Because many people with severe learning disabilities find communication with others virtually impossible, it would be all too easy to dismiss them as social outcasts, and indeed until relatively recently this has tended to be the case.

But fortunately in our more caring and tolerant world of the 21st century, we have a greater level of understanding of disability.

Consequently, we now appreciate that those least able to take part in mainstream society can also enjoy a quality of life that enhances their day to day existence, not least via interaction with others.

But for them to achieve this, it requires dedication, under-standing and considerable input from the people around them, including specially trained staff.

Adults with learning disabilities living in Surrey, Hamp-shire and Berkshire are particularly fortunate to have a valuable resource at their disposal — a charity called Parity for Disability.

This charity, which celebrated its tenth birthday on Friday, has at the centre of its ethos the belief that everyone, no matter how severe their disability, should have the opportunity to develop to their full potential, regardless of the various physical constraints that may be placed on this.

At its two day centres in Farnborough and Camberley, Parity for Disability offers its service users — or students as they are known — the opportunity to develop not only physically through physiotherapy and movement, but also to develop mentally.

It achieves this via activities such as music therapy and speech therapy, both of which increase a student’s awareness of their place in the context of their surroundings and encourage social interaction with others.

The students themselves have a wide variety of disabilities, some of which are a result of genetic fault or birth trauma, while some students will have become severely disabled through an accident of some kind.

However, what links them all is that they have complex and multiple needs and it is these that the charity seeks to address.

Anna Kendall is the communication therapist for Parity for Disability and she explained that the therapy method favoured for accessing and improving early communication skills for students with severe and complex needs is known as Intensive Interaction.

This approach is an interactive fun process during which the student learns the rules and routines of being a communicator — the skills and ideas that come before, and lead to, language.

The central principle of doing Intensive Interaction is that you allow the person who is learning to lead the activity, and Anna merely develops the content and flow of the activity, so it is fun and stress-free for the student.

Many students have very complex disabilities and this can lead to them becoming socially isolated. They might become absorbed in self-occupying behaviour such as rocking back and forth and they might not be comfortable sharing personal space and use touch for communication.

Anna explained that with some students it was necessary to go right back to basics and develop the earliest skills.

Intensive Interaction uses similar methods to those occurring naturally between mothers and babies in that it takes place face to face, with each participant picking up on communication clues, and involves eye contact and vocalisation.

But this knowledge is applied in a way that is sensitive and respectful to the person with a learning disability, whatever their age.

Anna said: “It is exciting to feel that, despite the fact that students come to us post-18, we have something to offer that may get a social relationship and communication started, that even at this late stage we can help and make a difference to the quality of their lives.

“We have one young woman here who wouldn’t interact at all when she first came to us. She didn’t like anyone to touch her and she would walk away if people spoke to her.

“But now she will work with me for half an hour and she will engage with the other students to the point that they will often seek out her company.”

And these successes are not confined within the walls of the centre.

Anna explained that having an offspring who learns to communicate, even to some degree, is very gratifying for the families. It may be just a smile or eye contact or playing simple games, but whatever it is, if it has never happened before it is a wonderful feeling for everyone.

The type of work carried out with each student is tailored to meet their individual needs and abilities, yet Anna is always mindful of their limitations and never pushes too hard.

Indeed, some students may never achieve meaningful speech, but the sheer enjoyment of being able to communicate with another human being can often be a major achievement in itself.

For example, at one end of the spectrum are students such as Tina.

She has a profound learning disability and no speech. She communicates by using noises, gestures and movement to express herself and react to what she is experiencing.

Connecting with and maintaining the attention of a student like Tina can be difficult and challenging.

But Anna explained that even with these more demanding students, it is still possible to allow them to take the lead.

“You can’t be self-conscious in my job,” she said.

“For example, I will mirror some of her movements and sounds and I will use a lot of intonation in my voice.

“My conversations also probably sound a bit silly to anyone else listening, but Tina enjoys them, even anticipating what I might say or do next. It is important to pick up on the clues so that you can keep the length and content of the session within parameters the student is happy with.

“Fortunately, the staff here are very motivated and committed and they will often continue my work in small sessions throughout the day, which can be more beneficial and productive than just having a single longer session.”

Anna also uses a number of tools to encourage interaction, such as Talking Mats for the more able students, which uses pictures on cards to allow students to express their thoughts and opinions.
Anna went on: “You could use these cards to find out what a person likes to eat or what they like to do, for example.

“They don’t need to be able to speak to tell you. They can point or use eye movement and facial expression to convey their thoughts.

“These are simple but powerful tools because up until now many of our students have not been able to give their opinions. And they think that they always have to please others and have not been able to express their own individuality. These mats show them that they can have views and preferences of their own, and so they feel empowered.”

For students with greater powers of speech, materials can be used to encourage two-way question and answer games, which can be good fun for more able students, such as Mary.

Mary has good speech, so in her case it is aimed at improving her understanding and communication skills as well as getting her to think for herself.

For example, by playing a game designed for young children which matches food pictures to identical ones on a board, Mary is able to consider the task in front of her while improving her hand-eye co-ordination and her visuo-spatial skills.

In addition, in responding to requests to find certain pictures, she can discuss the merits or otherwise of the various foods in question, again giving her the opportunity to think about the subject in the context of a two-way conversation and then express an opinion.

So one simple activity can offer many benefits, as well as being enjoyable.

“Students are different in their likes and dislikes,” said Anna.

“Tina, for example, hates certain items, such as silver foil. She doesn’t like the feel of it or the sound it makes.

“However, one of our other students thinks playing with foil is wonderful.

“So we always tailor each session to the individual student and if they don’t like something we move on to something else. It’s hard work, but it’s very rewarding.”

Parity for Disability is working to raise £2.5million to pay for a purpose-built centre in Farnborough.

At present the charity has bases in Farnborough and Camberley, but both are leased.
The new centre will provide security of tenure.

It will include a hydrotherapy pool which will be beneficial for many of the students.

Communication therapist Anna Kendall said: “Parity for Disability really is a unique facility for disabled people in the area and some students come to us from as far away as Ascot, Reading and Twickenham.

“The staff are marvellous. The ratio of staff to students is one to one, morale among them is high and they are well motivated to keep students constructively occupied throughout the day.

“This is something that is quite unusual to find, and because of it I think a new centre will really make an enormous difference to everyone.

“We have the land and the planning permission. All we need now is the money to start building.”

To support Parity for Disability in any way call 01252 375581 or email info@parity.org.uk.

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