Abstract This paper describes a research project which attempted to determine techniques and modalities that have been shown to be effective in the treatment of developmentaldisabilities in general. A specific emphasis was placed on how these issues affect this population in Albuquerque, New Mexico. A review of the peer-reviewed and relevant literature is followed by an assessment of the significance of the research and its implications for policymakers and practitioners. A summary of the research is provided at the conclusion.
Outline:
Abstract
Disabled in Albuquerque
Introduction
Statement of the Problem
Importance of the Study
Review and Discussion
DevelopmentallyDisabled in Albuquerque Today
Creating a Collaborative Environment among Service Providers
Significance of Analysis
Implications for Policymakers
Implications for Healthcare Practitioners
Summary and Conclusion
From the Paper "Because resources are by definition scarce, it is important to identify the most effective treatment modality available for helping people who are developmentally disabled. While most healthcare practitioners today may debate the fine points, a virtual consensus has emerged in recent years that suggests a collaborative and interdisciplinary environment is the most effective clinical intervention available because it makes the most of the resources that are available. By treating children and adults with developmental disabilities in an interdisciplinary setting characterized by culturally sensitive practitioners, the knowledge and expertise of a wide range of practitioners can be brought to bear on these challenging problems."
Abstract This paper considers the many challenges and obstacles encountered by individuals with developmentaldisabilities and the caretakers of those individuals. The paper discusses the stress of caring for someone with a developmentaldisability, the harmful effects caused by negative stereotyping of the developmentallydisabled and functional difficulties that the developmentallydisabled experience in society.
Outline
Societal View
Stereotypes
Challenges for Families
Functioning in Society
Assisting Transitions
From the Paper "The societal view of people with developmental disabilities such as autism, down's syndrome, and mental retardation is complicated. On the one hand, there is a tradition in Western healthcare of institutionalizing these clients and keeping them separate from society. On the other hand, there is a growing movement for the integration of these individuals into productive roles into society through assisted living, independent living, and other alternatives stressing independence and empowerment of the disabled individual. This is sometimes known as the respective eras of institutionalization and deinstitutionalization in respect to individuals with developmental disabilities and how society views them. Seltzer et. al (2001) remark that "Many agencies that provide services to individuals with mental retardation were created in the era of deinstitutionalization (sic) and many still serve individuals who previously lived in state institutions whose families may not be highly involved."
Abstract This paper discusses how the challenges experienced by individuals who have developmentaldisabilities necessitate accessibility to transition practices and services. It looks at how these services aid individuals through the fostering of skills and provision of support, which may improve the likelihood that developmentaldisabilities will not hold individuals back from living up to potential and achieving goals. It contends that providing the skills, resources and support to ensure successful transition to adult life for students with developmentaldisabilities should be a priority for educators, clinicians and parents. The process should be approached from a longitudinal perspective, beginning in elementary school and extending through high school, into working life, and should continually be monitored and attended to throughout adult life.
From the Paper "It is important to evaluate what types of educational and transitional experiences are most conducive to optimal functioning by individuals with developmental disabilities in integrated, post-school settings (Neubert, Moon, Grigal, 2002). Key features of successful transition practices have been identified, such as age-appropriate social interactions with same-age peers, attending classes and social functions on college campuses, working in the community, as well as participation in community-based instruction during the last few years of school (Neubert et al., 2002). Research has indicated a specific need for specialized transition services for individuals with developmental disorders who are between the ages of 18 and 21, which must include choices in regards to education, career, and support services (Neubert et al., 2002). "
Abstract This paper researches the developmentaldisabilities sector of human services and identifies the main components of its "continuum of care". It looks at the major educational requirements for work in that field; major funding sources; major professional organizations and/or licensing requirements. It also examines major issues and concerns within the developmentaldisabilities; and likely future directions.
Objective of Research
Introduction
Organizations and/or Licensing Requirements
Performance Issues of the State ADD Programs
Summary and Conclusion
From the Paper "The future outlook in the area of developmental disabilities initiatives appear to be focused toward enabling and empowering the individual as well as their family to lead as normal a life possible in spite of the developmental problems that disable the individual. Integration of the developmentally disabled into all aspects of society is one of the goals of the agencies that fund and provide services and resources for those who are developmentally disabled. There are agencies involved both at the state and federal levels with governing policies and procedures in place to keep a check on the quality of the services provided. Focus is also toward the improvement of health of the developmentally disabled through the provision of information and resources to that end and as well improvement of all aspects of the quality of living in the lives of the developmentally disabled in terms of education, transportation, civil rights and all the other aspects mentioned within this work to make the years to come for the developmentally disabled less difficult and challenging in a more positive nature than has been witnessed in the past."
