.' DOCUMENT RESUME
ED 218 -516
CE 033 ' 187
„ SPONS AGENCY
PUB DATE GRANT NOTE
' EDRS 'PRICE DESCRIPTORS
AUTHOR . Domeck, Anne, Ed.; Konar, Art, Ed. J TfTLE - Lifelong Career Development for Individuals with ~ ~
Disabilities: A Resource Guid*'. Cerebral 'Palsy, Epilepsy, Hearing, Mental, Orthopedic, Visual.
M i c «? qii r i Ttn i xt , , .CtA jimKiju — Cn3-J^ n f Education..
Special Education Programs (ED/OSERS), Washington, DC. _Div. of Educational Services. \ , '
Jan 82 % • * _
G007801844> ♦ ' • ; 'a""°-~? *
553pp.; For a related document see CE 033.186.
MF02/PC23 Plus Postage..
Advocacy; Annotated Bibliographies; *Career Choice; *Career Development; Career Education; Cetebral Palsy; *Daily Living .Skills; Definitions; ♦Disabilities; Epilepsy; Federal Legislation; Financial Support; Hearing Impairments; Individual Needs; * Interpersonal Competence ;*Lif.eipng Learning; Mental Disorders; Mental Retardation; Models; Occupational Inf ormatioa; - Physical Disabilities^ Rostsecondary Education; Problem Solving; Program Descriptions; Records (Forjns)'; Resource Materials; Resources; Two Year Colleges; -Visual' Impairments; Vocational Adjustment •
♦Lifelong Career Development Model * . . /.
• • •
«This resirarce guide, .which was developed during the Lifelong -Caree* Development (LCD) Ptoject, provides-*inf ormat ion and
resources of interest to handicapped people, their families,
professionals, and others concerned with disability-related issues, ^Designed for implementation at the community college .level, the LCD toodel provides a competency-based &gproac£v:to meeting the career development needs of disabled persons and provides for at greater ef thri aft networking or linking tpgether services.) The guide is organised into five parfc^ which a"te further -subdivided into. 35 chap^er^s. Dealt with in the five parts are the following topics: general information on disabilities (career development, medical aspects, myths, attitudes, and instructional and C6urtseling techniques); daily living skills f ^personal/social skills ; vocational/occupational resources; and, related resources * (parents/family; advocacy, legislation- *pr°9ram funding, national organizations and resources , and lpibiipgraphies) . In addition to containing generai information on disabilities, the guide provides specific information on different disability groups; including handicapped general , cerebral palsy,* epilepsy; hearing, impairment, mental* retardation, orthopedic handicaps, and visual, impairment. (MN) ia . . « "
IDENTIFIERS
ABSTRACT
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* Reproductions supplied by EDRS are the best that can be made
* - , r ' # f torn the ^original document.
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Editor .,note: (The TotlGwing.pbbreviations of the • ' disability $f&u£s4(3re used in *he Resource 'Guides 'hand, cdpu be i.feund' on' -the ■ upper; figtft -hand c©>ner,of -tHe-pages:-- . . , ; ' . \'.
" ,5 -' .'* '.^H(^:*handic^pped General ' " - •-• \ ' CP: Cerebral PalsY- \ -< ' ' ' ' ^ V EP: Epilepsy * '• . «~~ -« , .'. -^l::Heanng -Impairment ,
. "/ : "MR: Mental Retardation?'' • ' ^
' r.'. OH:Orthopft(iir Hnhrlhn'ppftri-
•VI: Visual-Impairment
• .:r;
<8
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LIFELONG CAREER DEVELOPMENT FOR INDIVIDUALS WITH DISABILITIES: " ' " •: ^"RESOURCE GUIDE' * •". ■
V
* Editors . Anhe Art Konar
r x x
'Department' of Educational and Counseling Psychology Qoll^ge of' Education^ , .
University of Missouri-Columbia /
1982
A
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o ■ ERIC
*Dopn E* Erolin, Ph.D», Dire'ctor Lifeg^ong Career Development (LCD) Project
a-
Developed and disseminated pursuant to Grant ,No/ G007801844
itesearch Projects Branch - • Division 4>f Innovation and Development Special Education; Programs <r * ~ %- ' • U, ,S. Education Department
» . Project Officer: Melville J* Appell %' ' ' ,
The project presented or reported herein was performed pursuant to a grant from the U.S. Education Department;, Special Education Pro- grams, The opinions expressed in this guide are those of the authors and do not necessarily express the policy or positibn of the. Education Department, No official endorsement .by the Education Department should be iri£err§d, A « j
Information about the Availability of additional copies of »th'is or its companion document, LIFELONG CAREER DEVELOPMENT HANDBOOK: LINK- ING COMMUNITY SERVICES FOR DISABLED ADULTS7^ }982) , can' be obtained by writing tfte project's director Dr. Donn E. Brolin, 16 Hill* Hall University of Missouri-Columbia, Columbia, MO, 65211"
•.The University of Missouri\is to Equal Opportunity /Affirmative Action institution and is nondiscriminatory relative to race,' religion, color, national origin, sex, age,, and qualified * handicapped. ' A / \
TABLE OF CONTENTS
LIST OF FIGURES y
* .LIST OF T ABIES ' „ .
ACKNOWLEDGEMENTS
• o • O O % • • •v,0 O * • O * O O O • O f «% • o • • O • O
FOREWORD ; * *
INTRODUCTION- . . ' . . .
t i
. USE OF THE pUIDE • •» / © <> «e • • " • • o « « ] « . » «
;U$E OF THE SUBJECT INDEX *. : .L . . , . . .'• . .
SUB JEGT > INDEX • • ^ <> * <> o « » « • © • 0 © • « ♦ • o ' « ^ o • « o
PART I: INFORMATION ON- DISABILITIES
Chapter 1 Career Devel^pnjent* . . „ ♦ . 0|
•Chapter £ Medixal Aspects . ».°. . . . %* „ . • . ^
>
Chapter 3 Myth$ . • ... %. v. . * ^
Chapter 4 v Attitudes
Chapter 5 ,What_Do You Do When . . • • )0: : .. *• . ^. « Chapter 6' Instructional Techniques 0 •
^ Chapter 7 Coupgeling Techniques r PART II: DAILY LIVING ASPECT? *
- Qvapter 8, Daily Living Aspects • . i; • , ^ 0 •
'Chapter 9 Civic Affairs Chapter 10 "Family Living Chapter ' 11 ^Financial -Management * „ j(£ Ch&pt£r-12 Housing and Home 'Management Ch^ptet 13 leisure anS . Re cre-ation jf
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O «a Q 0
\ Chapter, 14 * . Ability ^
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Chapter 15 Personal fiygiene'and Grooming
• o -'■.'.••/• .
Chapter 16 Sexuality .A • * < . „ . .
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PART lit: PERSONAL-SOCIAL SKILLS
Chapter 17 Personal-So^ial/General ,Inf oimation
Chapter 18 Communication Skills
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Chapter 19 Interpersonal Skills .\: * * \
.Chapter 20 Problem Solving . . .v „
Chapter 21 Self-Conce^t/Awarenes^
O O 09* O • O
o • o e '
PART IV: VOCATIONAL-OCCUPATIONAL RESOURCES "
Q^epfer 22 Vocational-Occupational Aspects 0 . . o • . *< Chapter 23' *Career Opportunities and. Decision Making <> . . .o
; -Chapter 24 Vocational Evaluation ,t
Chapter -25 Vocational Training „ . * * . . • .'\ „ . . .
Chapter 26 College' and University Programs , \ • 0 t . .
Chapter €7 Adult and Continuing 'Education . „ ....... \
Chapter, 28 'Work Adjustment » < » • . .* . •
« •
Chapter -29 Plac^feent • . .
PART' V: ".RELATED RESOURCES
/ ' \ ' . /
1 Chapter 30 Parents /Family
'Giap£er 31 * Advocacy . • • * .
Chapter 32 Legislation I • • • •
Chapter 33 Program Funding <> . o <> . : <>
Chapter 34 Rational Organizations and Resources #. . . % •
/Chapter 35 Bibliographies % \ 0 °«
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r v < LIST OF FIGURES* • - • V.
• ■ • \ . > ' > * ; ^\ ;»
* * Page
•V. , v . •
' ^FigiTre -1* LCD Conceptual Model ■ 1,1 xi
* * :
■Figure 2. LCD Program Model xii
Figure -3.. Format* For Title Half-Sheets xviii •
Figure 4, Format For I^em Half-Sheets ..*.' a . xix
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^ LIST OF TABLES „ /
Table 1. Career Development Competencies ; ' ocv v
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ACKNOWLEDGEMENTS
is virtually impossible to remember and acknowledge every individual who contributed to the .development; apd refinement of this ddcument. An endeavor of this magnitude requires the assistance and cooperation of .many dedicated -individuals from a great deal ol different^ settings and orientations. Listed below afe;*some of the major contributors to » our effort^ for which ! am indebted.
■ . v * ; k < - : /
The Project Staff" ... - . . k " ^ '
Ma*ry Xou Abdln Training Associate " \ ^ James Carver/ Research Associate
Ann^omeck, Assistant Director ' ' v " Bret\da Eastin, Secretary ? "
Malcolm Flanagan, Research Consultant • Art Konar, Project Associate * Diana Lynn, Resource Center Librarian Jo^i Johnson, Training Consultant * Mary Ann Price, Project Associate .* ,
■ Rob B^^olds, Project Assi^tar^t * m
JoAnn Schoepke^ Researdi Associate
•. . v, "
The University, of* Missouri Project Advisors *
Gary Fox, Higher and Adult Educatiort t "
Gerald Hitzhusen, Reclreation and Park Administration *
Earl Moore, Educational and Counseling Psychology ' *
The National Advisory Committee*
Miles Beachboard, Director, Programs for the Disadvantaged and
Handicapped, Department of Elementary and Secondary Education • Jefferson City, Missouri
Charles Freeman, pending Facility Program Specialist^ Rehabilitation Services .Administration, Washington, D.C. . / "
Robert Huskey, Assistant Superintendent for Speech and Language
and Career Education, Special School DistrictL^oi* St^ Louis ^^eomty, St. 'touisTTlissouri J " ;~
Jane Razeghi, Educational Director, American Coalition of Citi^ns with Disabilities, Washingtojr^D. C^ ; -
The Community College »Fiel4 Site Advisors and Coordinators
Carl (Larson, Assistant Superintendent for Curriculum* and Instruction,
Iova Central- Community College, Fort Dodge, Iowa Luverne Bierle, Special Needs Coordinator, Iowa Central Community^ , College m * "J , *
Curtis Murtonr President, Brainerd Community College, Brainerd, . Minnesota . * ' .
Neva Williams, LCD Coordinator^ Brainerd Community College Michael Rooney," Director of Counseling, St. Louis Community College^
at Meramec, St. Louis, Missouri • .Camby Gallagher, Special Needs .Coordinator, Meramec Community College Stephen Poort, Dean of Instruction, Indian Hills Community College, Ottumwa, Iowa
Roy Forgy,, Special Needs Coordinator, Indian Hills Community College
vii 3 '
The LCD- Team Members from the 'Community College Sites
Braine#rd Community College
Tom Chesley •* , Harry Heglund^ Peggy Latson . t Myrna Hammer/ Inez Giles
«
Ghuck Spencer Curt Murton Neva Williams
, Iowa Central Community Cpllege
Luvji£rie Bierle Joan Abram ,# Pauline Olson * Wayne Goodno James We ires Itfaxolee" Neuberger * Harold 'Brentress
Indian Hills Community College
Roy t). Forgy
Bill Dell ~*
Doug Bauman ' [ Lottie Gray - 3 at McLean I Melinda Quinn „
Meramec Community^Col^lege
Cambey Gallagher \ Mike Rooney
Jo th.ose individuals whom I have neglected .to ,ment ion, I offej: my apologies • One final individual who needs recognition is our project officer^Melville J, Appfell Mel's constant support and encouragetpent to this< new arena' of 'endeavor .will always be * N. appreciated. ' , •
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Dorm E
E# Bro^in,
Project Director
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— . • * FOREWORD • 1 * •* t $ * - • « * ; * ' ' ' * |
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/ - * * » ' The evolution of work preparatory programs for the handicapped from their modest beginning in the .years^befcfre. the 1960's tp full ' fledged Career Education efforts ,in the 1970* s have been responses' to well documented needs. *E>ach was a pioneering effort in its time, ** _ * The. Lifelong Career Development Project fot the severely handi- Y m capped is such an exploratory ^venture irr ,the 1980»'s.' Just as there' ** p were.. few guidelines to follow in the preceding* programs, it is from ^ trial and error and the crucible of experience that guidelines will emerge from LCD, , * ' . * \ y ' |
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"A penetration' has been made into the uncharted wilderness by / a this initial effort. What has been discovered is now being shared^ with those who glimpse, the great, need and the spendid possibil- ities from pursuing this work. Ifc is presented 4not as a blueprint to be followed, but as a record of failures as' well as-succe^ses ~»that" c.an be studied, learned'f *om, extended and modified as thV . > ' course becomes clearer afid experiences proliferate , > i % |
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Jt is but a beginning, but it forecasts a future^of service and research- fully 'as promising* as the work-study and career-education ventures' ftpon .which LfcD is built. As 'fhose programs did in the past, - * this venture is a fitting beginning for the era of the 'gO's in J^rrf- gjramming f^r adult handicapped persons.* |
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n c ' V % Oliver f\ Kolstoe, Ph.D. ^ '* • University of Northern Colorado . * - * |
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• • - Introduction , • . .
• * * *
f ■
The Lifelong Career Develop,raent (LCD) Project for Disabled' - Persons was initiated and* conducted^ during the period 1^78-1981 at the Uhiversity of Missouri-Columbia. The* primary purprose of tire project was to- develop a comprehensive model* that would .provide person^ with handicaps a more coordinated and -..continuous delivery of services at the local level. Although >m&ny different agencies .exist for tJhese indi- vidual^ , ^ i^e arch and expert opinion as well as the* voices of people with handicaps themselves, indicate the need to better ' coordinate and 9 collaborate these ^ef forts for such consumers.
* , \m , ; \
The community college was selected as the most appropriate' ffLeld site to develop the^ prototype model. '.Community" colleges offer many features pT .normalization and most states have a domp'rehahsive netT . - wark*of community 'colleges available that ljeach all -who, nee£ to use them. Four community collegjes in the .midwest we*re involved with* the project during the course or^ie development. * v
The project1 focused on twenty-two. (24) competencies for disabled ^ciult which* were* identified and field-tested in >one of our previous ^projects (project PRICE) a^ those Vlxfcch these individuals needed for successful- careef development.! Jd 'addltioa^ .t&'e 'project scheme 're- quired the active participation"*^ an LCD Team, composed eft: community college and agency ^advocate i&erabers*Nand led by a coordinator from tfce community bfllege. As the, project evolved, seven impQrt^nt and distinct*, roles we're Identifies as important .fojr ,thi$ te^m to provide:' caree^r - - assessments ^if-e—centered career develd^raefit planning, information,
advoca'cy, ihservicgt %£tainin"g, 'instruction, .and a collection of pertinent resources, figure 1 depicts a' conceptualization . of the project's*, component^ with life^centered career development being the attainment of ^the .necessary competencies for successful-community living ^and working
Figure 2 illustrates the process .by which the l£D Team provides vse'rvice^ tp disabled individuals with the assistance oi an^advisdry" committee and community college and agency resources. Detailed expla- nations o^f^the LCD model and iLts operation- «are contained Itt a sup- plementary project publication entitled LIFELONG CAREER DEVELOPMENT HANDBOOK: LINKING COMMUNITY SERVICES 'FOR DISABLED ADULTS. Basically, the LCD Program offers these unique features: * , "V ' •
jBrolin, *D.E. (ed) Life centered career education: A 'competency hasej t * approach. Rest;on, VA: Council for Exceptional Children, 1978. ^
• - * jf/' FIGURE .1
LCD CONCEPTUAL. MODEL
Advocacy
Information . Service
p
• !
. Resource Collection
\
Training
Instructor
. Career . Assessment
JferCentered / f Career Development •Planning,,
Explanation- of Model
. Disabled people and those concerned about their career developrnfr^^^',.- ■
• Who need one or more of the-seven services .identified above- ; . I Which are coordinated by a LCD Coordinator, Team & Advisory. ,i
• Who utilize various community resources so that . ■ . ;
' - ^Successful career development can be achieved. ' - , y.
*«' *%
ERIC
1°
xii
FIGURE 2 •• •
■ LCD PROGRAM- MODEL
LCD Services to Agencies and Community
• Training
• Information
Service
m s
• Resource ■ Collection
^CD Services to Community *« College
• Training '
• Information Service
• Resource Collection
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♦ 4 |
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LCD. Services to Disabled Individuals . * |
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* • Career Assessment , |
• j>, • Advocacy |
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• LCD Planning |
• Training |
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• Instruction |
• Information |
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Service |
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• Resource Collection - ^ a . '. |
Successful Career Development For Individuals With Disabilities
• A field tested, comprehensive updel to meet the career development needs % of disabled people and the needs of professionals who tfork with them ^QcludfSg^ifre areas of assessment and guidance, advocacy:',, training,
information service. ' * *
• The model can be utilized, by a variety of community 'service providers including community colleges, vocational schools, independent living v programs, group' homes, and other human service agencies.
* * *
• A method to assist community services £n compliance with Section 504 of the Rehabilitatipd Act of 19^3,* the Federal and State mandate for
.interagency cooperation, and the growing challenge of * reduced funding.
