of additional impairments, their field of interest, the way they are trained, resources and materials used to teach/train them, environment they live in, love and support, etc.
While people with intellectual disabilities may face learning challenges, they are capable of learning becoming self-reliant to some extent and live an independent life as a member of the society. The extent of their achievements also depends on various factors, such as their level of intelligence and the nature of any additional disorders and impairments they are suffering from.
Intellectual disability has caused universal anxiety and concern. Parents of such children feel burdened into anxious situation thinking their children’s uncertain future. Despite the prevalence of this issue across all segments of society, social consciousness and understanding of individuals living with intellectual disability still remains negligible.
The solution lies in accepting the condition and providing the best possible training and support to improve their quality of life. Whether a person is born with an intellectual disability or develops one before the age of 18, the acceptance of the child gets indifferent at their home itself. Parents must acknowledge their child’s condition having intellectual challenges and support their growth to reach full potential that s/he is capable of. Without this acceptance of the fact at home first, children living with intellectual disabilities will continue to face stigma, discrimination and exclusion in society.
At LDC, children and adults compulsorily return home monthly, on the last Friday of every Nepali month, and are back to the centre on Monday mornings (three days in total). Additionally, they spend time with their families during major Nepali festivals such as Dashain and Tihar, as well as during summer and winter vacations or when unwell. This rule of schedule is designed to foster and ensure the bond between children and their families remains connected and strong, while also allowing the centre’s 24/7 dedicated team family members, who provide round-the-clock care — have time for themselves.