Abstract This paper explores the advantages and disadvantages of both home care and residential placement where the developmentallydisabled individual is concerned. The analysis is based upon the assumption that any decision as to placement must be made with reference to specific circumstances pertaining to the individual case and takes the position that residential placement is a viable option, which may sometimes be discounted due to feelings and psychological concerns of the caregiver, as opposed to an objective consideration of what is in the best interests of the client. The analysis also takes into consideration the fact that, "There is a growing recognition for the need to move beyond a system that is still organized around programs and professionally driven to one that is truly a part of the community" (Simon et. al, 2001, p. 88) within residential programs.
Outline
Residential vs. Home Care
Residential Placement Is Not "Institutionalization."
The Place of the Disabled Is within the Community
Conclusion
From the Paper "In terms of severity of disability, it is almost self-evident that the greater the severity, the greater will be the pertinence of arguments in favor of residential placement as opposed to home care, and vice versa. In many residential settings, "People with lower assessed adaptive behavior have been found to be unoccupied for the majority of the time" (Jones et. al, 2001, p. 345). This analysis will for the most part assume a moderate to severe but educable category of disability in regard to which both home and residential placement alternatives would be relevant."
Abstract This paper draws upon the social services sub sector, specifically outlining the subfield of disabilities. The paper looks at the history of nonprofit organizations serving children and adults who have developmental and physical disabilities. The paper discusses the types of services they provide, sources of funding, their missions, how they were founded and the importance of parental involvement in these organizations. The paper focuses on two specific nonprofit organizations, 'The Arc' and 'Adults and Children with Learning and DevelopmentalDisabilities' (ACLD).
Outline:
Nonprofit Organizations: Breakdown of Sub sectors
Growth of Nonprofits Serving the Disabled ACLD
The Arc
Conclusion
From the Paper "The Arc is a 501c(3) nonprofit, tax-exempt corporation and is supported from its membership, fundraising, and donations from corporations and individuals. Special projects are sometimes supported by government or foundation grants. The local chapter of The Arc is located in Essex County in Livingston New Jersey. Their budget is $17 million a year. Most of their budget comes from government grants, which provide $15 million. The rest of the money comes from private contributions, membership dues, foundations and trusts, program fees, and fundraising. According to their report for the 2001-2002 fiscal year, fundraising raised $370,000. Their major fundraiser was The Arc Annual Golf Classic, which raised $60,000 and the Candle Lighters Campaign which raised 91,000."
Abstract The paper identifies some of the potential problems a company may have in hiring developmentally challenged workers, and makes recommendations for addressing those problems. It assesses corporate obligations under government regulations. The writer concludes that there is a place for handicapped workers in the business world, under certain conditions.
From the Paper "When it comes to integrating, training, supervising and empowering the more developmentally disabled, one mistake that could easily be made is to separate them, and isolate them from the rest of the work force. It is important that company guidelines, an employee handbook of regulations, and a staff meeting resolve the problems when a developmentally disabled person is hired and assigned to a specific group or division. The goal must be to create an effective work environment. Yes, some supervision may initially require lengthier training and adjustment time, but the eventual goal of any company willing, able, even anxious to give developmentally challenged workers an opportunity is to create an atmosphere of "human value management". "Human value management can be described in one short phrase: create value through and with people." (Fitz-Enz, 1990, p. 45) It must be clearly understood by managers, supervisors, as well as "ordinary" workers, that developmentally challenged co-workers are not being given job opportunities merely out of charity. They are able and willing to contribute. They are not "dummies", perhaps only slower to learn and adapt. It is important to communicate to every worker that these people were hired because they can contribute, but may need some help in "getting up to speed". It would be a good idea for the Human Resources Department to appoint one staff member to meet with the developmentally challenged workers on a regular basis as a means of listening to their problems, trying to solve them, and to praise them for valuable contributions to the overall product or services output. More than others, these workers need reassurance and the knowledge that management cares about their feelings, their problems, and their accomplishments."