• The LCD Team- and' Advisory Committte that bring together the expertise, manpower, and resources of service providers anddisabled adult's.
• Incorporation otf the competency based approach tq career development, currently implemented in hundreds of school systems across *the nation as a systematic approach to assessment and traihihg for disat^Led individuals, (See Table 1)
• An LCD HANDBOOK that provides a detailed step-by-step guide to imple-^ mentation of an LCD Program including "how to" information about pro- gram implementation a/d maintenance, inservice training modules, needs assessment and program evaluation instruments. . *
• Detailed modules for training the LCD Team and other community groups about topics* related to career development of disabled* people.
• A convenient* record booklet for documenting^ each disabled participant Ts
* progress in the program including background information, pre- and post- assessment oho the Life-Centere'd Competencies, and Individual Career Development Plan, # v
• An easy-*to-iipdate RESOURCE GUIDE (this publication) t;hat provides a
• convenient sys.tem for presenting a wide range of local and national resources and information about disability.
This Resource Guide was developed by the Lifelong Career Envelopment (LCD) Project Staff to* provide information and resources of interest to handicapped people, their families, professionals and others who are con- cerned with disability-related issues* The guide contains information that pertains to qateer development of handicapped* people in general and infor- mation that specifically relates to tfce six different disability groups included in the LCD program. These six groups include: cerebral p^lsy,, epilepsy, hearing impairment, mental retardation, orthopedic^handic^p and visual impairment.
♦ "V
Career development, as defined by 'the LCD program, j.ncltfdes the full range of ' life roles , in the daily living, personal-social and vocational areas.- As a result,, the information contained in the guide reflects a wide range of topics.
1
Table 1
Career Development Competencies*
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Curriculum Area |
• » |
Competency |
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• ** • |
1 |
■ ■ . v , Man pop VflTB"i 1 v TMnxinppQ |
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• • |
?• |
Select, Manage and Maintain a Home |
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3; |
Care for Personal Needs |
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Daily Living |
4. |
Family Living and Raising Children |
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skills |
5.. |
Plan, Buy, and Prepare Food^ * |
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• |
6., |
Buy and Cax^for- Clothing * 4 |
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7.; |
• * Engage in Civic Activities |
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8.ff |
Utilize Recreation and Leisure |
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9, |
Get Around the Community (Mobility) ** |
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10.* |
Achieve Self-Awareness |
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11. |
4 Acquire Self-Confidence |
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9 Pe r s onal -So c ial |
12* |
Achieve Socially Responsible Behavior |
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skills |
• 13. - |
Maintain /Good Interpersonal Relationships |
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1* • " |
Achieve Independence and Interdependence |
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15. v |
Achieve Problem-Solving Skills |
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16.' |
Communicate' Adequately with Others ■ • |
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17. . » |
Know and: Explore Occupational Possibilities . |
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*" Occupational Guidance |
18. ; |
Select and Plan Occupational Choices *• |
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and Preparation |
19.' |
Exhibit Appropriate Work Habits and Behaviors |
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skills |
' - 20 . . |
Physical-Manual Skills |
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21.- |
Obtain a Specific Occupational Skill |
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. 22. |
Seek, Secure, and Maintain Employment |
"Sirolin, D, £• (ed) Life centered career education: A competency based ^ approach . Resjton, VA: .Council for Exceptional Children, 1978,
XV
. ,We \fish to.,emphasize that the .Resource Guide is not and never will be a final, finished, product/ When we originally designed the ' guide; we choSe an open format that allowed for easy, ugdating. ♦Multi- ring 'notebpt>lcs and half-sheet entries^were chosen specifically because they permitted" changes' and additions , to be^a-de easily. However, both practical and*aconomic reasons have necessitated the production of the guide -in a" bound edition. In order to continue to reflect current re- sources and information in the-field,^ we strongly recommend that the user supplement the guide with his or her own notebook, Horeover, in the following* section, we offer a "half-sheets'1 format for the accumu- lation and deletion pf relevant resources.
We also encourage readers to participate" in the updating process b'y 'communicating information about hew local, state* or national' re- sources to the person* who is responsible for maintenance of jthe Resource Guide in the -community. Likewise, as readers discover that certain materials have gone out of print or are no longer, available, we eac'ourage you vto communicate this information as well,
. Tfxe ^Resource Guide is designed to represent the full range of career development information about each of the six disability groups even though, income sections, little^ information is included at this time-. We took this approach so that information and resources can be included later as^they become available in the field.
The field pf .disability-related information is growing and changing at an incredibly rapid pace. We. welcome every contribution toward the goal of maintaining a useful and up-to-date guide to resources and information about disability.
17 •
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Use. of the Guide
We would like to familiarize the. reader with the format and organ- ization of the guide as well as "how-to" suggestions for its use. The Resource Guide is organized into five parts which are further sub- . divided into 35 chapters. The first part as on general information topics on the disabilities. . Yet, within each of the* seven chapters there is both general and specific information on the different dis- ability groups. Moreover, the sequence of information remains constant for all chapters: 'Handicapped General (HG) , Cerebral Palsy (CP), Epilepsy^ (Ep) , Hearing Impaimfent (HI)*, Mental Retardation (MR), Orthopedic Handicap (OH), and Visual Impairment (VI). Eachw chapter is a review on the topic, followed by additional resources and .references.
Parts two-four Encapsulate 'chapters eigjht through twenty-nine. These parts are on the three domains of career development: daily living, personal-social, and occupational guidance and preparation. Each part begins^ with a chapter .that is' general to the domain, and is followed, by specific- topic chapters. The sequence within the chapters, is identical to part one. . % ,
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Finally, part five has six chapters on related resources.- These include topics on parents/family^, legislation, program funding, ad- vocacy, national organizations, and a bibliography.' We have attempted to include information' that is contemporary up-tt>7<Jate of printing.
^ This brings to* note a major revision in the format of the guide^/ As was mentioned in the introduction,* the guide was originally de- signed j.n an' open-notebook form. Y&t, due to pragmatic reasons, this bound form is ^necess*ary. Thus-, added responsibility is thrust upon users of the guide. Unfortunately, if readers do not keep up a separate individual notebook then the Resource Guide will quickly become^obs61etet~ However," if £he user is willing td update, we believe this guide can be* a truly valuable resource. One method of adding resources that we recommend is the use of item and title, n#lf* sheets. This simple classification scheme allows a person to keep many of the titles-items clearly in view as he/she flips through their notebook. Figures ,3 and-4 give examples tof the half sheets.
Two related facts are important to note. First, the -Resource Guide used to have a considerable larger dumber of references. Second, there used to be many more cross references. Unfortunately, we had to edit bftth of these out for -printing purposes. However,
xviilS
any $nd all of these deletions can be remedied by the user of the guide if he or she follows one basic principle: USE THE GUIDE IN AN ACTIVE MANNER— -AND ON WHATEVER RESOURCE IS USEFUL TO YOU. ♦ ■
Used in this • fashion , the readers will have a perpetually comprehensive Resource Guide, *
Figure 3 ' ^
for Ti,tle. Haflf^heets
tfse<J to/lis(t bobjcs, pamphlets, workbooks, kits, ( films, audio-tap^si slide-tapes and similar materials'
Cross Reference notatiojtf show- ing where other copies /appe'ar'
AV is used to signify
audio-visual materials
t
Abbreviation for the topic un- der which half-sheet «is filed
Title
Walk a While lxf My Shoes
Author
Date 1975
Annotation Thi
persons have in,
film addresses the problem the handicapped traveling by examining the lives of three peo- ple: Patricia/ who uses a wheelchair, is seen using various forms of public transportation such as taxis and airplanes. John has had cerebral palsy since birth and suffers from a sev ere lack, of muscle control. He finds that his ability to trav- el freely is vital to his sense of ' independence. Often he is vulnerable to patronizing, humiliating behavior from a public ignorant of the nature of his disability. Bill is forceo^to cope with a temporary disability— a broken leg — attempting to navigate oh crutches through the% tfazes of a train station with its escalators, staircases, and tturnstilss. (source: Pis- *V ability Attitudes: A Film Imtex) " ' . /
Pertains to Competency 9, Getting Around the Community (Mobility) | .±-
Subject^HG Mobility
Description
16 mm, sound, color 27 minutes
N ...
Cross Reference: HG Aetitudes
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Cost |
ft |
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Rental: |
$25 .Op |
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Purchase : |
$375.09 |
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4 |
Publisher
National Film BoSrd of Canada, of the Americas, New York* NY
1251 Avenue 10020
Competency or •domain(s) of the competencies that relate .to * the resource
-4
Additional Informafibsl Available from: V International Rehabilitation, Film ileview Library, -20 West 40th Street, New York',
NY. 10018 Telephone :
4212) 869-0460
Source from which annotation is' taken
er|c
xix
*2(f
^Figure
Format for Item Half-Sheets
Used to list organizations, agencies, Services, assessment instruments, ongoing publications} , and similar items ■
Abbreviation of 'topic under which half-sheet is filed
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Item Green Pages * ' * |
Category ^ Hg Natl Res . |
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Description
'This news magazine prqvidgs a large directory of products* and services for disabled people. These include exercise equipment,, communication aids, eating aids, clothing, 'autqmot-ive 'equipment, transportation*, bopks, clubs, etc, * Information is broken down into service categories and by state .
CroAp Reference: HG Da||4y Liv
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Pertains to t competencies in the Daily Living and Personal-Social '.domains • *
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Address • Green Pages • Winter Park s * t \ |
9 " ' \ — K \ , 641 West Fairbanks £ \ , FL 32789 ^ * \ * • \ ^ |
Phone
Additional Information
V
Competency or domain(s*) of the Gross Reference notation competencies that* rel&t'e to _ ^showing where other . the. restgyrce. - * ' \ "\ copies appear ' J
u * £-1'
Use x>f S
* THe Subject Index gives the reacSer^^ae^LIn^ las to wh^re certain* tbpics can be 'found in the Resource Guideo/m; vising! the guide, re'aders are encouraged to cpnsult the pages designated ot£ the tfafi*dicappe4/ General in icon junction with the page's on |p$g^fi^ disabilities.. In many cases, the information labeled Handicappe4/^%r^^^* relevance fdr^ ■ specific disability groups. . ■ ' \!L\- .
\ \ * £ * ?
. The following example illustrates the^rr^eiSent of the Resource Guide and use of the Subject Index. For exanfp^eV- to find information about % transportation for handicapped peoplg fin , general, locate Part 2, Chapter^ 14,* labeled "Mobility . ,f To locate 'inf oration about transpor- tation for people with. orthopediV handicaps', lc^te the* pages within the Mobility section that have the OH notation in\the upper right 'corner
The term transportation is listed, ift the subject index in £he *, following mariher: *' * • \
TRANSPORTATION, ACCESS IBItlTY OF^ ; \
See Mobility, Part 2, Chapter 14 *
* ■ -
In this example, once you've located the Mobility; section in Part 2, look fo^page(s) with OH Mobility designated in fhe upper right, hand^ corner. The same procedure can be followed to locate *this information (j for each o£ the othei; disabilities. ; . . ' % \ ^ ^>
'X
Subject .Index *
Subject Index
r.
ACCESSIBILITY" * ' .
"See .Mobility, Part 2y Chapter 14 / ^
ADULT & CONTINUING EDUCATION * . ' - A 4
, Part 4, Chapter 27-; ' *• .
'ADVOCACY , Part .5, Chapter 31
^ . ' - • 4
AIDS^ ADAPTIVE' \
Info fmatiori' about adaptive aids is listed according to the purposes served. Example: for adaptive aids ^o assist with activities re- lated to a daily "living, see (General/lnformation/Daily Living) Part 2, ( Chapter 8. *■
. » \ - ■ - " . . '
ARCHITECTURAL BARRIERS Part 2, Chapter 14 •
ASSESSMENT 4 ^ ,
Information about assessment or evaluation of skills is, listed under the specific skill areas l^- Example; for assessment techniques to evaluate daily living skiils, sge (General Information/ Daily Living) * Part 2, Chapter 8.
^ t
ATTITUDES ' * . ' ,
Part 1, Chapter 4 *
AWARENESS BUILDING *
See AttituHes, • Part 1, Chapter 4 f r ' -
■ *• 1
BIBLIOGRAPHIES
Bibliographies are listed according to the 'topic covered. ' '
BLINDNESS ' " V
See Visual Impairment^ 'Information; on Visual Impairment is included
in all Parts of the Resource [Guide. \ The VI notation appears in the„
- , upper rigfrfe corner of the*f>age7~ ^V-" • .
tH _ — *- — »«
BUDGETING PERSONAE INCOME v V "V "/ \ *
See financial*' Management , Part 2, , Chapter 1L >
CAREER AWARENESS AND EXPLORATION TECHNIQUES^ , " * / ,Jf%'
See Career Opportunities & Decision Making, Part 4, Chapter 23 "
CAREER* DECISIONMAKING ^ **■ "* See Caree/ .Opportunities , & Decision tfajcing, Part -4, Chapter 23
Subject Index
CAREER DEVELOPMENT Part 1, .Chapter 1
CAREER EDUCATION
' 1 See Career Development,' Part \i Chapter 1 %
.CAREER OPPORTUNITIES.
Part 4; Chapter ^2 „ ' * :
CEREBgAL PALSY ^ *
Information on Cerebral Palsy. is included in all Part of the
o Resource Guide. The CP notation appears in the upper right*
corner af the page. ^
CETA
Se.e Legislation, Part 5, Chapter 32
CHILD CARE • <
See Family Living,, Part 2, Chapter \0 . • m
CHILD CARE/ FOR DISABLED BARENTS £ See/ Family Living, Part 2, Chapter 10
CHILD CARET OF A DISABLED CHILD ~- .
See Parents /Family, Part 5, Chapter 30
CITIZENSHIP \. .
See Civic Affairs, Part 2V Chapter 9
CLOTHING, SELECTION* AND CARE OF ( <* ^ See Personal Hygiene & Grooming, Part 2, Chapter, 15
COLLEGE & UNIVERSITY -PROGRAMS Part 4, Chapter 26
COLLEGE FOR LIVING PROGRAMS ) Adult & Continuing Education, Part 4, Chapterl 27
COMMUNICATION f
See Communication Skills , Part> 3, Chapter lS./'This section includes information about adaptive communication aids, equipment, and tech- niques. For information about interpersonal communication, see Interpersonal Skill^T Part 3, la, Chapter 3.
COMMUNITY COLLEGE PftOGRAMS^ j - ^
See College and Universi^.Progrips, Part *4, Chapter 26
CONTINUING EDUCATION . .
See Adult & Continuing Education, Part 4, Chapter 21^^ • ^ *
CONVULSIVE, DISORDERS m
See pages with Ep notation* in 'Medical Aspects, Part 1, Chapter 2
COMPETENCIES, LIST OF^ 22 LIFE-CENTERED
See Career Development, Part-.!, Chapter 1
|
. *r V Subject. Index ' ' |
|
|
CONTRACEPTION See Sexuality, Part .2, 'Chapter^ 1* |
'* '. |
|
"COUNSELING -TECHNIQUES Part 1, Chapter 7 * > * » %• |
• |
|
. • COURT CASES • % See Legislation, Part 5, Chapter, 32 |
* • « |
|
. \ DAILY LIVING ASPECTS " t * 4 , ' Part -2i Information concerning the, "general arek of daily living.0 * * ; % skills in included in the Part: Daily Living Aspects ♦ This * section consists of the following Chapters: • ' * |
|
|
- * Civic Affairs . \ . Family Living * ' Financial Management. /s Housing ; q Home Management Leisure and Recreation Mobility X ^ , ^ Personal Hygiene and Grooming Sexuality . , |
« "» * <- > > * |
|
DEAFNESS - . Information on Hearing Impairment is* included in'all Parts af the Resource Guide, The HI notation appears in the upper right corner of the page, S • " |
|
|
i DECISION MAKING, CAREER ' / ' s See Caree§: Opportunities and Decision, Making, Part 4, Chapter 23 .y % * * |
|
|
D*EVELOPMENTAL DISABILITY ^DEFINITION OF See Medical Aspects, Part 1,* Chapiter 2 v |
* |
|
^ DIET * * ' ♦ See Housing & Home Majiafgement, Part 2, Chapter 12 |
|
|
DRESSING SKILLS - \ J' ' ' See Personal Hygiene & Grooming, Part 2, Chapter 15 * V. <& |
|
|
DRIVER' EDUCATION * See Mobility, Part. 2, Chapter .14 |
|
|
( - EATIN^ SKILLS * * . , 0i * -See Housing & Home "Management, Part 2, Chapter 12 / ';- * ' ' ^ * * : . . - -EMOTIONAL DEVELOPMENT * . , . • . See General Information/Personal Social, Part 3, Chapter 17 ^ |
|
|
EMPLOYER ATTITUDES - ~\. < .* . See Placement, Part 4, Chapter 29 |
N. 4 |
|
^ EMPLOYMENT OPPORTUNITIES^ *' See Part -4, Chapter 29 » See also Career Opportunities & Decision Making mc ^ ' ' i ^5, j |
I - ■ 1 Part 4, Chapter 23 r ^ |
■a
Subject Index
.EPILEPSY ' '*
Information on Epilepsy is included in all Parts of the Resource
Guide* ' TJie Ep notation appears in the upper right cornet of the / page. - . - «
EQUIPMENT, ADAPTIVE- — . ' . \ , ^
♦ Information abtfut* adaptive equipment is listed- acco^rddjig to die equip-
. . ment's purposfe. Example: for adaptive aids to assist^wi'th activities * related to daily living, see General information/Daily/Livifig, Part 2, -Chapter 8, - ' . ' v
EVALUATION J * *» ' "
'Information about evaluation «or assessment skills 1& listed under the specific skill areas, For ejaiaple: for te&hniqu^s .to evaluate, claily living skills, see G^'etal«r»formatioa/Daily Living^ P^rt 2, ' Chapter^. , [/ . ; 1%r\ '
See also Vocational Etfaluatipn, Part 4, thapter 2£
FAMILY* LIVING, ADJUSTMENT*. TO & TRAINING OF HANDICAPPED "FAMILY MEMBER See Parents /Family , Part 5 * " " ! \ .
