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In 1846 Howe convinced the Massachusetts legislature to allocate $2500/year for the teaching and training of ten retarded children.
After a successful experimental period, and institution was incorporated in 1848 under the name “Massachusetts School for Idiotic and Feeble-Minded Youth”. It is now known as the Walter E. Fernald State School.
Howe’s efforts were followed by the establishment of additional training schools throughout the US through the 1870s
Realistic Optimism of Dr. Samuel Howe(1850-1870)
Difficulties in Coping with Urban Life and the Shift to Custodial Care
(1870-1890)
Quotes from documents Cited by Wolfensberger, W. (1969). The origin and nature of our institutional models. In Robert Kugel & Wolf Wolfensberer (Eds.) Changing patterns in residential services for the mentally retarded. Washington, D.C.: President’s Committee on Mental Retardation.
“Give them an asylum with good and kind treatment; but not a school.”
“A well-fed, well-cared-for idiot, is a happy creature. An idiot awakened to his condition is a miserab le one.”
“They must be kept quietly, safely, away from the world; living like the angels in heaven, neither marrying nor given in marriage.”
Difficulties in Coping with Urban Life and the Shift to Custodial Care
(1870-1890)
Isolation: Protection of the deviant from the non-deviantInstitutions were removed from population centers to pastoral surroundings described in idyllic terms, eg. “Garden of Eden”, “happy farm”
Enlargement: Benefits the retardates by congregating large numbers so that the could “be among their own type.”
Economization: Began with noble sentiment about the virtue of work for the retarded, but gave way to the view that they should be working to diminish the economic burden on the public.
H. H. Goddard's 1912 report of the Kallikak family
Martin Kallikak, a soldier of the Revolution, produced an illegitimate son with a retarded tavern girl. This son turned out to be retarded, too, and went on to produce a line of
prostitutes, alcoholics, epileptics,criminals, pimps, retardates, and infant casualties.
Social Darwinism and the eugenic alarm(1890-1914)
Three main alternatives for “purging from the blood of the race innately defective strains:
Marriage laws Sterilization Segregation
Social Darwinism and the eugenic alarm(1840-1914)
Specialized training through public schools
Heavy emphasis on community integration and supervision
Colony plan –prototypes of half-way houses and sheltered workshops
Beginnings of government support for families
Parole plan: retarded people were permitted to live in the community under the supervision of a social worker who took a personal interest in integrating them into the community
Slow development of community alternatives: Post-World-War I to 1950
National Association for Retarded Children: Advocacy group wielded great influence at local and national levels
Medical advances aiding survival of babies with biological defects
Local groups of parents developed community-based alternative services
1961: President Kennedy appointed panel to review conditions for retarded and presented: “A Proposed Program for National Action to Combat Mental Retardation
Landmark legislation: Maternal and Child Health and Mental Retardation Planning Ammendments Act (1963)
Application of behavior analysis to overcome learning and behavior problems experienced by people with developmental disabilities
Renewed Enthusiasm:1950 – Present
A Developmental Disability is a severe, chronic disability that: is attributable to a mental or physical impairment or combination of mental
and physical impairments;
is manifested before the person attains age 22;
is likely to continue indefinitely;
results in the substantial functional limitations in 3 or more of the following areas of major life activity:
self-carereceptive and expressive languagelearningmobilityself-directioncapacity for independent livingeconomic self-sufficiency
reflects the individual’s need for a combination and sequence of special interdisciplinary or generic services, individualized support, and other forms of assistance that are lifelong or of extended duration and are individually planned and coordinated.
Definition of Developmental DisabilitiesDefinition of Developmental Disabilitiesbyby
The Federal Developmental Disabilities Assistance and Bill or Rights ActThe Federal Developmental Disabilities Assistance and Bill or Rights Actof 2000 (Public Law 106-402)of 2000 (Public Law 106-402)
Developmental disabilities are a variety of conditions that become apparent during childhood and cause mental or physical limitation.
These conditions include pervasive developmental disorders such as autism, cerebral palsy, epilepsy, mental retardation,
and other neurological impairments”
There are many causes of developmental disabilities that can occur before, during or after birth. Those occurring before birth include genetic problems, poor prenatal care, or exposure of the fetus to toxins including drugs and alcohol. Difficulties during birth, such as restricted oxygen supply to the infant, or accidents after birth can also cause traumatic brain injury resulting in developmental disabilities. Longer-term postnatal causes include malnutrition and social deprivation.
Definition of Developmental DisabilitiesDefinition of Developmental Disabilitiesbyby
New York State Office of Mental Retardation and Developmental Disabilities New York State Office of Mental Retardation and Developmental Disabilities (1999)(1999)
Americans with Disabilities Act1990 (Public Law 101-336)
Purposes:
I. to provide a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities;
II to provide clear, strong, consistent enforceable standards addressing discrimination against individuals with disabilities;
III. to ensure that the Federal Government plays a central role in enforcing the standards established in this Act on behalf of individuals with disabilities;
IV. to invoke the sweep of congressional authority, including the power to enforce the Fourteenth Amendment and to regulate commerce, in order to address the major areas of discrimination faced day to day by people with disabilities
DSM IV: Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence
Mental Retardation (Coded on Axis II)
Learning Disorders
Motor Skills Disorder
Communication Disorders
Pervasive Developmental Disorders
Attention-Deficit and Disruptive Behavior Disorders
Feeding and Eating Disorders of Infancy or Early Childhood
Tic Disorders
Elimination Disorders
Other Developmental Disorders
Severe impairment pervades broad areas of social and psychological development
These include the following specific disorders:
Autistic Disorder
Asperger’s Disorder
Childhood Disintegrative Disorder
Rett’s Disorder
Pica
Rumination Disorder
Feeding Disorder of Infancy or Early childhoodTourette’s Disorder
Chronic Motor or Vocal Tic Disorder
Transient Tic Disorder
Tic Disorder NOS
Communication, Coordination and Learning Affect listening, language and speech.
Expressive Language Disorder
Mixed Receptive-Expressive Language Disorder (eye contact, repeating)
Stuttering
Vocalizations
Coordination
Walking
Arms
Head
Rocking
Hyperactivity – running away, climbing
Learning
Comprehension
Processing
Routine movements; change difficult
Focus on specific objects – situations
Fear of touch or need for constant contact
Poor impluse control
Hypersensitivity
Inappropriate social interaction
What we do know• There is data on the efficient and safe evacuation of disabled people during
emergencies White et al. 2004) and crises (see Kailes 2002).
• In many places there is a lack of integration and co-operation between the various organisations that work with the disabled and the civil protection community which must plan for and manage emergencies.
• "Disabled people have been made more vul nerable to natural hazards through historical processes of exclusion and impoverishment.
• As a consequence, their experience of disaster may be more acute and long-standing than non-dis abled populations. These effects are accentuated in poor communities throughout the world where disabled people remain amongst the poor est of the poor.
What can you doProviding support
•The basic principles of assistance are not difficult.
•Procedures and services should be accessible in times of peace and in disaster.
•Emergency communications should be accessible, comprehensible and reliable.
•Agencies that support individuals with developmental disabilities should be involved in civil protection activities and in the emergency planning process.
•Education, education, education!
•Sensitise the mass media to their potential role as communicators of emergency information to the disabled.
•Be understanding of parents and family
When disaster strikes, disabled people encounter inequities in access
to shelter or relief and are often excluded from full participation in
response and recovery."Let us all work together to make
sure that is no longer true