Abstract This work attempts to describe various aspects of parents? coping styles with their developmentally challenged child, assuming that, with the help of therapeutic intervention, both the developmentally challenged child and the family system as a systematic unit, and, of course, each one of its members individually, will draw much benefit and gain the power to efficiently cope with their life.
Outline
The Birth of a Developmentally Challenged Child
Emotional Difficulties in the Family of the Developmentally Challenged
Child
Coping with Stressful Situations in the Family
Coping Theory According to Menushin's Family Therapy
The Structural Approach ? Therapeutic Conclusions
Family in Therapy
Generation of the Therapeutic System Therapeutic Intervention by Way of Therapeutic Group
From the Paper "The crisis of change stems from the sudden change that occurred in the parents? perception of themselves, their family and their future. Each parent has plans for the new born. The expectations are broken when they receive the new that their child was born with mental deficiency and diminished capacity, and they are replaced with an attempt of the parents to rehabilitate their world in light of the sad news."
Tags: guilt, denial, protection, grief, deficiency, disability, handicapped, different, normal
Abstract This paper on Sylvan Beach Foundation Non-Profit Organization focuses on the achievements and working of a successful non-profitable organization called the Sylvan Beach Foundation, dedicated solely to helping people with developmentaldisabilities. This paper also covers one of the branches of the Sylvan Beach Foundation called the Sylvan Beach Cafe. This paper also concentrates on the structure, functioning, budget and activities of the foundation. It also reviews the law and ordinance under which this foundation operates
Abstract This dissertation study tests the effectiveness of an everyday activities-based protocol for managing challenging and disruptive behaviors of 13-23 year old residential students (male and female) with autism who live at Melmark Homes and attend school or adult day programs. The study applies behavior analysis and focuses on everyday occupations (activities) and combines this analysis and focus during the intervention phase. The study also uses reinforcements sub-task completion and the duration of participation, but not for the absence of target maladaptive or disruptive behaviors. Behavior analysis is used, however, to document the frequency/duration of the target behaviors during each condition. In the study, interventions occur daily, Monday through Friday and a single-subject, multiple-baseline, across-subjects design with nine subjects is used to evaluate change in behaviors under alternating conditions. Data is analyzed using graphical, semi-statistical, and statistical techniques, including slopes, 2 standard deviation bands, and the C-statistic. The projected outcome of the study is the validation of an activities-based protocol to enable greater participation of individuals with Autism in everyday activities and in their communities, be they residential or non-residential (home-based) communities.
Research Question
Significance
Background
Review of the Relevant Literature
From the Paper "Historically, documented disruptive behaviors displayed by residential students diagnosed with autism and other developmental disabilities include noncompliance, physical and verbal aggression, inappropriate verbalizations not characterized as aggression, poor social skills, as well as deficits in attention to task (Green, 1996; Luce, 1981; Maurice, 1996). These behaviors require residential treatment and preclude participation in community based activities, (Luce, 2004). Educators generally agree that deficits in academic skills result from a decrease in on-task behaviors because of disruptive off-task behaviors (Skinn, Ramsey, Walker, Stieber, & O'Neill, 1987)."
Abstract This paper discusses the issues, concepts and findings of recent literature on the important issue of children with disabilities. It also includes information on how a disabled child and the parents search for help and resources, with an emphasis being on treatment and educational strategies for both the child and parents.
From the Paper "When parents discover that a child has a disability, either learning or physical, is certainly a stressful time for them. Their perfect world is temporarily put on hold and they usually experience fear for their child's growth, education and future. They are unsure where or who to turn to for help, resources or additional training. Their search often leads to their doctor of choice, but soon they also turn to various medical or government agencies developed for the protection and best interests of the whole child."
Abstract This study focuses on the disabled individuals and the public perceptions and opinions that prevent disabled individuals from the basic human right of sexual expression. It is denying people with emotional and physical needs the right to experience intimacy, and to share those experiences with others. Using the existing body of work and studies on sexuality and disabled individuals, this study helps to bring about changes in perception and opinions that create barriers, which prevent disabled people from having fulfilling and complete shared experiences and relationships with others. The paper demonstrates that sexual expression is a basic human right to which disabled people are entitled to experience.