FAMILY LIVINGS FOR' DISABLED PEOPLE <1P ' , , ^ ' *
See, Family Living', 6 Part 2-y Chapter 10 £ ]
FAIRLY, OF A DlgABI^D PER$6n" • * - ' • ' ^
^ See Parentfc/Fafotty. Part S„ Chapter 30 , . . *
a ... : • . > • . _■ .
X
FINANCIAL MANiGEME^T ' ^\
Part 2K Chapter XI ^ *
> FIRST AID
Seeu Housing Home Marffcgement, Part 2, Chapter 12
v FIRST AID FOR SEIZURES °* See pages with JEp notation in What Do You Do W^en ♦ • 9 s9 Part 1,
• Chapter 5 1 . i£j '
r . . ^ - i
FOOD, PURCHASE & PREPARATION - . % ' ;
See Housing & Home Management, Part '2, Chapter 12 'y, •
>
FUNDI?
^ .See Part 5, Chapter
C GRANT WRITING ' . . ^
Sec* Parfc^S* Chapter 33 ' • . ■
! v r ' i
GROOMING ' \ . , - ' *
# See Personal Hygiene & GtfSoiniijg, Part 2<, Chapter'15„
HANDICAPPED/GENERAL 4
Information on Handicap,p£d/Genei5al is included in &1I Parts of >^the Resource Guide ♦ The HG notation appears in theAipper right coriler of the page, , J v%
HEALTH CARE, GENERAL , ^
^ . * Sefe Personal Hygiene h Grooming', Part 2, Chapter 15 hr~r
Subject Index
HEALTH CARE, RELATED TO DISABILITY
* See. Medical Aspects, Part 1^ Chapter 2 "
HEARING IMPAIRMENT r
. Information on Hearing imp airmen t is included in all Parts of * the Resource Guide. The, .HI notation appears in 'the upper right corner of ;the page, "
HEMIPLEGIA ° * * ?f%c '
See Orthopedic Handicap, Information on Orthd^jdic Handicap Is ;~ included in all Parts of the Resource Guide, The Oq notation appears in the upper right corner of the page, w
HOME MANAGEMENT
Se^Hbusing & Home Management, Part 2, Chapter 12
«•
HOUSING " .
See Housing & Home Management, Part 2, Chapter 12
HOUSING %'& HOME MANAGEMENT
- Part 2, Chapter 12 *
HYGIENE •* , *
See Personal' Hygiene & Groaning, Part 2, Chapter 15 ,
- 1 ' ^ - . " * %.
INCOME "SOURCES 25" MC ^
See Financial Management, Part 2, Chapter 11 "
INDEPENDENT LIVING PROGRAMS , *
fSee General Information/Daily Living, Part 2, Chapter 8* * •
INDEPENDENT LIVING SKILLS ** '
See- General Information/Daily Living,. Part 2, Chapter 8
INSTRUCTIONAL EQUIPMENT ^ , ^
See' Instructional- Techniques, 'Part 2, Chapter, 6 '■
INSTRUCTIONAL EQUIPMENT Part 2, Chapter^,
INTERPERSONAL SKILLS
Part 3, Chapter 19 ^
JOB DEVELOPMENT #.
See Placement, Part 4, Chapter 29
JOB OPPORTUNITIES
.See Part 4, Chapter 29
See als6* Career Opportunities' & 'Decision Making Part 4, Chapter 2
JOB RESTRUCTURING 1 s *
- £ee Placement, Pasrt 4, Chapter 29
9
* o
* JOB SEEKING' SKILLS ,
See Placement, Part 4, Chapter 29 " ' * ^;
; - - - xxvi
|
• |
y * ' fl Jr ~ * * Subject Index »■ |
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• • JOB TASK ANALYSIS |
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|
t |
See Placement, Part 4, Chapter 29 |
• |
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|
1 |
KITCHEN SKILLS |
||
|
See Housing & Home Management, Part 2, Chapter 12 * . LEGAL RIGHTS * * See Legislation, Part 5, Chapter 32 See also Advocacy, Part 5, Chaptet 31 9 \ [ LEGISLATION Part 5, Chapter 31 LEISURE & RECREATION . |
{ |
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* Part 2, Chapter 13 \ *1 * ( LIFELONG CAREER DEVELOPMENT PROJECT |
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r |
See Career Development, Part 1, Chapter 1 |
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* |
See also Introduction and Use of , the Guide, Part 1 |
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■ LITIGATION ( . > |
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|
*See Legislation, Part 5, Chapter 32 • |
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MEAL PREPARATION ^ |
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|
See Housing & Home Management, Part 2, Chapter~12 ~ * |
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4 MEDICAL ASPECTS ' |
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|
-Part 1, Chapter 2 »\ |
> |
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MEDICAL ^JCARE, GENERAL |
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See Personal Hygiene & Grooming, Part 2, Chapter 15 |
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MEDICAL CARE, RELATED TO DISABILITY |
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|
See Medical Aspects, Part 1, Chapter 2 *V |
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• • MENTAL RETARDATION ; |
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|
Information on Mental Retardation is included in all Parts of the |
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g Resource Guide. The MR notation -appears in the upper right comer |
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|
V |
of the page. 1 MOBILITY Part 2, Chfcpter 0.4 \ MYTHS ■ |
# |
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Part 1, Chapter 3 % NATIONAL ORGANIZATIONS & RESOURCES * ' Part 2\\ Chapter 34 NUTRITION i * ' - - |
■ |
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V' |
, See Housing & Home Managementj^art 2, Chapter 12 |
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✓ |
^ 1 & < < * m |
• |
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|
- ERIC |
xxvii Ov |
Subject Index
OCCUPATIONAL INFORMATION
See General- Information/Vocational, Part 4, Chapter 22
**
ORTHOPEDIC HANDICAP
Information on OrthopedicrHahdicap is included in all Parts of the Resource Guide. The OH notation appears in the upper right corner of the page. .
, PARAPLEGIA" —
See Orthopedic Handicap. Information .on Orthopedic Handicap Is included in all Parts of the Resource Guide. The OH notation appears in the upper right corner.
PARENTHOOD, FOR DISABLED PEOPLE
See Family Living, Part 2. Chapter 10
PARENTHOOD, OF A DISABLED CHILD
See Parents /Family, Part 5, Chapter 30
PARENTS /FAMILY
Part 5, Chapter 30
o • ^
f
3
PERSONAL HYGIENE
See Personal Hygiene & Gtooming,, Part 2, Chapter 15
PERSONAL HYGIENE & GROOMING • Part 2, Chapter 15
PERSONAL-SOCIAL ASPECTS , r Part 3, Information concerning the general area of personal- social skills is included in the Part: Personal-Social Aspects. This sectiow consists of the .following Chapters: „ '
Communication Skills \ Interpersonal Skills * Probiepi Solving Self-Concept /Awareness
PLACEMENT
Part .4, Chapter 29
PROBLEM SOLVING • . ' .
Part 3, Chapter %0
PROGRAM FUNDING , , .
Part 5, Chapter 33 * a
PUBLIC -RELATIONS * e See Attitudes, PartTl, Chapter 4^ 6
QUADRAPLEGIA ■ • ,
See Orthopedic Handicap. Information on' Orthopedic Handicap is included in all Parts of the Resource Guide. The OH notation appears in the upper right corner.
29
xxviii
Subject Index
RECREATION
See Leisure & Recreation, Part 2, Chapter 13
RESUME WRITING , n
See Placement, Part 4, Chapter 29 '
RETARDATION 5
Information on Mental Retardation *isHLnclude4 in all Parta"of— . the Resource Guide. The MR notation appears in the upper right
cornet of the page% - • •
SAFETY * See Housing & Home Management, Part 1, Chapter 12
SELF-CONCEPT/AWARENESS * ^ •
Part 3, Chapter* '21 .o , ,
SELF-CONFIDENCE
See Self-Cbncept/Awareness , Part 3, Chapter 21
SENSITIVITY TRAINING , r
See Attitudes, Part 1, Chapter 4 * V
SEWING TECHNIQUES ;
•See Personal Hygiene' & Grooming, Part 2, Chapter 15
SEXUALITY , J Part 2, Chapter 16^
SHELTERED EMPLOYMENT *
See Placement, Part 4, Chapter 29
SOCIAL SECURITY BENEFITS * - * m *
See Legislation, Part 5', Chapter 32* See also Financial Management, Part 2, Chapter 11^
'TEACHING TECHNIQUES ' ' s
See -Instructional Techniques, P.ai;t 1, Chapter 6
TOILETING, ADULTS ; t - ^
See Personal Hygiene & Grooming, Part 2, Chapter 15 1
TOILETING,, CHILDREN. . %
- See Paren ts/ Family, xPart S, Chapter 30 /
TRANSPORTATION, ACCESSIBILITY OF *' Sea Mobility, 'Part, 2, Chapter 14 .
TRAVEL^ RECREATIONAL ' . '
See Leisure- & Recreation, Part 2,' Chapter 13" .
TRAVEL, ADAPTIVE MOBILITY n^
See Mobility, P^rt 2,.Chaptei( 14 ' \
|
* * « * . 1 , ' ' ; , Subject Index |
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|
: ' \ VISUAL ^IMPAIRMENT ^ . Information on Visual Impairment is included in ali Parts of the Resource Guide. The VI notation appears in the upper right corner of the page,-- • 0 * . VOCATIONAL EVALUATION & TESTING See ^Vocational Evaluation, Part 4, Chapter 24 ♦ |
• |
|
VOCATIONAL-OCCUPATIONAL ASPECTS - ' , Information concerning the general area of vocational-occu- pational skills is included in the Part:, Vocational-Occu- . pational Aspects • This section consists of th^ following Chapters : * |
* |
|
Career Opportunities & Decision Making Vocational Evaluation , , •/ ♦ *— Vocational Training College & University Programs * * Adult & Continuing Education . # Jfozfc Adjustment < ^Hcfcment |
> |
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VOCATIONAL REHABILITATION Information concerning Vocational Rehabilitation can be found under all Chapters" in Vocational-Occupational Aspects, Part 4 |
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VOCATIONAL TRAINING • Part 4, Chapter 25 . * < • • |
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* VOTING ' $ee Civic Affairs, Part 2, Chapter 9 |
» |
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WHAT DO YOU DO WHEN . . . * Part 1, Chapter 5 This irtcludes suggestions and techniques that facilitate inter- „ " actions between non-disabled "^nd disabled people* • |
|
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*> ■ WORK ADJUSTMENT - ' . Part 4, Chapter 28 . % |
• |
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WORK STUDY * See Work Adjustment, Part 4, Chapter 29l , |
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1 . „ . ZONING . 0 * See Housing & Home Management, Part 2, Chapter 12 • • ' ' ' ' * i - • |
t • |
|
— t J |
♦ |
c-
' ' ' PART I INFORMATIONS DISABILITIES ^ • ^
s
CHAPTER 1
HG Career* De
Career Development
Career development ia generally defined as a series of life stages through which the individual progresses. Within each stage are develop- mental tasks or skills which must be mastered* to achieve adequate career development (Ginzberg, Ginsburg, Axelrad & Henna, 195 i; Super, 1957)*. The term "career," as used in the Lifelong -Career Development Project and the ^Resource Guide, is defined in its broadest sense to include all life roles,' not just the work role.> It refers to onefs role as a worker, learner, consumer, citizen, family itiember, and social-political being (Brolin, 1978; Gordon, 1973). Brolin's (1978) three-part career education model recognizes the .crucial importance of these" different areas of ex- perience. t According to this model, learning experiences are organized * into three domains:, daily living, personal-soqial, arid occupational guidance and preparation. Within each of these domains are individual/ competencies which the learner must master to achieve levels of ^adequate functioning. Individual competencies include skills such, as caring for personal needs, utilizing recreation and leisure time, getting around the , community (mobility), achieving self-awareness, achieving good interper- sonal skills, knowing and exploring occupational possibilities, and ob- taining' a specific occupational skill. Provision of these learning experiences in a systematic way ensures that the' person with a severe , 4 disability has the opportunity to accomplish developmental tasks vital to^ adequate career development. * <*>l*w
Research indicates that people with handicaps often' have dif ficul-* ties due to lack of systematic exposure to necessary learning experience^ particularly in the areas of personal-social, and daily living skills (Appell, 1977;' Broliiir 1972; .Flanagan &Schoepke, 1579'; Sprafkin, Gershaw &. Goldstein, 1978; Wilkinson, 1975). In many cases, these individuals have not been adequately prepared to function in the full array, of life roles. . , > *•
The following account poignantly illustrates the discrepancy that can exist between vocatiqnal adjustipent and other independent functioning. A severely handicapped woman 'had maintained successful administrative em- ployment for some fifteen years, however; having lived' sw» home and re- ceived care from her parents for more than thirty years,' she failed to develop functional indepenfierit daily living and personal-social skills. When both parents suddenly became debilitated, and* could no longer care' ^for helr needs,, she»was unable to care for herself adequately. She had never learned to bathe, dress herself, cook, shop, or perform any house- hold chores. In addition, *her parents had not encouraged her to njake friends* because they 0 felt they could fill the roles of friends and coifr- / panions. Stxe had been adequately prepared to function in the life roles, as learner '*^nd Worker^ as evidenced b? completing a graduate degree and % earning more * than $20,0*00 per year, yet she never developed the self-
HG Care,eje--9fcv
management coping skills needed to make a total life adjustment. Thfjae skills had to be learned painfully at an age when most adults are rela- tively comfortable in an independent living situation.
Development of successful, integrative approach to career development will require the effective use of school resources, community participa- tion, family in vplvemertt and increased public' awareness. Schools can systematically provide experiences especially geared to teach the life- centered competencies to individuals with various disabilities. It is essential that colleges and university training programs adequately pre- pare teachers and school persbnnel to implement career development programs from preschool through post-s,econdary. Schools' can also become' involved
'in the development and validation oi; much needed measures for' assessment or career development. * *"
« * *
Adult, community and .continuing education programs are1 unique settlings in which to provide educational 'and personal enrichment opportu- nities for disabled adults. Also, non-residential independent living
.centers in the community offer an array of services for the evaluation and development of independent living skills. The business and industry sec- tor of the community can be a valuable source of "hands pnfV training ex- periences as well* as jobjs for disabled persons. Organizations f agencies and individuals in the community are also valuable *resources.
j- * 4
4 ■ f
Family members — "whether parents, siblings or spouses — can have significant impact on the career development of handicapped relatives. N By encouraging independence' and providing learning opportunities to their disabled relative, family members can reinforce school and agency per-, sonnels' efforts to improve the disabled person's life skills.-
J-
References
Appell, it Some policies and practices In the federal; sector concerning m career, education for the handicapped. Journal of Caflrefer Education, * * 1977, 3 (3), 75-91. 5 • \ ; \
Brolin, D. E. Valtoe1 of rehabilitation services and correlates of voca- tional success with the mentally -retarded.— American Association on -Mental Deficiency. ,1972, 76, 644-65 1.
Brolin, D. E. (Ed.) Life centered career education; A competency basgd approach/ Reston?'VA: The Council for Exceptional Children, 1978.
» * * • * • »
Flanagan, W. M. , and Schoepke, J. M. lifelong learning and career 'devel- opment needs of the severely handicapped (Eifelong Career Development 'Project, Working Paper 1). Columbia, MOr University of Missouri, 1978.
Ginzberg, E\ , Ginsburg,# S. W. , Axelrad, S., and Herma, J. L. Occupational** choice: An approach to- a general theory* New York: Columbia *Univei> sijpy Press, 1951. . '
Gordon, E. W. Broadening jttie concept of career education. In L. McClure and C, Buan (Eds.), Essays on cafeer education.' Portland, OR: North- west Regional Educational Laboratory, 19 73. \ . *
\
1;^
* 4
. t ^' : -HG Career Mil©
. Teachift"g\xinter-\
j petsonal" Skills jjfo ^yd'iX^V*'3ciut|l atien^&A - Using ~s tructute <jL learning . therapy ln"-ar?Bbxnui^^^^^ Jourftal of,tehaMiitatibn> ' f9:78,
&qper,..D« E*. • !5ie 'psy^olpgy ^-xateers,;:^ New .YBrk:v Harper V-Kow, 1957..
Wilians<^vH;-W:- Jteii^ure;:.^ -the waning of work. .
