|
||||||||
|
|
INFORMATION Note: Use the back button on your browser to return to Activity 3. Starting to share the loss Historically it was believed that people with learning disabilities were not capable of understanding or experiencing grief. Whether through ignorance or a misguided attempt to protect the person, the death of a relative or friend was often glossed over. Anecdotal evidence indicates that individuals were prevented from attending the chapel of rest or funeral following the loss of a loved one. Sometimes relatives and carers made a conscious effort to hide their true emotions from the person with learning disability. Carers can test a person's understanding of the concept of death and what it means to that person by using issues raised on television as a starting point. There is evidence to suggest that although a person with learning disabilities uses the words "death" or "dead", this does not imply that they understand it as a concept. Keep ideas simple and concrete. People with learning disability may not suffer all of the recognisable reactions to bereavement. However, they may have additional special difficulties due to poor intellect and complex needs, which deny them many of the social, verbal, auditory and visual opportunities of realising the death has occurred. It is important to remember that people with learning disabilities have the same right to take part in family rituals as anyone else, this should include receiving/ sending cards, sending flowers and helping to choose hymns or poems. So, how should we treat people with learning disabilities following bereavement? The simple answer is easy - like any other person! |
|||||||
|
|
||||||||