Outline:
Introduction
Methodology
Literature Review
Disabled People and Non-Disabled People: Perceptions in Retrospect
Sexual Expression and Mental Retardation
Acquired Disabilities and Sexual Expression
Conclusion
From the Paper "Even though the disabled person was being used to promote awareness of HIV/AIDS, at the same time the media message was that it was becoming less of a problem, which is not accurate. However, it was important to use the image of a healthy looking afflicted person in order not to offend the healthy viewers, and to convey the message in a way that did not unsettle the viewer's level of comfort with the images and message."
Tags: physical, disabilities, promiscuity, sexuality, media, human, rights
Abstract In this paper, the advantages of therapeutic recreation for people with physical disabilities are analyzed. The paper discusses how recent legislation forbidding discrimination against those with disabilities has impacted this field. The legislation has stimulated recreational therapists, specialists and educators alike to take on a more active role in providing a wide range of physical and recreational activities for people who have physical disabilities. These activities typically work to help promote the quality of life among people who have disabilities and improve participation, interaction and understanding among their able bodied peers.
Outline:
Causes and Characteristics of Population - Physically Disabled Importance of Recreation for Population
Role and Place of Recreation in Life
Overview of Legislation Affecting Disabled Role and Use of Therapeutic Recreation
Specific Recreation Activities to Improve Functioning
Conclusions
From the Paper "A person who has a physical disability may be defined in multiple ways. Henderson (1999) suggests that a disability can be defined "as a physical or mental impairment that restricts one or more aspects of a person's life" (22). This definition is supported by others who suggest that people who are disabled generally are limited with respect to their ability to participate in certain physical and recreation activities; this suggests a need to explore new ways for identifying how to help people who are disabled experience a full range of activities including physical and therapeutic recreational activities (Henderson, 2002; Austin & Crawford, 1996; Smith, Austin & Kennedy, 1996). "
Abstract This paper discusses developmental theory and applies it to a specific case of a student in elementary school with ADHD, hyperactivity disorder. Within the paper the practice of developmental theory is discussed, and then the theory is applied to the pertinent case. In this instance the child will need to be observed for what he is doing, and assessments made to provide him with a treatment plan.
From the Paper "The concept of developmental theory relies on the examination of an individual's life experiences, as well as the person's emotional and physical growth within their society. While there may be standard expectations of growth within certain age groups, there are also elements of growth that can only be determined within each individual (Maier, 1994, p. 58). This is evident when it is considered that each person has varying experiences within life, and that these experiences have a direct affect on the development of every individual. Within the realm of developmental theory a child can be evaluated in several areas. These may include life transitions, personal values, attachments to others, personal interactions, and "trials and errors" (Maier, 1994 p. 59)."
A discussion of the lack of adequate facilities and technology for disabled university students at the University of California of Irvine and a proposed solution to this problem.
Abstract This paper addresses the failure of the Disability Services Center (DSC)of the University of California of Irvine to provide adequate testing facilities and space, the Center's poor utilization of technology for internal systems, and an internal and external misunderstanding of the necessity for their services and why those services are critical to the student with a disability. The paper suggests that the University needs to invest in technology to research and justify expansion of DSC space, testing facilities for reasonable testing accommodations, and advanced training in web technology. The paper also advocates the need to make the students, administrative staff, and the general public more aware of the needs of disabled students. Finally, the paper suggests transitioning to a more web-based system, which would simplify the systems at the DSC.
Table of Contents:
Executive Summary & Introduction
Literature Review
Problem Description
Research Study Setting: The Disability Services Center
Methods
Results: Hypothesis
Data Analysis
Discussion
Design Recommendations
Conclusion
From the Paper "It is very apparent from the research that the DSC needs to address the cumbersome paper system. A web based questionnaire, or e-mail survey (not PDF form) one that could be filled in by the professor, and then returned and put into a database, would help eliminate much cumbersome repetitive filling out of forms by both students and professors. It would also create expectancy. If professors have discussed the reasonable accommodations with students, faculty will expect the required forms to come by one particular communication vehicle. If everything is sent out via e-mail, both the professor and DSC staff will expect it. As the professor indicated, the web might be a better way to address the issue, with professors and students signing on to complete necessary paperwork. This eliminates looking through a lot of junk mail or junk e-mail. This web based system would also allow the student to check back and make sure the faculty member had signed off or did the necessary work to make the reasonable testing accommodation occur. This creation of this type of system could take a lot of paperwork off the DSC."
Tags: equal opportunity, disabled access handicapped testing test-taking exams, American With Disabilities Act