■ Journal ro£ Appllifed Rehab fll-fcation -Counseling, 1975, £ (2)', 73^-77*
: ERJC
SER DEVELOPMENT
COMPETENCIES
Daily 'Living
Domain
1. Manage Family Finances
1. Identity various forms of aoney
2. Count money and aake chang*
•*3. Make appropriate laves taents sue insurance, savings, property
». Ob cain and use bank ami credic • facilities
5. Keep financial records
6. Spend vl chin a budget
7. Calculate and pay caxes ' 5. 3egia alanning fcr retirement
2. Select^ Manage 'and Maintain a Hope
#
9. Select adequate housing for self and/ or family
£0. Maintain the Inside of a home (cleaning . repairs, and decorating) n
11. Use basic appliances and tools
12. Maintain the outside bf a hone
3. Care for Personal Seeds #
13. Choose clothing 'appropriate for -season and the occasion
14. Take care of personal hygiene needs
15. Explain the relationship of physical fitness, nutrition, arid weight
%/
16. Explain. Illness prevention and treetmenc t method/ /
17. 'Describe physical characteristics for one^s age group , ~ ,
18. Describe psychological characteristics/ for ooe*s a$e group ,
* ' -
' -* . family -Living and Saising Children ,*
' %
19. Practice (when desired) effective oethods of contraception, ,
20. Respond to needs of spouse and children
21 . Explain how to care for a child's physi- cal needs rbe core- and after birth -
22. Provide a safe environment for child (can) by observing safety principles
5. Plan, 3uy, add Prepare Foodp
24. p\an balanced »aeals for }>otn his/her ind family needs
25. Purchase food wichin 'budget according to planned aeals
i m 9
26. Prepare food using* appliances anc v utensils needed
27. Clesn up kitchen after seal preparation
28. Store food based on properties of food (perishable vs. canned foods)
6. :3uy and Care 9for Clothing
29. Purchase clothing for se"if and family
30. Launder washable clothing and send others to, dry cleaners * * . '
31. Iron and put away, clothing
32. Sew on buttons and do simple mending
33. Do simple alterations? on one's clothes
Engage In Civic Activities
34. Know basic laws and penalties\for breaking the law %. m
35 . Know citizenship rights and responsibilities
36: Know how to register and to vote
37. Know what to do when stopped by a police- man - rights and responsibilities
8. Know environmental/ conservation issues*
8. Utilize Recreation and Leisure * .
' 39\ Participate in jroup activities^ 9 40.\"<aow activities and resources available -41. \Understand value o/ recreation
42. tyse recreational facilities in' yhe pmmunity t **i •
43. SMa and" choose ac tjfolties^ccoitd ing ts ^te rest si * 1
s^accoKdli
5**
v44. Plan Vacations according co oce's 45. Demonstrate ,good sportsmanship *
23. Adjust to changing circumstances family (divorce, death, etc.)
* 9.
Get1 Around the Cotaaunicv' (Mobility)
S6. Know txazfic rules and safety principles -
47. Use various means of public
transportation * ' *
4*3. Driva--srjcjir,, motorcycle or rice a ' *% cycle
9 *
^ERJC
9r>
CAREER DEVELOPMENT COMPETENCIES Personal-Social Domain
10. Achieve Self-Awareness
49. Know physical strengths and Halts
50. Identify his/her interests j«d abilities
51. Recognize emotions ^n self and othtrs
52. Identify, his/her needs
53. Develop inner control as opposed to external or ocber coocrol . { -0
54. fse his/her strengths to provide for others' needs Csoouse , children)
55. Know nis/'ner values
56. Recognize nis/her own aging process and eventual death
11. Acquire Self-confidence
57. Ftel worthwnile when hp/she thinks about self, Jj
58. Know vhat others see in him/her
59 . Accept praise
' 60. Accept criticism
61. Relieve in self
62. Have a life plan X
12. Achieve Socially Responsible Behavior
63. Know rules and expectations of society
64; 3ehave in public in manner thac does not* cause problems, for self *
65 « Demons crace respect for rights of others
ofc. Know how to acc "in various roles he/she plays (spouse, worker, etc.)
13. Maintain Good Interpersonal Relacionshios
67. uiseen and respond to others j attentively
68. Make and. maintain friendships with v various kinds of people
o9. Know sex role behavior
70. Possess a close scaring relationship « wiih one or more persons '
1*. Achieve Independence and Incer<iepeoaence
71. Understand che impacc of his/her behavior on others
72. Take charge of his/her own lire
73. Accepc responsibilicy^ for se«c:.n$ *oai3 ,74. Strive co reach his/her potential
75. Respect che needs of parents, spouse, children and close r'rlends
76, Consider others1 neeos when aeecmg nis her own ,
15. Achieve Problem-Solving Skills
77. Identify bi-polar concepcs such as good-bad
78. Understand che need for goals
79. (^nsidejr alternatives
80. Anticipace consequences of one's actions
81. Know where to find good advice
32* Maite plans for future events (educacion of self and children, ecc.)
Communicaca Adequacefv with Ochers
16
83. Recognize emergency situations • ^
84. Read ac level needed for future goals
85. -Write ac level neede^for^fucure goals
86. Speak, gesture or use ocner aecnods so ochers communicate with him/her
87. Understand che subtleties of communication
38. Know how and where co locace* needed info raa cion
89. Assise family in learning zo 'communicace , feelings and meanings
CAREER DEVELOPMENT COMPETENCIES
Occupational Guidance and Preparation Domain
17. Know anc Explore Occupational Possibilities 19, Sxhibic Appropriate Work Habits and 3<gnanors
90. Identify personal values net through wo rk • *
91. Identify societal values net through work
92. Identify aspects of work related to pay (wage "and salary)
93. Understand existence or certain (occupa- tional classifications
96, Identify occupational opportunities available locally
93. Identify sonrces of occupational inforaation *
18. Select and Plan Occupational Choices
96. Identify aajor occupational nee^g
97. Identify aajor occupational interests
98. Identify aajofc occupational Aptitudes
99 . Identify requirements 'and demands of % appropriate and available jobs'
100. Hake realistic occupational choices at all stages of *<*^L^
101. 0tiii2e past experience to locate occu- pation: nee tins current needs
102. Consider spouse's occupational role in relationship to his/her' s
103. Follow directions
104. Work with o:>eri icocerativeiy
105. Accept supervision/supervise otr.ers appropriately
Know importance qf good attendance anc punctuality
107. Use appropriate communications skills at work
108. Heet quality standards for vork
109. Follow occupational safety rules ar.d principles
20. Physical -Manual Skills
110. Possess satisfactory balance and coordination for job chosen
HI. Possess satisfactory dexterity for job chosen
+U.2. Possess satisfactory stamina and endurance for job chosen
113. Possess satisfactory sensor/ discrim- ination for job chosen
21. Obtain a Specific Occupational Skill
2V2. Seek, Secure, and Maintain Employment
114. Seerch for a job using appropriate resources
<*
115. Apply for a job including filling out application
116. Demonstrate good interviewing skills
117. Adjust to competitive standards 'make production standards)
118. Seek. help when things go wrong
Adapted from Brolin, D. E', (ed) Life centered career education: A competency based approach* Jteston, VA: Coupcil for Exceptiohal Children, 1978. e» . £ ' \
Editors Note: Originally numbe^ng 102, this is an expanded list of 118 subcompetencies that includes specific ob- jectives for the adult learner. J ^
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(
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Title Life Centered Career Educations A Competen&y Based' Approach _1 ' * ' l_
Author Brolin, D.E., Editor
Date
1978
Annotation
•-This manual, which' developed out of Project ||tfCE, (Programming Retarded in Career Education) addresfes career education ojf handicapped learners so that they may assume roles as hompetent adults in society ♦ It presents a compre- hensive program based on goals and objectives in the domains of daily living, personal-social axid occupational prepara- tion. It describes the skills and behaviors necessary for daily functioning^ The mapual includes a definition of career education, th£ life centered curriculum, competency • units, instructional materials, resources, and assessment " and planning for individualized education programs.
Pertains to competencies in the fiaily Living, Personal- Social and Occupational Guidance and Preparation domains •
Subject HG Career Dev
3
Description
199 pages, softbound * manual
>
Cross Reference: MR Career Dev
Cost
Publisher
The Council for Exceptional Children, 1920 • Association Drive, Reston, VA 22091 , .
Additional Information * ^
t v (
Also available ia the Trainer !s Guide to Ldfe Ceqtered^ Career Education
Title-
Trainer's Guide to Liff Centered Career Education . : * V :
Author
Annotat
Brolin, D,E, , McKay, D.J,, and.WeSt, L.L.
Date ,
1978
on
• • ]^iis Trainer's guide is designed* to help administrators initiate a career infused education program for handicapped studehts in the secondary schools. It provides directions , and materials ^or a series of workshops aimed at creating a teampf people including' educators , parents* and community •* workers , who can develop and monitor a caster education program appropriate for theijx^n community* A tangible out- come; of 'the workshop series is a ^career 'education plan that is realistic and:able to be implemented.
Pertains to competencies in the Daily Living, Personal- Social and Occupational Guidance and Preparation domains/
Object HG ^reer iW
Description
264 pages iir a three- * ring binder
Cross Reference: MR Career Dev
Cost , $35,00
Publish
ier
The Council for Exceptional Children, 1920 Association Drive-, Reston, VA 22091 7 '
$9
Additional Information
Also available : Life Centered Career ^. Education: A Compe tency Based Approach
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Item Council for Exceptional Children Division on .Career • DeveloDinfint < ^ |
Categ°^.Carefe?Dev ^ |
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it* |
The. Division ofl" Career Development of - the Council for Exceptional Children (<$C) seeks to. inform its members on current developments in the fieW of career ' >ducation-for the handicapped through its quarterly newSlettej pn4 a journal published twice a year- The Division also provides «a forum for the sharing of members', ideas and information, through their contributions * to the two publications, A conference is held yearly in April in conjunction with the CfiC donference.
All members of this Division must be members of CEC, The annual membership fed fot the* Council is $25.00; the membership fee for the Division ij3 $8,00 for DEC members. The journal and newsletter are distributed free to Division Member s^ non-Division members - can purchase the journal for $16,00 per. year,, * /
Address ' *
Council for Exceptional Children, Divi- sion on Career Development, 1920 ' Association Drive, Res ton, VA 22091
Phone
(800) 336-3728 or
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Additional Information > |
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■■ (••.'..'.. |
0 1 i * s |
Item Career Development for Exceptional 'individuals
Category HG c -reM
pev \
Description
The journal of the. Council for Exceptional Childress Division on Career Z Development, is^ published twice a year. It includes articles, reports,- apd reviews on education and career development for exception^ children and adults, and. is avail^bl^ free to Division membersffand for $16,00 a year for non-D^v^ion members..
-\ ■
Address *
Division on Career Development, Council k for Exceptional Children, ^1220 Associa- tion Drivel Restion, VA 220&
Phone* (800) 336-3728 'and "(703). 620-3660
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Additional Information > ' ■ v - " ■ |
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Title * Careers and DlsabUities: A Career Education Approach* 1 : ^ : : 4-
Subject HG Career Dev
Author, Gardner , D,C, and Warren , S X
" ^ S 1 T~ — — * ' ~~ —
Date
_ JAM.
Annotation
This Interdisciplinary text in special education deals with disabilities through a focus on career* ■ • education. It includes definition, assessment, evalua- tion," psychology , goal setting, and curricula.
Description
JLI6^page^hardback-book
Cost
Publisher
Greylock Publishers, 13 Spring Street, Stamf ord , ,CT 06911
Additional Information .
I Title Career Education for Handicapped Children and Youth ' *
Subject HG Career Dev
Author
Brolin, -D.Cvand Kokasks, C.J.
Data
1979
Annotati^i _ , b
Thisjbook is ^written for all persons concerned with the career development of handicapped individuals, \t ' - presents career education as a whole life process, a sequence of planned learning activities which prepare indi- viduals for varied life roles.* Part* one of tlie book reviews -cateer services and development for^a variety of handicap- ping conditions. ^Part two surveys career instruction for the handicapped and conceptualizes life centered career education in .personal-social, daily living, and occupational areas. Part three" includes strategies for planning and conducting career education programs. Part four presents a discussion o£ how community agencies, families, and busi- ^ riesses.can assist in these programs. Part five looks to theT fyture of career education, v. ' . ;
Description^
433*pages, hardback % 0. book
Cost
$16,95
Publisher ^ ^
Charles E, Merrill Publishing Company, •1300 Alum (fr/ek Drive, Columbus, Ohio 4*3216 \ Telephone: (614) $58-844 1 , f ^
Additional Information
Order number from Charles E. Merriir is* 082 78- K
Title SCOR Curriculum: Vol. I & II Independent Living Skills Assessment System
Subject HG Career Dev
Author
Date
Annotation
This assessment system is for \j,se in recording,' planning, and reporting in over 900 target skills, Tl>ese include personal. management, social development, household management, leisute^jtime , job readiness and work skills.
Pertains to competencies in* the Daily Livirfg, Personal- Social and Occupational Guidance, and Preparation domains,
Description
Cost *
Publisher
SCOR/C&sa Grande Duplication Center^ 235 Casa Grande Road , ^etaluma , CA 94952
Additional Information
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9 |
— * |
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I Title Project ACCESS : • Action Centered - 1 Special Students |
Career Education for |
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Author' + ' . |
Date |
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Subject HG Career Dev
•Anrtotat/on
These curriculum materials cover a range of topics inclfifcng Curriculum I - Academics, Health, Survival Skills, . Curriculum II - Job Placement, Vocations, Peer Tutor . Training .x
Description
Cost
Publisher • f
Brojedt ACCESS, 2268 Adams Drive, N.Wt* ltlanta\ GA 30318
10
Additional Information
12
Title '0xe Career and Vocational Development of Handicapped Learners
Subject HG* Career Dev*
^Author _ Brolin , D , E . , and Kolstoe, O.Pv
Date ' <
. 1978
Annotation • ,
This paper discusses the state of the art in career education for persons with handicaps. It presents research fin4irigs concerning the .roles of occupation, citizen, family and avocation for persons with variouS~""d"isab_iir^ies including hearing impairment, visual impairment, health- impairment, dental retardation, emotional disturbance, orthopedic handi- caps, learning disability and multiple handicaps,© Effective- ness of various curricular approaches are ^examined and recommendations for the involvement of schools, communities and families are presented. r^
Pertains to competencies in* the Daily Living, Personal- Social and Occupational guidance and Preparation domains.
Description *
72 page softbound book
Cost
$5.10
Publisher
, National Center for Research in Vocational Education, The Ohio State University, 1960 , , Kenny Road, Columbus, Ohio 43210
r
Additional friformation Also available from:
.ERIC Document Reproduction Service, Box 190, Arlington, VA 22210 ID #Ed 166 419
microfiche $.83 1 paper $4*67 ■»
Title
Career Education: A Chance to Be
Subject'
HG Career Dev AV
9:
Author
Dat$"
Annotation , % "
It addresses the issue of education as preparation <for a career, with particular emphasis, on the needs encountered by members of' special populations : women, minorities, the gifted' and talented, and the handicapped. The film draWfc ^attention to the need to broaden ^he work opportunities of these" "groups ,* and the role that career education can play ih achieving this goal - ♦
Description
Cost _0 cn
rent: *$12.50
sale: 1 film~$114.00
videocassette-
$100.00,
ERLC
Publisher -
National Audiovisual Center, National
Archives Trust Fund Board, Washington, D.C. 20409
.11
Additional Information "
Film -order no: *A00671/BKk Videocassette order no.:, A00672/BK
Jifle * Career Education For Persons With Handicaps : A' Bibliography Z
Subject HG Career Dev
Author Brolin, D. and Mauch, P.
Date
]» 1979
Annotation >•* - '
This is a bibliography of resources ia career education for handicapped individuals. Materials are categorized by: journal articles, special issues of journals, books, aijd monographs.,,^
Description
Cost
$•65 per copy
Publisher
Additional -Information Available, from:
CEPP Project, 16" Hill Hall UMC,- Columbia, MO 6521 1
/
Title Disability and the Concept of Life Functions
Subject MR Career Dev Q
Author
Sigelman, C, VengrQff, L, and Spankel, C.
Date
Annotation 1 * •
This working paper describes a model of disability that, distinguishes tetweea impairing conditions and limitations with respect to five life functions/ These are health, mobility, communication, cqgnitive-intellectual functioning, social-attitudin&l functioning and life outcomes. Limita- tions are jointly determined by performance .in life function areas-and Environmental factors.
Description
Cost
Publisher > J - , .
Research and Training Center in Mental Retardation, Texas Tech University-^ Lubbock, TX 7940? *
12
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Additional Information / |
4 • |
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,14' |
• < |
Title Developing An Integrated Community -Based Extended Rehabilitation Service System •
Subject MR Career Dev""C^
Auth°r |arhaa, J. .
Date
1978
Annotation
»*• This working piaper describes how the multiple needs of ^severely handicapped people require multiple services among community agencies -"all working together .
Description •
Cost
Publisher
Research and Training in Me,ntal Retarda- tion, Texas Tech University, Lubbock, TX 79409
Additional Information
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- r , ' k |
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Item • National Center for Research in'tfocational Education |
Category HG Career ^fi |
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The main function of the Center is to increasef the ability of diverse agencies#,and organizations to. solve educatipnal problems related to tareer planhing preparation and progress through the generation of knowledge by means ofLprimary research- in career problems; development of educational programs and products which include teachers f guides, staff development modules; and community involvement materials; the operation of a variety of information services; and conducting leadership development and training programs .
The Center disseminates a variety of materials such as lists of resource organizations in selected areas, lists of new publications and ongoing research, an annotated biblio- * graphy of research and development projects conducted since 1970, and a bibliography ^ listing over 700 publications available for purchase from the Center, wMch includes titles on career education and the handicapped* -
In addition,, the Center refers requesters to staff specialists and outside organizations when appropriate. Charges for services of the Center vary depending upon the type of service requested.
