Abstract This paper discusses the modern welfare system as it exists in America and describes how it grew out of the cataclysm of the Great Depression. It looks at the division between social insurance and welfare to an increasing emphasis on disability. The paper suggests that welfare in America came from the uncertain efforts to match European states which had far more advanced systems.
From the Paper "The Clinton administration forced a number of changes to the welfare system through executive action, requiring teen mothers on welfare to stay in school and requiring mothers to identify the fathers of their children as a condition to receiving welfare. These actions were intended to contribute to the education of welfare recipients and to hold men accountable for child support. To pressure non-paying parents, the administration used federal law enforcement against people trying to avoid child support by crossing state lines. These efforts did manage a change in the welfare system, with significant reductions of the number of people on welfare and increases in child support collections (Clinton)."
Abstract This paper discusses how the challenges experienced by individuals who have developmental disabilities 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 developmental disabilities 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 developmental disabilities 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 The paper refers to the article "Medical and Psychosocial Aspects of Chronic Illness and Disability" by D.R. Falvo and discusses the reaction of parents when a child is born with or develops some form of disability during childhood. The paper discusses the stress that can take the form of grief, denial, depression or guilt. The paper explains the positive outlook parents should have and discusses the benefits of support groups and grief counseling. The paper emphasizes the importance of parents understanding that they still have a whole, but different, child.
From the Paper "When a child is born with or develops some form of disability during his or her childhood, the parents almost inevitably suffer significant feeling of loss and grief. The process that they undertake is similar to that of someone who has experienced the loss of a loved one, or of a special person in their lives. The totality of this grieving depends on a number of factors. It is influenced by 1) the condition itself, 2) the disparity between the individuals' personality pre- and post-disease or disability, 3) how the affected individual and his or her family perceive the new condition, 4) the resources with which the person can respond to the disease or disability, and 5) the amount of support that an individual can derive from his or her family or society at large (Falvo, 2005, p. 1)."
Abstract The paper discusses how students with disabilities face considerable challenges in their efforts to achieve an education in spite of their rights being defined and protected by the law and by policies enacted by educational institutions. The paper shows how a range of institutional and social factors block the educational aspirations of students with disabilities, at both the secondary and postsecondary levels, even in progressive societies such as Canada. The paper emphasizes how laws and policies are not enough without the will and the general acceptance of the need for inclusion, support services and accommodations for students with disabilities.
From the Paper "People living in Western countries such as Canada tend to believe that they live in societies governed by laws. However, one of the ironies that is commonly noted in the scholarly literature on disability with respect to access to education is the fact that not only the spirit, but often even the letter, of laws supporting the rights of students with disabilities are often ignored or violated by educational institutions, boards and local and regional governments. As critics note: "According to the National Clearinghouse on Postsecondary Education for Individuals with Disabilities, "administrators sometimes react to requests by interpreting the laws arbitrarily and by setting contradictory or inequitable policies. . ."(Wilson and Lewiecki-Wilson 298)
Tags: acceptance, inclusion, segregation, equity, advocacy, support
Abstract This paper examines some of the U.K. guidelines and practical advice for teachers regarding the special needs of various groups of learners, such as those with partial hearing, partial sight, mental health problems, physical disability etc. The paper also provides a case study that highlights these issues.
Outline:
Introduction
The Disability Equality Duty
The Learner in Need of Specialist Support Institutional Provision
Access to the ESOL Service Facilities
Teacher's Role in Providing Support Conclusion
From the Paper "The systemic failures in institutional provision begin with the enrolment process. Although there is a section on the enrolment form for students to declare disability, in practice this box is rarely if ever ticked. In Ye's case despite obvious physical evidence to the contrary, this box has not been ticked. Even if the disability box is ticked, there is no process for this information to be relayed to the tutor of the class in which the learner is eventually placed. Furthermore, this "flagging" system is dependent on either the enrolment tutor or the student themselves being able to identify the disability of area of special needs. Learners from poor educational backgrounds or countries where special needs support is less well developed may be unaware of their own needs. Likewise most tutors are not specialists and may miss signs of some learning difficulties. Dyslexia for example, may be confused with low English language ability."
Abstract This paper discusses how although traditional training has encompassed human interaction and group project teams to complete goals, distributed support systems allow for individualized training of those with disabilities. It looks at how this approach allows for individual tasks to be learned more effectively and how the researchers contend that it will lead the person to eventually not need supportive training in the future.
Abstract This paper analyzes the support systems for college students with developmental disabilities. It notes that it is these support systems which allow students with special needs to become successful in their college experiences. The author expands on the elements which still need improvement, such as open discussions between professors.
From the Paper "As the number of students with developmental disabilities entering college has risen sharply in recent years, it becomes apparent that all of the issues surrounding these students in their earlier education must be equally addressed in the field of post-secondary education. However, it appears that this issue has not been as thoroughly discussed as to benefit students with disabilities. It is well known that support helps students with special needs to succeed, and college is a crucial period for such aid, as the course content is more demanding than in earlier years of schooling. While support systems still need to be analyzed in order to create more fluid and efficient programs, support is what allows students with developmental disabilities to be successful in a college environment. These issues are somewhat recent in the literature, for this higher prevalence of students with developmental disabilities in college is a ..."