Address
National Center for Research in Voca-> «. tional Education, Ohio State University, 1960 Kenny Road, Columbus, OH 43210
Phone (614) "486-3655
Additional Information
Title, Lifelong Learning and Career Development Needs of the* Severely Handicapped » Working Paper No.l
Subject HG Career Dev
Author Flanagan, W.M., and Sqhoepke, J.M.
Date- 1978
Annotation
This paper presents background and philsophy about lifelong learning and career education/development as it relates to the needs of individuals with severe handicaps. The -authors propose that the community college is the most appropriate service agency to coordinate lifelong1 learning opportunities Cor individuals with severe handicaps. It was the initial publication of the Lifelong Career Envelop- ment Project/
Description
, 26 page sroftbound paper
Cost • '
4 $1.50 from LCD project
Publisher
Lifelong Career Development Project, 'University of Misso*uri-Columbia,223 ■ South' 5th Street, Columbia, MO 65211
Additional Information
Also available from: ERIC Document Reproduction Service, Box 190,^ t ' Arlington, VA 22210
Lifelong 'Career Development Needs Assessment Study, Working Paper 'No >3 :
Subject »HG Career/Dev -
Author Schoepke, J.M.*
Date
1979
: ><
Annotation
"X"
This £aper presents the >results of ai? extensive field survey at three sites regarding the lifelong learning and* •career development nee'ds of individuals with seven different disabilities: visual or hearing impairment, cerebral palsy, mental retardation, epilepsy, multiple handicap, 'and orthopedic handicap. Relatives of these individuals Were also surveyed. In* addition measures of, attitudes toward pefsojis with disabilities *as well as information about services currently available are included in the survey. •
Description
86 pages, softbound manual
Cost
$2.50 from LCD project
X
ERIC
Publisher
Lifelong Career Development Project, University of Missouri-Columbia-, 223 % Sout#5th Street, 'Columbia, MO 65241
Additional Information
V
\ Also .available- from: ERIC Document 'Reproduction Service, Box 190, Arlington, VA 22210
/ HG Med Aspect^
CHAPTER 2 '
Medicdl Aspects" '
Understanding of fundamental medical facts is imperative for . professionals and others dealing directly with handicapped persons as well as for handicapped -individuals themselves. However, in the past most information about disability was written for'and available to medical personnel only. Too. often, persons working with disabled people had little or no formal exposure to medical diagnosis, treat- ment,.ami prognosis of handicapping conditions.* Currently, bo&lcs and media presentations' are becoming increasingly available to acquaint °
* persons outside the medical ^profession with medical aspects of dis- abling "conditions » Using non- technical language, these resources provide thorough yet_easily comprehended- information about causes*' and' medical consideratiohs of various disabilities, »
To understand medical aspects 'of a disability it is important t* * - know the etiology (causes or;origins) aid physiology (function of vital body processes) related to timt disability,* This knowledge dispels misconceptions and creates a firm basis fop .developing realistic expec- tations. Distinction between, congenital and acquired/ traumatic • disabilities is also valuable because implications of a particular disability usually vary according to time oi^ onset, Congenital ab-« normalities are defects present at birth, occurring iu afi estimated * 3%' of all births (Bleck and Nagel, 1975), However, when all birth abnormalities which are discovered during the first year of life are included, the estimated- rate rises to 6%, Birth defects are often multiple, .They may be localized of general, mild or severe. Acquired or traumatic disabilities are those conditions not fp resent, at bitth. Spinal cord injury incurred during a car accident is an £xample[ of ' * traumatic disability* Soffit conditions such as cerebral "palsy can
* be either congenital or acquired depending upon the time and circum-* ■ stances of onsets * 4
The "Medical Aspects" chapter provides an overview of each dis- , ability's etiology, medical characteristics, functional limitations, and treatment. Diagnostic, trl^tment and research resources are included as well as references .and pedia related to medical aspects.
Ref.erer^e
-Bleck, E, , and Nagel, D, Physically handicapped children: a medical, atlas for teachers, New York: Grun§ & S trat ton, .1975 ,
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Item Medic-Alert Foundation International |
Cateciorv ^ Med Aspects* |
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Description
I.D. Badges are available to alert medical personnel -and others to the presence*" 'of a medical condition.
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Address |
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Me'dic-Alert Foundation |
International, |
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♦ 1000 N. Palm, Turlock, |
CA 9*5380 . ' |
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* <» • |
Phone fc-
Additional Information
Title The- Physical** Disabilities'
Author
Bend§r,V Eleanor et al.
Date
Annotation This training package, divided into- tijreet sections,* is designed to increase effectiveness in working with physical- ly handicapped persons, by increasing knowledge of disabling
' conditions • Includes information about orthopedic handicaps, cerebral palsy, epilepsy, stroke ,' emphysema, renal failure, multiple schlerosi.s, heart disease and rheumatoid arthritis. Section I includes five training booklets d^tecribin'g specific
. disabilities and their, physical, social 'and psychological 'implications. Section II features five audio casettes of simu- lated interviews with* persons having specific disabilities- Section III contains a Medical .Aspect of Disabilities Resource
Manual about the -etiology and ^disease of each disability eate-\ cory tod -a glossary o f medical terms. °
Pertlins. to competencies in Daily Living and Personal-Social domains •
Subject HG Med Aspects , . . . A3L
Description t •
Section I: 5 "vest * pocket11 training books
Section II: 5 audio' cas- settes, 20-30 njin each side *
Section III: 136 page Resource Manual m
Cost
Complete "package $55,00 or bought separately at $20.00 per section-/ '*
ERIC
Publ&aer
ining^^S'^e y<
Center for tfrainingparfff Development , Multi Resource Center , 'Inc. , 1900 Chicago Avenue, Minneapolis, Minnesota 55404
1 7
Additional Ipfprmation
4°
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jjfle It's About Time (Various Disabilities) Came Out In The Open Series
Author Davis, K.
Date 1976-7.7 4
Annotation
This series of 11 booklets provides information on various disabilities in an easy-to-underst^nd manner and provides suggestions to vocational educators to assist in teaching individuals* who have the following disabilities": hearing impairment, visual impairment, drug or alcohal problems, emotional prQblemsV ^physical disabilities (Part I: - amputation, monoplegia, hemiplegia, triplegia, quadraplegia, paraplegia; Part II: cerebral palsy, multiple scherosis, muscular dystrophy, and spina bifida; Part III: aphasia, cystic fibrosis, epilepsy), learning disabilities,* mental retardation and speech/language disabilities.
Subject HG Med Aspect*
9
Description
booklet series', 40 pages each
Cost - \ - - -
Less than $5.00 each
Publisher
Wisconsin Vocational Studies Cen'ter, < ftiblicatibns Unit, Room 342, University 6f Wisconsin-Madison, 321 Education Building, Box 49, Madison, -Wisconsin, 53706 Telephone: (608) 263-4357
Additional Information
Interviewing Guides for Specific Disabilities'- Visual /r* Impairment and Legal Blindness > and Blindness
Author ' U.S. Department of Labor
Date
1978, 1976
Annotation
These .two guides are^ designed to assist counselors fm*r particularly those dealing- with "vocational aspects, in \ understanding the physical aspects of work capacity. The guides, include information about medical terminology in the .area of visual disabilities, evaluation of work^ capacity , and information to assist^ in interpreting medical reports as they pertain to physical and work capacities. The ' panfchlets klso cover tips in interacting with'blind indivi- duals and information about cooperating agencies, Visual impairments A 19 7a, Stock Nol029-000-00332-7 ;' Legal Blindness *and Blindnes4» 1976, 0-219-322.
Subject JG lfcd Aspects
Description
5" X 8" pamphlets
Cost
Publisher
/
-La-
Additional In4
ifo?n
ation Available, from:
Superintendent of documents, U.S. . Government Printing Office, Washington, D.C. 204O2
A O *<3
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Med Aspe
% Definitions of Developmental Disabilities
c- . *
4 * %
New Federal Definition of Develppmental Disabilities - *
t The followftig is the definition "of developmental disability con- tained in P.L. 95-602 enacted in 1978 . . :
The term 'developmental disability 1 means a, severe chronic disability of a person which: ? l. *
"(A) is attributable to a mental or physical impairment o£j*>m- bination of mental and physical impairments; *
,f(B) is manifested before the person attains age^twerity«r£wo ; fl(C) is likely to cQntinue indef initely;\ -/ , * m '
fl(D) results in substantial functional liWtgtions in three or more of the following areas of nfiajor life activity: (i) self- care, (ii) receptive and expressive language, (iii) learning, (iv) ^mobility, (v) .se^f -direct ion, Cvi) Rapacity for indepen- ^dent living, $nd (vi) economic -self-sufficiency;, and .
I^E) reflects the person's need6 for a combination! and sequence "qf special,' ^te^isQiplinagy, or generic care, treatment, or <jther services vpfich are of ^Lfelopg or extended duration and are indi\^stua:J^ planned and coordinated.11.
General" Definitibtfril* Used in ttfe&teld C ' ;» ,
♦Meyert (1978) Refines develppmental 'disabilities as, "conditions wfiich originate -in. childhood and which* rtffeult in a significant Handicap" f ox! the individual . These include cond^tiong such .as mental retarda- tion; cerebral palsy, epilepsy, arid conditions associated with neurologi cal damage" (p. 507). The teiyn i's -generally Used po refer to^ disabili- ties with onset before adulthood*. As Jteyeh nates, mental retardation, cerebral palsy and epilepsy areycomditions frequently associated with developmental disabilities, ' y • m v '
Reference "
V * ■ ' v
Meyen, E. L. Exceptional children and youth:. An introduction. Denver:
Love, 19781 ' 9 \ ' :
Title Disability and- Rehabilitation Handbook
Subject tjp vf j a
' HG Med Aspects
3
Author
Golderison, R. M. (Editor)
Date
1978
Annotation
This book is recommended for people who work with disabled persons as well as patients Smd family members, This handbook includes an encyclopedia of chronic disorders, resource guide, political action manual and< more .
Description
846 page handbook^ hardback cover #
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Cost |
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$24.50 |
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Publisher *
McGraw-Hill Book Co., 1221 Avenue of j the Americas, New York, NY 10020
Additional Information
Title
Hope ThrQugh Research* Series
Subject HG Med Aspects*^
Author National Institute 'of Neurological Diseases & Stroke
Date
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Annotation |
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Titles on factual pamplets ificlude: ^ |
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S Cerebral Palsy Epilepsy- Hearing* Loss 0 |
Mental Retardation - Down's Syndrome Muscular Dystrophy . Spina Bifida |
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i • • % |
Description
Series of pamplets about various impait- mdhts and diseases
Cost
ERIC
Publisher
U.S. Department HEW, National Institute of ' Neurological Diseases & Stroke, Office of Public Affairs, Building 31, 9000 Rockville Pike,,* Bethesda, MD 20014
: ' : to
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Additional Information |
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51 • ... |
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CP Med Aspects
O /
Medical Aspects
Approximately 750,000 people — one out of- every 250 persons in this country — have cerebral palsy*, It is estimated that 10% of the , people w},th cerebral palsy are mildly disabled and very little remediation is required* However, about 80% of .the people with cerebral palsy have visible manifestations of the condition — either awkward' gait, gutteral speech, facial grimacing and/or drooling. Some of the conditions des- cribed above can be remediated with , the use ^of adaptive devices physical ^ therapy, or surgical treatment.
The major cause of cerebral palsy is, damage to the brain before, during or shortly after b;Lrth. In fact, the term "cerebral palsy11 fefle'cts its primary cause — "cerebral" means brain, "palsy" means a
• lack of control over muscles. Any one or a /combination of the following can be .the contributing cause of cerebral palsy: insufficient oxygen during* pregnancy *and/or^tt birth, RE blood /factor, brain hemorrhage which
.results in the birth injury, prematurity (especially when the infant weighs less than four pounds), or infection of the mother during early pregnancy with diseases such as German measles *or other viral diseases.
There §re indications that less than 1%^ of cerebral palsy is in- herited, and those with inherited cerebral palsy usualfLy do not live long. Although cerebral palsy is usually not Hereditary, the physical conditions that can lead to cerebral palsy may be inherited. For example, a child bom £o a mother with RH iterative blood may develop cerebral palsy as a result of inpompatability of blood .types. The cerebral palsy itself is not inherited; however, 'blood type — /the cause of the cerebral palsy in this" case — is inherited.
The term cerebral palsy does n«£t describe a single disease^, but a number of medical conditions* Since *the brain is not only the center of muscular control, but also of intelligence, behavior control, and language development,, it is possible for persons with cerebral palsy to have other * associated (Usabilities. The person having cerebral palsy may have any of the following accompanying disorders:
\ *
Speech/language disability. This occurs iif approximately 33% of*
the, people with cerebral palsy. V
Mental deficiency. Some persons with cerebral palsy have "normal" or even superior intelligence*.^ However, the mean IQ of persons with cerebral p&lsy vaifies from 70 to 75, as compared to 100 for the normal puplilation. It is also es timated "that about 50% of the population With cerebral"* palsy scores withing the IQ range associated , with mental\ retardation.
\
21
-ox
CP Mad Aspects
Convulsions, » Personality problems,
-Visual impairments. These occur in approximately 50% of the peo^i^ with cerebral palsy. *
Heatin ^impairments . These occ\ir in almost 16Z of the^eople with cerebral\palsy.
The types of cerebral palsy are classified according to the physical movements involved. The three major types of cerebral palsy are spastic, athetosis, and ataxia. According to Davis (1976), approxi- mately 50% of the people with cerebral palsy are diagnosed as spastic. These persons- have \irnb muscles that are tight, and with sudden attempted movement or stretching, the muscles contract strongly. For example, tapping of the, heel cord results in a quick, downward movement of the foot. With spastic cerebral palsy, the muscles continue to contract repetitively. The muscles of a person with spastic cerebral/ palsy become shorter with resulting deformities of the limbs, pelvis, and spine (Bleck & Nagel, 1975). y
*(
About 25% of the people frith cerebral p^alsy ai;e diagnosed as atlhetoid. A constant, recurring series of involuntary or purposeless, movements of the hands, feet and trunk characterize athetosis. Distinction can be ^ made between athetosis and spacticity. . With athetosis, tension causes the muscles to become' soft or flail; with spacticity they become tighter (Bleck & Nagel, 1975). 7 *
Approximately 7 % of the people with cerebral palsy are ataxic. ' %1 Ataxia is characterized by lack of balance, frequent falls, and a tremor of the hands, and feet. Each type of cerebral palsy can have a wide range of severity.- One^p articular type is not necessarily more limiting than another. ■ •
I ' *
There is no known cure for cerebral palsy. Drugs may be adminis- teted to he«t> control motor difficulties by increasing the tone of slack muscles or decreasing the tone of tight muscles. Surgery can help correct some of the deformities associated with cerebral palsy. For example, surgical lengthening of a tight heel cord makes^Lt possible, far the person to^walk on the entire foot. •
References
Davis,,. K. Itys about' time physical disabilities came out in the' open! Part II'. -*Madi8on, tfl: ^Wisconsin Vocational Studies Center of the r University of Wis coils in-Madiso.n, 1977.
Bleck, E. 4 $ Nagel, D. Physically>handicapped, children: ' A medical atlas for teachers. -New York: Grune & StraCton, 19 75^
3 "
. A
22
v • • •
Item Project Prevention
Category CP Med
ects
Description
Project Prevention is a public education and community action program to inform women about measures to prevent cerebral palsy and birth defects..*
\
Address
United Cerebral Palsy, Inc., 66 East .34th Street, New York, NY 10016
Phone
Additional Information
Title What Everyone Should Know About Cerebral Palsy ~ J Subject CP Med Aspects; "
I Sub
O
Author
Date
Annotation
This" cartoon booklet introduces information about' cerebral palsy including causes, prevention, aids and * treatment, resources, and research. The booklet uses pimple Sentences and many' illustrations.
Description
booi/let
Cost
$.15 per' copy 100 or more $.12
ERIC
Publisher
^ Additional Information
United Cerebral Palsy Association, Inc. 66 East 34th Street, New York/^NY 10016
23
54
Itgm WINCDS Extramural Research and Research Training Awards — In.lhe Nftnrolnglral , Spngn-ry anri Canmualcatioq T?l9ldc
Category
CP Med Aspects
Description ' • *
lis research report, available free of change, provides information on research report grants and awards in the neurological, sensory and communicative fields. . NINCDS is a research organization which investigates both pre and post natal causes of cerebral palsy. The organization is currently specializing in vir^l as well as anoxia research. 'NINCDS funds research and research training awardsMn neurological, sensory, and communicative fields.
Address .
U.S. Department of Health, Education • and Welfare, National Institute of 4 Neurological ap^^d^to^iitive Disorders and Strdke, Befthesclaplffi 20014
Phone
Additional Information
This 1977 research report is DHEW . Publication No. (NIH) 77-1401.
Ep Med Aspects
Medical' Aspects
Although the actual incidence is not known > it ±g estimated that ' approximately one million Americans have epilepsy ^ Epilepsy is a disorder .that results f rom^glteration of brain function that begins and ends spontaneously and tends to re cur ^ - -
\ Epilepsy, is not a specific disease, but is rather a symptom of an^ intermittent imbalance of electrical activity of the$ brain characterized by recurring seizures (Guidance andvSupport Services, 1977). The terfhs " seizure and convulsion are synonymous. However,^sef zure is the preferred term since the term convulsion carries with it the negative connotation of having a "fit11 (Biel, 1980). Seizure can be caused by a variety of factors including brain anomalies, vascular malformations, tumors, trauma, -inflammation of the brain (encephalitis) or the meninges (meningitis), or metabolic disorders sudv as low blood 'calcium, low blood sugar or low blood magnesium' (Bleck & Nagle-,* 1975).. I^r a large number of persons with seizur^, no specific cause can be found. These cases are called idio- pathic epilepsy* ^
* i( The role of heredity in the etiology of- epilepsy is not clear* Statistics indicate that the likelihood that an individual will have- epilepsy7 increases if others in the family have the disorder. However, Msome*'experts say that wh-at might be inherited is not some form of epilepsy, but a greater or lesser degree' of resistance io the types of injury that produce epilepsy.1* (Davis, 1977) Others deny any relationship between epilepsy -and he^dity. Clarification of the- role of heredity is ' complicated by the. lack of agreement as to what is classified as a seizure and variability dn^ the interpretation^ of electroencephalograms (EEG). The EEG, which is typically .used to detect epilepsy* is a measure • of electrical activity *in the brain.
The> classification of seizures is based on clinical characteristics, neurophysiological characteristics*, or conbinations ofJ)oth. The following classifications of seiqures.are based, on the clinical manifestations (Guidance, Counseling-and Support, Services , 1977).
GRAND MAL SEIZURES: A*re characterized by loss of consciousness, followed by muscle rigigity. (especially of the limbs) and' jerking of t&e limbs after which the entire body, becomes^ limp* Grand mal seizures are often accompanied by salivation and loss of bladder and/or bowel control. After regaining cdnsciousness , the person may feel tired, somewhat uncoordi nated, or may experience a headache. \
PETIT ML SEIZURES : Are characterized by> loss" of. awareness which m^y-be observed as a blank stare or flickering of the eyes. Petit Lai seizures, whiqlv usually last only several seconds 'each, may occur as often
7^
, * Ep Med Aspects.
* *
as three' hundred tides ja day in severe cases. After a seizure the person resumes normal activity, often unaware that a seizure occurred. Petit mal seizures may be mistaken for daydreaming. .
^ * . ' ~ -
PSYCHOMOTOR SEIZURES: Are characterized by altered states of mind, motor movements' of .the body, "^nd total loss of awareness. -Although the individual experiencing a psychomotor seizure may look like he is awake and aware, the person is nonfunctioning on a conscious level. The person may repeat meaningless phrases or move quickly or rhythmically in a mean- ingless or inappropriate manner. Psy<?homotor seizures can last from several seconds to fifteen or twenty minut^. In severe cases, they may last for several hours or_days. Psychomotor seizures may be mistaken for
behavior associated with intoxication or drug abu^e.
■» *■*
Some people know thdy are going to have a seizure just before, it occurs. This signal^ called an aura, may be the sensation of an unusual odor, sound, or feeling that acts as warning of an impending seizure. Approximately half *of the persons with epilepsy experience an -aura. Individuals should be ^encouraged to indicate that they have experienced an aura so that safety precautions can be taken. Safety precautions and first aid procedures for seizures are outlined in the section "Ep^-le^y, What Do You Do When . . . •"
' Use of anticonvulsant 'medication can' control^seizures to varying degrees. With proper medication, over 50% of 'individuals with epilepsy can be free of seizures. Another 30% of individu^ can gain partial con- trol of seizures. For the remaining, seizures can only poorly controlled (Davis, 1977), Possible side effects of anticonvulsant drugs include fatigue, drowsiness, dizziness, awkwardness, nausfea, fever, diarrhea, ^ , double vision pr skin rash. In sowe, cases, adjustment* of dosage can alleviate side effects so that the drug need not.b4 discontinued.. Adequate rest,' physical activity and diet are recommended to aid in control of seizures. *Some medical authorities recommend abs tinence<£roitt^fticQhol. Emotional conflict and turmoil also may aggravate the tendency to have . seizures ... » ^
References
Berg, B. Convulsive disorders. In E. B leek- and p. Nagel (Eds.) ,
Physically -handicapped children: A medical atlas for teachersy New . York: Grune & Stratton,' 1975.
Davis, K. Itfs about time physical -disabilities came out in, the o_pen, Part ill. Madison, WI: Wisconsin Vocational-Studies .Center of the University' of Wisconsinr-Madison, 1977.
Guidance, counseling and support services for high school students with physical disabilities. Cambridge, MA: Technical Education Research Centers, 1977. « •
Reference Note 1
^Blel. Personal communication, January 14, 1980.
26
|
Item Resources on Medical Aspects of Epilepsy |
Category Aspects |
|
Description
The following three resources are available from ^ Epilepsy* Foundation of America: k
ANSWERS TO <THE MOST FREQUENT QUESTIONS PEOPLE ,A§K ABOUT EPILEPSY
MEDICAL AND SOCIAL MANAGEMENT OF THE EPILEPSIES 1 « , ft ©
A NATIONAL DIRECTORY OF CLINIC FACILITIES fOR DIAGNOSIS AND TREATMENT OF PERSONS WITH EPILEPSY
Address
Epilepsy Foundation of America 1828 L Street 'Washington., D,C. 20036
Phone
Additional Information
ERiC
Title
Basic Statistics on the Epilepsies
Author
Date
Annotation
Information pertaining to both the medical and social aspects of epilepsy has been organized into tables and charts that reflect the current* state of information about epilepsy. This report should he of use to .my person interested in epilepsy nnd^ the problems rel;iLed to the disorder.
PuBlisher
oUbject ep Med -Aspects
Description
3
|
Cost |
s |
27
Additional Information Available from:-
Epilepsy Foundation of America, Suite 406, 1828 L. Street7*N;W. » Washington, D.C. 20035
HL Med Aspects
Medical Aspects
,The term hå impaired refers to all varieties and degrees of hearing loss. A person with a hearing impairment may only have difficulty hearing very high or very low pitch sounds. Or, a person may be able to hear sounds but not understand ^ them. Likewise, a person may hear well in some situations, but not at all in others.
There are three factors to be considered in describing hearing loss.
The first is the degree of hearing loss — what the person can or cannot
hear. The second factor is the age of onset, the age at which the hearing
loss occurred. Finally, the third factor ■ t>o be considered is the type of
hearing loss, which is. determined by the cause of the loss (Davis , ,1976) • # • \
Persons who lack the ability to hear and understarx^ speech are .classified as being deaf* Persons. .who have some ability to hear and understand speech are classified as hard-of-hearing. The specific degree of hearing loss' is usually measured in decibels by an instrument called an audiometer*
According to Davis (1976), the degrees of hearing loss have the v^ ♦following effects on the ability to hear and understand sounds*.
Slight Hearing Loss (average of speech frequencies in better ear is 27 to 40 dB*) y Individuals with -slight hearing loss typically -have difficulty hearing speech that is distant or. faint. Generally, .the condition goes unnoticed.
Mi I'd Hearing Loss (41 to 55 dB) : Persons Mth mild hearing loss are usually able to understand face to face conversations at a distance of 3 - 5* feet. They may miss as much as half of group discussions * that take place in a qlassroom or other large room. Difficulties are likely to occus when the person is, ti^ed or inattentive and distant seats in a theatre pos^ special problems. ■ >
Moderate Hearing Loss (56 to 70 dB) : Conversation must be loud to be understood by the person with moderate loss. - Group discussions °' are particularly difficult. This degree of loss may be accompanied by defective speech, deficits in^language use and comprehension and limited vocabulary *
Severe Hearing Loss (71 to 90 clB) : A person with severe losrs^msy ' N" 'heaV loud voices about 1 foot away, and moderate voices several inches
. n
* These decibel ratings are based on current standards of the International
Standard Organization' (ISO) .
3
HI Med Aspects
away. Environmental sounds like airplanes and 'sirens sometimes can be identified. The person may be able to discriminate vowels but not all consonants. Typically, speech and language are defective and subject to deterioration.
Profound Hearing Loss (91 dB or more) : A person with profound loss may be able to hear loud sounds ^bout 1 inch from the ear. However-, the person may be more aware of vibrations than tonal pattern. In- dividuals with profound hearing loss rely on vision rather than * hearing as the primary mode of communication. Speech and language is frequently defective and likely to deteriorate, i . • r% •
According to Davis (19 76)' ; the effects of a hearing loss are in- fluenced by the age of onset. A congenitally deaf person will need skilled, professional help to develop speech. On the other hand, a person who become deaf during adulthood can usually retain speech with little or no assistance..
Persons who are deaf are usually grouped into subcategories, deter- mined-by the age of onset. These' sub categories are: pre- lingual, post- lingual and deafened. Pre-lingually deaf person's are either congenitally deaf or lose their hearing before the age of five years. Loss of hearings at that early age has an, important impact on speech and language, develop- ment. Because both speech and language are acquire^ thrpugh formal training, rather than naturally ,^ui>re-lingually deaf person1 s speech may be stilted, mechanical and, difcflcul&Xto understand. § Conceptualization and abstract thinking may also be Vaf fecMo' becausf the normal patterns of language acquisition have been inl^irup ted. Persons who are pre-lingually deaf usually communicate through finger spelling, signs and writing. They have only minimal speech and lipreading ability.
Post-lingually deaf pe.rsons are those who become deaf after age* five. In mobt cases, the post-iingually deaf person had normal hearing long enough lo develop speech and Language patterns. As a result, while his speech Is usually affected, communication can be carried on through speech, 'signs, finger spelling, lipreading and writing^ ^
The third subcategory, deafened, is used to describe a person whose hearing was at one time normal. Consequently , for this person language was 'acquired and can still be remembered, however, the present degree % of impairment is so great that even residual hearing is lost (fayklebust,}964)
Generally, there are three sources of hearing loss: dongenital . problems, hereditary causes and disease or accident. A congenital condi- tion may or may not be hereditary. One particular viral disease that has emerged as a major cause of congenital deafness is Rubella, or German measles. If a mother contracts Rubella during the first1 trimester of pregnancy, this A can result in severe congenital hearing loss in her unborn child. Likewise, any'severe infection (for example, influenza or mumps) can cause deafness or hearing impairments. Blood incorapatabilities , such as RH. factor or ABO combination, may., also cause congenital problems with a child* s auditory system.
*
HI Med Aspects
Another source of congenital hearing loss includes various complica- tions during labor. ..Prematurity, prolonged or difficult labor, or diffi- cult delivery 'involving the use. of obstetrical forceps can all result in . injury to the unborn child. Such injuries are usually complications of hemorrhaging in or around the brain.
Hearing impairment may also be caused by metaboiic and endocrine disorders during childhood. Examples include hypothyroidism or cretinism (Davis, 1970).' , .
Some hearing impairments are caused by hereditary factors. There are various genetic syndromes, — Waardenb>urg/ Klippel-Feil and Treach^er- Collins — that result' in an abnormality of the labyrinth or middle or external ear. < Approximately 70% of the, cases of hereditary deafness are caused by ScheibVs type. -This disease affects parts of the inner ear such as the cochlear duct, sacculae and organ of Corti (Davis, 1970).
Even though inherited forms *of hearing impairment usually do not invoive btain damage, a hearing impaired person's learning potential mayyV^ be restricted because of inability to receive meaningful sound. Ivis im- f portant totalize th£t,_ while the hearing loss ,raay increase difficulty , ^ in learning, it does not decrease^ intelligence.
Heatirig' impairments 1 may also "occur ; through disease or accident. .This type of loss frequently involves damage* to the, central nervous system. A , person who loses his hearing in this manner may also fexpertence accompanying impairments in memory, orientation, intellectual function and judgment. Some diseases that may cause, hearing" loss a*re: scarlet fever, mumps, ^ diptheria, whooping cough, nieasles, typhoid fever, pneumonia, influenza and meningitis. Infections of the middle ear may also cause bearing loss. Concussions and sub jection to 'high frequency or excessively Jloud' sounds^ may result in hearing loss ^as well (Davis, 1976). ^
There are communication problems, particularly in the areas of language and' conceptualization, associated with severe hearing impairments. Language ability among severely hearing impaired people varies greatly. At one end of the spectruk are those persons who have fufcly intelligible . speech and can read and Write adequately.. At the other end, are the fed who use only gestures and pantomime to cotamunicate. In between are persons f who speak, write and read at different levels depending, to a great extent, on their level of acadekLc trainiftL Many times their .written language • seems- uhgramma'tical and confusing/to the person unfamiliar with hear|pg impairments. Their st/eech, may <be difficult to understand because or arti- culation and verbal ]Jari'guage problems.
Persons with hearing impairments since birth or early childhood may have the additional problem of conceptual limitations or problems with abstract thoughts./ Thfese' problems generally result from language limita- tions, isolation and lack of adequate 'stimulation during the developmental ye ats ( Davis , 1976). • : .
A deaf person's language skills{ should in no way be considered an . indication of level of intelligence. In fact, the person's language skills are more accurately a reflection bf the age of onset, type and degree of
11 > 30
1
•f ■
13
HI Med Aspects^
hearing loss and interaction with family, peers and teachers during child- hood and early, educational years (Patterson, 1971) .
"tedical treatment has rather little to offer to restore lost hearing, but preventive medicine can and does contribute greatly to the conservation of hearing" (Davis & Fowler, 1970, p*. • In some cases, loss of hearing associated with blockage or infection of the external or middle ear can be alleviated by medication or surgery. However, once, sensory cells or nerve,, fibers have degenerated, they cannot be restored (Davis & Fowler, , 19 70) • Preventive measures, are instrumental in promoting conservation of hearing.. These include auditory -screening of children that helps identify problems that can lead to permanent hearing impairment. There are also efforts to reduce exposure to hazardous noise levels., especially in industrial and military settings (Davis & Fowler, 1970).
References
4 ■
Davis, H. Abnormal hearing and deafness. In H. Davis & S. R.£iriverraan (Eds.), Hearing and deafness (3rd ed.). New York: HoLt^inehart & Wins feon, 1970. • ' *
Davis, H. , & Fowler, E.P. The medical treatmenteof hearing lbs s and the conservation pi hearing. In H.1 Davis & S. R. Silverman (Eds.), Hearing and deafness' (3rd ed.). • New YorK: ^jtfolt> Rinehart & Winston, 1970.
Davis, K. It's" about time Rearing impairments came out in th£* operu Madison, Wll Wisconsin Vocational Studies Center at the University of Wisconsin-Madison, 1976./
Myklebust, H. The psychology of deafness (2nd ed.). New York-: Grime & • Stratton, 1964. . .
Patterson, C. H . , & Stewart, L. Principles of counseling with deaf people, " In A. E. Sussman and L. G. Stewart (Ed.), Counseling with deaf people. ' New York: Deafness Research & Training Center, New York University, School of Education, 1971. ^
31
MR Med Aspects ^ r
■ Medical Aspects
Since 1976, the American Association of Mental Deficiency's (AAMD) definition of mental retardation has become widely accepted* According to the AAMD definition,
— >•
Mental retardation refers to significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior, and .manifested during the developmental •period* (Dunham h Dunham, 1978, p. 459)'
To fully comprehend the scope of 'the above definition, it is neces- sary to defin^some of the terms utilized. '^Subaverage intellectual functioning is c&nsidered to exist.when a person scores more than two standard deviations- below the mean on an individually administered, standardized intelligence text* For AAMD1 s purposes / tlTe developmental period begins with conception and concludes at the end of tiie 18th year. Adaptive behaviqr involves satisfactorily coping with the ordinary events of growing up and maturing* Coping is measured by how successfully a f person adjusts to school, takeaCcare of his personal life- and needj , and • progresses in social development. Impairment in adaptive behavior may be detected, in part, by balow ^erage ^progfess in school achievement*
In deciding whether an individual is' mentally retarded, Ithe person y under consideration should have )had ample opportunity for remedial help/ Every step must be taken to ensure that any observe^ impairment is not>the result of a lack of opportunity Jtp acquire suitable behavior*'
Today, mental retardation is usually categorized intS four, degrees ■ or levels: mild, moderate, severe and profound* Statistically , most persons who are labeled mentally retarded are categorize^ into the mild range. The greater the cfegree of retardation, the fewer people placed Jn the category. Hence, profound retardation occurs the ^east often:
* . *
The four levels of mental retardation "do not have 'clearly defined boundaries. Even though they are riot easily separable, these four levels have traditionally guided the wtays that educators — as well as other %* 4 professionals — have approached mentally retarded persons*
Intelligence test scores tfrpically ^re used to designate the levels of mental retardation as follows :
LEVELS OF RETARDATION S TAN FORD-BINET SCORE WECHSLER SCORE -
■ ; - * ' ?— ;
• Mild ' 68-5,2 69-55
Moderate > 51-36 54-40
Severe 35-20* * ' * 39-25
Profound " 19-below 24-below^
/ & 9 32 X *
** ML . {
ME* Med Aspects
Although approximately 200 causes of mental retardation have' been identified, precise etiology' cannot be determined in 7.5, to 85% of actual cases (Dunham & Dunham, 19 78). The exact c&ise' can be paAicularly dif- ficult to identify because ttfe determinant lustily accuiS'li'| p#r before birth, yet br^Ln functioning usually cannop be rtliix^evaluated until/ the infant is several-months oldo Therefore, /the conditrhsJpf ten is nop dis- covered until after tjje cause has taken jfts toll. \ Vs
The causes of mental retardation can be classified-fh ttfree/areas : ^poverty, agents of organic defect and gtnetic detertpin ants ^Dunham & Dunham, 1978). Conditions 'ass<?ciated with poverty — irvtellecWal and emotional deprivation, unsanitary environment, malnutrition, poor health care, and lead poisoning — are factors' that contribute to the incidence of mental retardation. According to Dunham and Dunham (1978), .many . workers in the field of mental retardation maintain that prevention oN half the cases, some 3 million, must, begin with social action.