Abstract In this article, the writer notes that people with disabilities face limited admission to health care, education, social activities and employment. Specifically, the writer points out that women with disabilities face the same criteria in higher regards and are disappointingly underrepresented in research, training and health policies. The writer maintains that although few advances have been made in terms of the Americans with Disabilities Act and medical/assistive technology, opportunities have opened doors for females with disabilities to participate in and gain access to services but there is still work to be done. This research paper examines women with disabilities facing challenges of finding employment specifically in Ontario, Canada.
From the Paper "Disabled women who could not take the struggle received social assistance or began some kind of training that would benefit their disability and work at the same time. In one situation, a woman who suffers from arthritis had to go to a chiropractor almost three times a week and was too tired to go to work, which became a barrier. Since employers expect their employees to work eight or more hours a day.
"In another situation, a woman with cerebral palsy became an occupational therapist. During a summer program as a ninth grader, she assisted students with severe disabilities along with a speech therapist and an occupational therapist. She was advised not to enter the field of occupational therapy because of lifting and feeding the disabled children. However due to this incredible challenge to fight and help children, she became a pediatric occupational therapist after finishing college."
Abstract Parents and siblings of children with disabilities experience unique issues and concerns that distinguish them from members of families without disabilities. This paper argues in the process of exploring a number of these concerns, that most of these concerns have as a common focus the existence and nature of social and institutional structures that support them in the delivery of the additional needs that may be required for children with disabilities.
Abstract This paper examines the hardships and difficulties presented to young disabled people when they have to step out into the real world. The writer explains that for any person the move from school to work is a major change and emphasizes the increased challenges facing the disabled. The paper looks at what social and educational tools need to be made available to these people by the authorities and the support needed by their families.
From the Paper "Imagine being thirty-five years old and still completely dependent on your parents. Most students with disabilities have been sheltered from the "real world" their whole lives. Some families tend to want to provide as much as possible for their children with disabilities, for as long as possible. For most children with disabilities, it is not unusual to constantly have someone looking over their shoulders and guiding them through tasks and activities throughout the day. Most work environments do not allow for this type of instruction for the employees with disabilities. No matter how hard it is to ?let go,? it is more beneficial to the child's future to have appropriate training for work skills and social skills. Parents should invest their time and money in making sure their children with disabilities have the knowledge they need to get a job once they have graduated from high school or even college. In order to have a successful future in the workplace, students with disabilities need to have appropriate transition training."
Abstract In this paper, the writer points out that women and their status in society are issues more seriously discussed today then ever before, but disabled women still have a long struggle to find dominant and powerful positions in different fields, in general, and with respect to their sexuality, in particular. The writer further points out that there are many issues that disabled women face but the issue of their sexuality is generally brushed under the carpet as they are stereotyped as asexual. They also suffer abuses because of lack of education or lack of rules and regulation in the institutional facilities. The writer concludes that the role of parent and immediate family is crucial as they should help family members with disabilities develop as normal beings instead of suppressing their sexualities. Further, the writer notes that society should play its role and activists must highlight such issues.
Outline:
Introduction
Human Need
Stereotypes
Research
Women in Institutions
Lack of Sex Education
The Laws & Society
Concept of Self
Conclusions
From the Paper "Sexuality is not just about having or the ability to have physical intercourse but it also about being comfortable with one's own body and feminine side. It is about dressing up nicely, looking good, and admiring others and being admired. These are the basic human needs. Everyone wants to look good and feel god about oneself. Disabled women also have the right to develop a personal style without suppressing their desires and sexuality. They are also complete human beings. Their lives should not dependent on the wait for another meal in a day. We must recognize that just like eating, drinking and breathing, these women have their sexual needs as well which needs an outlet."
Abstract The aim of this study is to assess the level of consumer satisfaction among a cohort of Russian immigrants that receive in-home supportive services. The writer explains that In-Home Supportive Services is a publicly funded program in California that provides personal assistance services to low-income persons suffering from chronic and/or disabling conditions that would otherwise prevent them from remaining safely in their homes. The writer notes that due to political and economic hardships in the former Soviet Union, many immigrants left in order to find better opportunities in the United States. This has resulted in the Russian immigrant population experiencing more rapid growth than any other population in the San Francisco Bay area. The proposed study will assess the perception of the quality of care that Russian immigrants receive from In-Home Supportive Services.
Outline:
Study Aim Background and Design
Participant Population
Study Procedures
Research Risks
Confidentiality
Benefits
Compensation
Costs
Alternative
Consent/Assent Process and Documentation of Consent/Assent
Investigator Qualifications
Funding Sources
From the Paper "The recruiting process will begin approximately one month prior to conduct of the survey and interviews. Permission will be obtained from In-Home Supportive Services to obtain their assistance with the study. A letter will be mailed to potential participants in the IHSS database. The database allows the researcher to obtain the primary language of consumers prior to initial contact. The letter will announce the study and inform the consumers that they may be randomly selected to participate in a phone survey/interview. A letter of support from In-Home Supportive Services will be included that highlights the value and importance of the study, as well as their support of it. These letters will be in the primary language of the participant selected. "
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). "
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