Agents of organic defect account for more cases of mental retarda- tion than all those caused by genetic defects (Dunham & Dunham, 1978); Pathological conditions in the mother, during pregnancy can cause retar- dation. 'These include toxemia (excess of waste or poisons in the blood) , diseases such as Germari^measles or viral conditions, and toxoplasma, ^a> parasite carried by animals. Other agents of organid defect include kidney or metabolic disturbances during pregnancy, exposure ta X-rays during pregnancy, Rh incompatability disease, and brain injury or lack of oxygen during delivery. Head injury", malnutrition, metallic poisoning, * and .complications of diseases are among the postnatal causes of retarda- tion (Dunham & Dunham, 1978) <>
Genetic determinants of mental' retardation include a range of" chromasomal abnormalities • Sone of these are^isted below:
Down1 s ' syndrome : Down's syndrome, "the largest group of single diagnos-tic clinical types of menta^? retardation," is a condition which is now believed to* be caused by accidental abnormality of the chromasomal distribution in the^cells of the developing embryo .( Dunham & Dunham, 19 78). Individuals with Down's syndrome, also
\ called mongolism, exhibit the following characteristics: certain hand and foot abnormalities , ' lack of eyelid fo'ltfs , broad nc^e,
* l*arge, thick tongue, protruding lower lip, stubby fingers , .round face and short broad skull. Poor circulation an d, susceptibility to respiratory disease frequently accompany the syndrome* Today careful medical attention can correct many of the defects- that once reduced life e?cpectancy of people -with Down's syndrome.
Tay-Sachs disease : This disease, also called cerebral lipoidosis, occurB as the result of genetic abnormalities which, if carried by both parents, result in a 25% chance with each pregnancy that the child will have Tay-Sachs disease (Dunham & Dunham, 19 78) It is now. known 'that Tay-Sachs diseas^ is caused by absence of an enzyme which results in the accumulation of ja^fatty substance especially . in the brain. A child who* has # the^disease 'appears ^Sbgial at birth, but begins to deteriorate when about 6 months old. Gradual loss of
f 0
MR Med Aspects
coordination, blindness , seizures ; and severe mental retardation are characteristic. Children with Tay-Sachs rarely live beyond 4 years of age. A blood test can be used to identify carriers of Tay-Sachs and % the disease can/also be detected by amniocentesis during the early stages of pregnancy.
Phenylketonuria (PKU); PKU, which affects 1 in 20 ,000 children, is a congenital metabolic disorder which is often associated with 1 , % severe ,mental retardation (Dunham & Dunham, 1978). A urine test ' can detect the symptomatic phenylpyruvic acid in the urine of ^ infants with the disorder. When PKU is detected, a diet low phenylalanine is prescribed. This can prevent or greatly reduce brain damage. ^ '
Cretinism: * This is a severe thyroid deficiency occurring during fetal development or early infancy. The condition tends to occur ; where latk-o-f iodine produces high incidence of goiter (Dunham &\ * Dunham, 1978). Birth injury and infectious diseases can also cause cretinism. If the infant receives thyroid extract treatment during . the first months of life, relatively normal development usually \ occurs. If the condition is untreated, it can cause mental retar-
dation as well as certain physical characteristics — * stunted1 growth, large head, very co'arse hair and thick °p rot ruding tongue.
^Struct;ural abnormalities of the head: These abnormalities can result in brain damage and mental retardation (Dunham & Dunham, 19 78). Hydrocephalus is an enlargement of the head resulting from excess cerebrospinal fluid which exerts pressure on brain tissue. An operation in which excess fluid is shunted into the bloodstream can sometimes arrest the condition. Craniostenosis is caused by premature closing of the cranial opening. In -some cases, partial relief can be achieved through surgery. Microcephaly, character- ized by miniature brain and small, pointed head, may be due to a recessive gene, X-ray exposure of ^the mother or certain infectious
* diseases. Little can be done to alleviate this condition.,
Medical efforts to understand, prevent pr ameliorate mental retar- dation have met with increasing success. Some causes are now almost ijnder complete control. For example,, cretinism has been all but eradi- cated. Some cases of ^mental retardation can be anticipated before birth
-through a process called amniocentesis. Through this process, a sample of the amniotic fluid that surrounds the fetus is drawn and analyzed.
^Often, this analysis 'provides information that can lead to preventive measures. .
However, wfrffLe some medical procedures have helped alleviate mental retardatiqji, others have led to increased incidence of mental retardation. For example, some children are mentally retarded as the result of the unknown side effects of new medications. The side effects of thalidomide during the 1950s and4 1960s is a well-known example. In addition, improve- ments in general medical care has decreased the in»fant mortality rate of 'children born re^taijded.
Reference .
* / v
Dunham, J.R./ and Dunham, C.S. Mental retardation. In R.M. Goldenson (Ed.) Disability and rehabilitation handbook. New-York: McGraw-Hill, 1978.
34 • uO
J
OH Med AspectV
Medical Aspects
For the purposes of this Resource Guide, orthopedic-handicaps will be defined in accordance with Kirk's definition (L972). Orthopedic handi- caps!* are a sub classification of ptfysical handicaps. Persons with ortho- pedic handicaps have a crippling impairment which interferes with the normal function of the tones, joints or muscles. Persons can have^ congenital (birth) handicaps, including clubbed feet or hands, absence of a limb, defects' in ,neck^ spine, hips or limbs , or they can have traumatic (acquired) handicaps, including amputation, poliomyelitis^ arthritis, infectious diseases, and spinal cord irfjury.^ Ifedical aspects of ortho- pedic "handicaps involving amputation and paralysis are described in this - section.
"^Amputations may be congenital or traumatic in nature. The terms used to describe types of congenital amputation incorporate the Greek ' word for limb, melus. Hemimelia means absence of half a limb;* amelia. means total absence of a li.rab; phocomelia refers to a small appendage of what might have been a limb^ Many of the birth defects associated with the drug thalidomide may be categorized as phocomelia. ' The cause of total or p'artial congenital limb absence is a failure of fetal" limb bud develop- ment in the first three months of pregnancy (Bleck & Nagel, 1975).
) y \ : N
Traumatic ainputations are oftei^<he result, of tralima associated with involvement in automobile a^ci^Tts , war casualties ,* or industrial accidents. Another common causers loss of adequate blood supply to an 1 extremity resulting- from avascular disorder. People with diabetes or those experiencing the advanced aging process may require amputation of a limb because of "dry" or "wet" gangrene. Dry gangrene results when the arteries arei narrowed and the blood supply is reduced.* Wet gangrene is the result of a lack of resistance to infection and its effect -on blood vessels. -
Amputation may also result from the ^xistence of -a malignant or benign tumor^ Arto~ther, though rather uncommon, cause of amputation- iff the existence of a. useless or atrophied limb.* An individual with an atropHied limb- may be advised to have an amputation to prevent an accident , * such as. entanglement in machinery. ; *
Physical problems associated with amputations .include physical pain and phantom pain. Most persona who have amputations experience a certain amount of real pain. In some persons, the sectioned nerve ending may form a sn^lJL growth called neuroma. When pressure is. applied or a ' > prosthesis is used, this nerve ending may be the source of intense pain. A local anesthetic is usually ^sufficient to relieve the pain* ' /
was
£11
* OH#Med Aspects
PhanCom pain is p^aln felt in an extremity that has «been amputated and is a common experience. Individuals may experience varying degrees of phantom pain. ^When it .persists longer tfran several months after surgery, fiowever, physicians and psychologists believe that the pain is no longer physical in nature. It may be considered a psychological reaction that mayjrequire psychiatric treatment (Davis, 1976),
Prostheses aire artificial limbs that are constructed according to medical specifications. Functional effectiveness of prosthetic devices - varies greatly. For example, prostheses' available for unilateral aboye- the-elbow amputations are less functional than those available for below the elbow amputations. Individuals will generally' use the intact upper limb to the maximum and rely on the p%r^ostheti,c limb as a helper. Some people with upper-limb amputations % those either high in the arm or through the shoulder, may consider the prpsthesis a nuisance and choose not to use it.
Prostheses can be of great "use for individuals with bilateral ab- sence of the upper lints, eithe'r partial or complete. Some of these in- dividuals develop skill in using their feet and/or toes for tfiose activi- ties usually performed with upper l^mbs. This technique may be used in addition to or instead -of prosthetic devices.
Individuals who have .low^; limb amputations, particularly those with unilateral above- the-knee amputations, may walk adequately with a ^ *|k prosthesis. On occasion, persons with*this type of amputation may utilise * a wheelchair to conserve energy (Bleck St'Nagel, 1975).
SpinaJL cord injuty anfl paralysis are a second major category of orthopedic handicaps. In the past congenital paralysis frequently caused death in infancy; paralysis that occurred later in life due 'to accident or dise>ase also was associated with a high death rate. An estimated 940,000 Americans are affected by paralysis today. This is the equivalent of: one
out of ev£ry 200 persons (Davis, 19 77).
/
There are various types of paralysis. These include: , * 7
MONOPLEGIA involves a paftial or compete paralysis of one limb as , a result of injury to the spinal cord^*
•41EMIPLEGlX is defined as a partial or complete paralysis of one t side of the bolly* or part of one side of the body. This paralysis is caused by injury tp various 'motor centers of the brain. -» It may be associated with, perceptual and intellectual impairments which - ' are not present with other 'types of paralysis. Aphasia,, which is the inability to speak, write, or understand spolcen^or written language* can be an associated disability. ' •
TRIPLEGIA is the partial or complete paralysis of three extremities caused by accident or disease that involves injury to the spinal co^d. t ;
QIIADRIPLEGIA or* TETRAPLEGIA is partial orv complete paralysis of legs and arras as a result of injury tQ the spinal cord.
OH -Med Aspects-
► *• *
PARAPLEGIA is*paralysis of the lower, part of the body resulting from a spinal cord injury,
.There are many causes of paralysis. Some of .these include disease, sruch as poliomyelitis and^gauscular dystrophy, and accidents, such as obstetrical errors, falls, gunshot wounds, 3nd hemorrhages. Other causes include injury/to the brain at birth, stroke, tumor pressure against the brain or spinal, cord, or ingestion' of poison. Paralysis caused by injury to the spinal coitf is common* The extent of the paralysis is determined by the .point* or leVe^-of injury since the part of the body below the point of injury will be affected (Saltman , ,1965) .
Paralysfs can be the source of other physical problems. Spasms, one physical problem associated with .paralysis , are the involuntary jerking of muscles. 'Nerve impulses which move in the direction of the brain are blocked by the paralysis and redirected toward their source. ' This creates a musple contraction. Spasms can be triggered for a variety of reasons. Not all individuals who, are paralyzed have spasms, and those'who do ex- - perience spasms do not^ necessarily ghave them constantly or with equal • severity. \
The person who is paralyzed has increased susceptibility to disease, particularly in the^kidney, bladder and other organs of elimination. Mai- functioning, blockage, infection and stone formation are potential physipa complications affe'cting the excretoiy system. Many paralyzed persons cp train themselves-to use muscle control and remaining sensation t^maintain normal excretory function. Others use catheters and bowel management programs. T .
The lack of sensation in the paralyzed parts of the body may create problems. Care must be taken to avoid exposure to severe heat or cold, scraping or \rubbing that^ could cause injury to the,paralyzed part of the body. •The absence of sensation in the paralyzed portion of the body can also lead to the development of pressure sores or decubitus ulcers. When these ulcers are not treated properly, they grow, become .badly infected and are difficult to cure. To avoid the development of decubitus' "ulcers , people who are paraplegic and quadriplegic must move periodically to shift their weight and restore circulation to pressure points. * '
Other physical complications may oop,\ir -if the paralyzed person is < inactive. These complications include loss of muscle power and function,?- circulatpry problems $nd bone weaknesses (Davis,' 1976). * I
. - ' . J '
i^vdriety of 'aids and equipment .are available to assist paralyzed persons. .Mobility aids include manually-operated and motorized wheelchair crutches, canes and braces. Aids, equipment and mechanical devices also are available to assist in performance of daily living activities. Technological advances continue to" expand the range of functional aids available. ,
* i
Some individuals (expecially quadraplegics) require the services of a personal care atg^ndant to assist with aspects of peraonal^care they are unable -to perform alone. For more inf ormation^qbp^t personal care
37:
/' < f
I - * .OH Med Aspects
W
attendants, see the section on Orthopedic Handicap , "Dail5r Living Skills."
References
Bleck, E. , &'Nagel, D. Physically handicapped children: A medical atlas for teachers; New York: Grijge & Stratton, 1975. : I .
- Davis D. It's about time physical disabilities came out in the open! Part I. Madison, HI: Wisconsin Vocational Studies Center at the Uni- versity of Wisconsin-: Madison, 1976* - *
Kirk, S. Educating exceptional children (2nd ed.). Boston: Houghton- Mifflin Company, 1972. j
Saltman, J. Parkp\Legia: A head, a heart, and two big wheels. JjXtftfk : Public Affairs Committee, 1965. . ( sj&k'?;^**,<t
j
\
Ot
'3*
-3&-
VI Med Aspects
\
Medical Aspects
• % Definitions of blindness range from complete loss of sight to varying degrees of residual vision. ,In the United States, legally blind is defined as vision of 20/200 or less, in the b est eye with the* best possible correction, or visual acuity of more than 20/200 when t^e width of the field of vision is 20 degrees or less. Simply 'stated, a person who is legally blind can see — with best correction — at 20 feet wfcat a person jg^Lth "normal" 20/20 vision can see at 200 feet., Or the person has a yery narrow field of vision.
Low vision is typically classified as best corrected vision between 20/60 and 20/200. Some people are' termed functionally blind. A func- tionally blind person can have- better than 20/200, .vision , but cannot read standard size print. " * j^. *
Many types of visual ^impairment are congenital in nature. This Wans the impairment was caused either before or at the time of birth. /Approximate ly 70% of th£ cases of limited vision are congenital- (Davis ,
1977). In many instances; congenital visual impairment can be attributed **to^clisease' or genetic factors leading to hereditary diseases. , ^pr example, if the mother contracts Rubella, also known as German measles, during the first trimester of pregripncy, this can Jead to visual impair- ment in the unborn child."^""T&bella -can also cause other types of congeni- tal defects. v- «* "
\ • ■
■> - *
Another type of congenital visual impairment is caused by retro-
lental fibroplasia, which is the growth of^fibrous tissue behind the lens of the eye. This condition, which was particularly prevalent in the 1940s, was traced to the administration of excessive ^mounts of oxygen to premature infants. The high levels of oxygen promoted the formation of the fibrous tissue. While the source of the problem has been determined, even today sporadic cases still occur in some hospitals (Davis, 1976),. One other type of congenital visual impairment, strabismus, is a condition involving crossed eyes. Strabismus is a problem associated with congeni- tal forms of cerebral palsy and other neurological diseases (BJLech & Nagel, 1975). . *' . -(
Congenital visual impairment can also be caused by hereditary ' *^ ^diseases which can' affect the eye exclusively, or in connection with other organ systems. Examples of hereditary diseases include':
Albinism: This' hereditary^disease produceS^very poor^vision., in addition to an annoyance with bright light. This disease is classified as« an' autosomal recessive condition, which means albinism can occur withaut any previou1! hereditary history #of the * disease. a ' * *
VI Med Aspects
Anirida: Another hereditary disease which affects visual develop- ment is Anirida. This disease, unlike Albinism, is autosomal) "dominant, which me'kns the disease is passed on from one generation to the next. Anirida results in mild to severe partial absence of the iris, nystagmus, cataracts, glaucoma and decreased vision. 9 ^ Anirida has been associated with the development of a malignant tumor of the kidney, called WilmTs tumor.
Iwarflsm: This is a type of hereditary disease which can lead to visual impairment.
In contrast to congenital visual impairment K some people are adventitiously visually impaired. This means the 'impairment was caused following birth. Most adventitious visual impairment is catised by one 4 - • of the following diseases: \
Ca taracts : This disease is usually described as a cloudiness of the lens. The cloudiness blocks the light necessary for vision. Some common symptoms of cata'racts are blurring vision, double vision, '^r* lv„aftd a need to change glasses frequently.' Surgery with corrective / lenses is about 95%i( effective. ^
Glaucoma: This disease develops gradually and painlessly. As a t result of increased fluid pressure inside1 the eyeball, the outside portions of the optic nerve' cannot function and side vision is *re- ^ duced. Uncontrolled glaucoma can reduce -visiop to a tiny spot in
the« center of the^^isual field and eventually 'result in blindness (Durham* 19 78). In. cases of acute g*laucoma, vision rapivdly\ be- comes cloudy and is accompanied by severe pain" in and arounc}' the eyes. Glaucoma can be arrested by drugs or surgery. However, the resulting visual impairment can never be reversed.
Macular degeneration: This disease affects' the central part of the field of vision. The macula is the central portion of the retina ^ where vision is clearest. When*it is affected, the person 'may have good peripheral vision, but is not able to see to read or drive a car (Dunham, 1973). IJacular degeneration usually occurs with aging, but can also occur in conjunction with deafness, certain fotms of / muscular dystrophy or hereditary spinal cord degeneration.
Diabetes^: Although diabetes itself does not cause visual impair- ment* many visual,problems can be associated with diabetes (Bleck
o , " & Nagel,, 1975). Diabetes induced visual impairment is characterized by retinal hemorrhages and excessive drainage, of the retin'a. Hemorrhaging of the retina produces dark spots in the^visual field and occasionally causes blindness (Dunham, 19 78). In cases of
' visual impairment associated with diabetes, the duration'of dia-
betes, rather thahJits severity > is seen as the important factor in producing, visual changes. * . 1
* In addition to disease, traumatic or acquired conditions can cause ,' 'visual impairment. Examples of traumatic conditions are: tracoma^, viruses, retinal detachment, tumors, hypertension arid, arteriosclerosis. *
*
AO
ERIC
4*
VI Med Aspects
Accidents are also a common cause of blindness. In fa£t, approx- imately 1,000 eye accidents occur each working day (Davis, SL977).
• ■
Other physical limitations* need to be considered in association with visual impairment. These 'limitations include: restricted experi- ences with the object world, limited mobility and a reduced capacity to control the environment (Bleck & Nagel, 1975), .Particularly in the case of congenital blindness, judgment ofMspatial relations may be affected, which, in turn, creates problems in mobility "training, A congenitally blind person has never seen his body^in relationship to space. As a result, he has. trouble understanding the distances and sizes of objects in comparison to his body size. Both space and geometric patterns can pose special problems. Many, blinded persons, both congenital and ad- ventitious, can define a square ,ybut are unable to explain the re- lationship of a street on the£S*\Left, after making a 90 degree turn. Finally, another physical limitation frequently associated with blind- ness is abnormal posture aridAait, To correct this problem, some pro- fessionals recommend special/ exercises , reflex splinting and weights on the extremities in addition to mobility training (Davis, 19 76),
Treatment for visual impairment, of course, varies according to the particular cause. Surgery and drug therapy are major modes of treatment, ' The role of eye banks is a frequently 'misunderstood aspect of treatment. The whole eye cannot be transplanted. However, eye banks can provide portions of th<* eye , such as the cornea, that can be surgically transplanted* onto a damaged eye. Donors will their eyes for these purposes. In some cases, successful transplants can result in dramatic improvement in vision (Dunham, 19 78),
* 1 References
Bleck, E, , and Nagel, b. Physically handicapped children: A medical atlas for teachers. New York: Grune & Stratton, 1975,
Davis, K, .It's about time visual impairments came out in the open! Madison, HI: Wisconsin Vocational Studies Center at the University of Wisconsin, i977,
Dunham, J. R, Blindness and visual impairment, 3Jn R. M. Goldenson * (Ed,), Disability and rehabilitation handbook. New York: McGraw- * Hill, 1978. - ' J ■ . . . * -
Title Blindness and Diab
etes
Subject VI Med Aspects O
Author
Date
\
Annotation
This booklet is designed to help the blind diabetic in living independently and caring for his condition. It also provides information for friends and 'family of the newly blind- ed individual as well as professionals who work, with the(„blind diabetic. The booklet describes .medical aspects, physical com- plications, emotional factors, rehabilitation, daily routines, and myths and^attitudes •
Description
booklet, 16 pages
Cost
Publisher
American Foundation for the Blind, 15 West 16th Street, New York, NY 10011
Additional Information
|
Item Lions Eye Bank and Research Foundation |
Category VI Med |
|
Description
iu & P11! is 3 national foundation for eye research and sponsorship of eye banks. The foundation is a service program the Lions Club International.
Address . m
Lions Eye Bank and Research Foundation, ' 1812 K Street, N.W., Washington, D.C. 20006
ERIC
42
Phone
Additional Information
7">
* ' HGi&thl
CHAPTER 3
Myths
Myths - those misconceptions on the part of disabled and non- disabled people that grow from lack of accurate information -.can have a powerful impact on attitude formation. Yet oi ten this influence goes unrecognized* By pinpointing these myths and providing accurate information, attitudinal barriers can give way- to increased awareness " ; of the concerns of all persons^, both handicapped and non-handicapped .
MYTH: Disability,* is a constantly frustrating tragedy. All. persons with disabilities are' courageous, inspirational, "super people11 in the ways they are able to overcome their handicaps.
FACT: Disability is an inconvenience. Most people with -disabilities, are not constantly preoccupied with their disabilities. They *simpj.y live their lives as normally as vthey can. Stereotypes are no more ( appro4>riate^for -disability groups than they are for minority groups. Each person with a disability is an individual who will react to the disability in his or her own way.
■ ■ ' i ,
tyYTH: People" with disabilities {ire poor souls who ate sad... It's
so good that you can still smile. Heaven knows you don't have much
to be happy atdut." ^ s ' » i • ;
FACT: People ^ith handicaps ar,e people first. They experience feelings of happiness jsrfid sadness in .their lives ju^t^as anyone else.
MYTH: Disabled persons who are productive are rare, amazing, unusual,
FACT: All persons, disabled or nondisabled, have indiviHual strength? and weaknesses. There is nothing amazing or unusual about p^ductivi-ty on the part of an individual who happens to have a disability. Dwelling on one's amazement about a disabled 'person's accomplishments communicates low .expectations* of that person.
MYTH: Disabled ipeople **are sick.
" L • - • '
FACT: Presence of a disabling condition do'es not automatically imply sickness'., Many disabled people are like everyone else - typically ■ieaTthy yet subject to the usual nfinor ailments and illnesses.
MYTH: Disabled persons lead totally different lives and have totally different goals than others1\ „ . *
HG Myths
FACT: 'Approximately 40 million people in .the United States have physical or mental disabilities. Most people with disabilities live at home . and s.pend their time much like you do. They work, shop,4 eat at res- - taurants, raise children, and pay taxes, % People with disabilities share many common interests and goals with able-bodied people*
MYTH: Disabled persons, have special personalities, unique' to their particular disability .< * , 1 '
FACT: There are no special fcersoriaLity characteristics that can be. attributed to any disability' group. Disabled persons are individuals with personal characf Eristics and personalities that vary* widely.
MYTH: Disabled people would rather st^y with "their own kind . "
FACT: For many years*, .disabled people were together because tliey attended -separate schools and*,used separate facilities because of problems with accessibility.. As a result, they naturally tended to socialize with other disabled people they met in these settings. As architectural and attitudinal barriers break down and people with^ disabilities are integrated in the community, nondisabled people will meet and socialize with disabled people as individuals, not just as members of, a special group .
MYTH: Able-bodied people have an obligation to take care of people with disabilities. " , .
FACT: When a disability results in a need* for assistance, the disabled person can state 'a need and ask for assistance. We all heed help now and again. As a matter p£ common courtesy, most people will help each other when there is a need. But a person Who is disabled cannot take help for granted or put someone in a "step and fetch it" situation.
MYTH:, It it rude for children to be curious or ask quest ions^about 'people with disabilities,
FACT: Because . children often ask questions that adults are *af raid to ask, this sometimes makes adults feel uncomfortable. It isimportaht that children not be discouraged from obtaining information to satisfy their curiosity, especially since discouraging questions can given the impression that discussing disability is bad. This in turn can give rise to fear. Children's curiosity can create an excellent opportunity for learning. Most disabled people are willing to answer "such questions.
MYTH: Disabled people are not interested in sex,
FACT: .Disabled individuals, like other'people, are sexual beings regardless of the nature or severity of the disability. All disabled people can enjoy sexual relationships if sexual activity is adapted to accommodate the disability.
" ' % 44 *
(
HG 'Myths
MYTH: ~ Able-bodied people are disgusted by disability,
FACT? Reactions that may be interpreted as disgust may actually^e feelings of sympathy, curiosity, fear or guilt. Able-bodied people * may "avoid cojnraunication out of a fear of saying the "wrong" thing, A disabled person may interpret this as rejection because of his or her appearance. As nondisabled and disabled people have increasing opportunities to interact socially and on the job, much of this discomfort will ease,
MYTH: Abl&e-bodied people are insensitive about disability and the lives and concerns of disabled people,
. FACT: It is incorrect to assume that all nondisabled people' are
insensitive .to disability issues or that nondisabled people concerned about disability issues are "do-gooders," Many able-bodiedypeople have friends, business associates or family members with disabilities and have an understanding of disability concerns. Many nondisabled people are sincerely interested in the human rights of all people, including the disabled population,
NMYTH: Nondisabled people cannot possibly understand what it is like to be disabled and therefore should not become involved in disability issues, » 1 *
FACT: People can be sensitive and understanding of issues without having a direct experience. After all, even two individuals with the same disability will have different experiences, r Granted, disabled people should present their needs and desires for programs and services, but able-bodied individuals can support those decisions with whatever talents they can offer.
References , . *
'Biklen, D, , and Bogdan,**R*, Handicapismr a slide show Syracuse, N.Y« * Human Policy Press, 1976.
Counterpoint , -Washington, D,C, Regional Rehabilitation Insitute on Attitudinal, Legal and Leisure Barriers, 1978.
Free wheeling. Washington, D.C~: Regional Rehabilitation Institute on Attitudinal, Legal and Leisure Barriers , 1978,
The invisible battle: attitudes toward disability . * Washington, D,C. : * Regional Rehabilitation Institute on Attitudiha^#fcegal and Leisure Barriers, 1978,
S
As 3iL
CP
Myths Q
Myths,
Myths - those misconceptions on the part of disabled and non- disabled people that grow from lack of accurate information - can*** have a powerful impact on attitude formation. Yet often this influence goes unrecognized. By pinpointingvthese myths and providing accurate information, .attitudinal barriers can give way to increased awareness of the concerns of all persons, both handicapped and non-handicapped.
MYTH: People with cerebral palsy are mentally retarded.
FACT: It is possible for individuals with cerebral palsy to have normal intelligence or even superior-j.ntelligence. Mental retardation may accompany. cerebral palsy, but it* is incorrect to assume that a person who has cerebral palsy isSmentally deficient.
r
innc
MYTH; People with cerebral palsy cannot walk or talk.
FACT: Cerebral palsy Involves a configuration of associated disorders which vary widely from person to person. The pactfciffl-ar functions affected and the resulting limitations cannot be assumed. Some individ- uals are able to walk with or without aids such as canes or braces, others use wheelchairs. Spe'ech and language may or may not be affected. Wherwspeech is involved, the degree of involvement can range fr,<p minima], to severe. ^
MYTH: Cerebral palsy is inherited.
•FACT: Statistics indicate that less tfcian one percent of the cases of cerebral palsy are inherited (Davjs, 1977). ,In some cases a condition that may lead to cerebral palsy (such as RH incompatibility) may be inherited but cerebral palsy itselfjis not hereditary. Cerebral palsy results^from brain damange which carf have #a number of causes before, during or after birth. * „
MYTH:
Peo/le wit.h cerebral ,palsy should not marry or have children.
.1
FACT: Thi# myth frequently, arises from the misconception* tfyat cerebral palsy is inherited, therefore individuals with cerebral palsy should not marry and have, families. People with ceretfral palsy can have ^nopial children and successful marriage relationships.
MYTH: Vefcple who have cerebral palsy are not interested in sex.
CP Myth
FACT: People with cerebral palsy have sexual needs arid interests just like anyone else. Unfortunately they sometimes encounter attitudes that suggest they are either asexual .or oversexed if they express a normal interest -an sexuality. ' • ^
*
MYTH: The terto "spastic" is another name for cerebral palsy,
FACT: Spasticity is one bf three terms used to describe thefinbtorfc types of cerebral palsy. It refers to tightness 'and increased <Ra?rac- t:LoS. of muscles that can affect the walking pattern and .other movements. The^term "spastic" is certainly not synonymous with cerebral palsy.
References
Bleck, E. E., and Nagel, D. A. /(Elds.). Physically Handicapped Children A Medical Atlas for Teacher §. New York: Grune and StrattoTt, 1975. ■ .
Chipour^s, S., 'Cornelius, D., Daniels, S. M., Makas, E. Who Cares?
A handbook on sex education and counseling services for disabled peopl " — — _
Project, 1979,
disabled people. Washington, D.C.: The Sex and .Disability " ' t, IS
Davis, K. It's about time physical disabilities game put in the open! Part ^11. Madison, Wisconsin: Wisconsin Vocati^naJiTtudies Center7 University: ^Wisconsin-Madison, 1977,.
EP Myths
Myths
Myths -x those misconceptions -on the part of disabled and ^non— disabled peopT^ th^t grow from lack of accurate information - can have 'a powerful impact on attitude formation. <Yet often this influence goes unrecognized. By pinpointing ti^se myths and providing accurate information, attit-udinal barriers can give way to increased awareness of the concerns of all persons, both handicapped and non-haindicapped.
MYTH:
/Pe^le who have epilepsy are mentally ill.
FACT: This myth has its roots in past' centuries when medicaJL knowledge and understanding of the fconditio^was severely limiteH. Superstition and misunderstanding led to the erroneous associaton between epileptic seizures 'and mental illness. People who have epilepsy are not mentally ill.
ited- .
MYTH: Epilepsy is inheri
FACT: The epileptic condition is not 'hereditary. "Mthough some experts say that in some cases an inheriteS^brain wave dysrhj^JJ1^3 or biochemical disturbance may predispose an individual to the developrtetrt of seizures, it cannot be said that epilepsy is inherited. Some experts deny" that any relationship whatsoever 'exists between epilepsy and heredity. Epilepsy can result from a number of defects of the brain' including brain injury before, during or after birth, chemical imbalance, poor ^ nutrition, brain tumors, some*poisons and some infectious diseases.
&YTH: All people who have epilepsy haye^convulsions .
FACT; f,ConvulsipnsM is not just another .term for "seizures. 11 Convulsions involving uncontrolled muscular spasms may or may not be associated with a particular type of seizure. For example, grand mal seizures involve coijflkions; petit mal and psychomotor seizures do n<pt.
MYTH: Peop^Jisually outgrow epilepsy. 1
* t
FACT: Epileptic seizures that begin in childhood, usually continue into adulthood. In the case of- petit mal seizures that begin in childhood (characterized by brief loss of,' consciousness, 5-20 seconds) ,t this type of seizure occasionally disappe/ars spontaneously as the child grows fdlder. However, petit mal epilepsy can be mixed with - -or develop into other forms o-f epilepsy. , - „
MYTH: Drug treatments can cure epilejfi
EP Myths
FACT: Epilepsy cannot be cured in that no^ known form of drugs or treatment can guarantee that seizures will be permanently stopped. For the. majority of people who have epilepsy, seizures can be controlled in varying degrees through careful use of anticonvulsant drugs. With medication, over 50% of individuals with* epilepsy can be free from seizures and an additional 30% can experience partial control of seizures/ %
«
MYTH: People with a history -of epilepsy car. never be allowed to drive/
FACT: A person with controlled seizures can obtain a drivers license in some states (state. laws vary). In addition, car insurance is becoming increasingly available for individuals with seizure-controlled epilepsy.
MYTH: If an individual has a seizure, always call an ambulance or get tthe person to a hospital as quickly as possible.
FACT: Recommended first* aid procedures\n the event of a seizure do not. include hospitalization or-request for the • emergency medical services of an ambulance unless the seizure lasts for more than 10 minutes. Also, if the individual seems to pass from one. seizure ir\to another without regaining consciousness. This is a rare but true emergency that requires a doctor's immediate attention. (see "What Do Mqu Do When... 11 section of the resource guide for more detailed .information about first aid for seizures.)
MYTH: If convulsions occur during a seizure*, force the mouth open to put a spoon or similar instrument between the person's teeth to prevent injury to the tongpe.
FACT: This is a common Misconception about first aid treatment for seizures. It ap'pears to have developed from the notion that this might prevent the person from biting his or her tongUe during a seizure. However, attempts to f<^rcethe mouth open or insert an instrument can damage the teeth or^gunrl or cause further damage if fragments- * of broken teeth are, taken into the lungs. By the time the person's teeth have become clenched during a seizure, the tongue has or, has not already been bitten and there is no point in attempting to force the mouth open.
- References
Davis, K. It's about time physical disabilities* came-out j.n the open! Part III. Madison, Wisconsin: Wisconsin Vocational Studies Center, 1977. ✓ % j
. t
Recognition and first aid for those with epilepsy. Washington, D.C. : Epilepsy Foundation of America-, 1973.
49 ~> ' /
f
HI Myths
Myths
Myths - those misconceptions on fche part of disabled and non- disabled people that grow from lack of accurate information - can have a powerful impact on attitude formation. Yet of£en this" influence goes unrecognized. By pinpointing these myths and providing accurate information, attitudinal barriers caji give way to increased awareness of the concerns of all persons, both handicapped knd non-handicapped *
MYTH: All deaf people are unable to speak. . • \ '
FACT: Many deaf * persons speak. Deaf people have nirmal physical vocal ability and jnany learn to use their vofces through speech training. But because they cannot hear themselves speak, deaf people cannot automatically control voice tone and volume^ like heading people can. Even after a deaf individual has years of speech training, the speech of a deaf person may be difficult to understand, especially at first. However, some deaf people may feel uncomfortable about\ speaking in public because of negative reactions they've experienced in the -past.
MYTH: People who are deaf aren't very bright because they haven't learned to talk or use correct grammar.
FACT: The "f irst", language and basic form of communication for many deaf peopie is sign language. Because of this, many deaf \ individuals may not have mastered all the grammatical fine points of English, which is" like a second language for them. This certainly i^ not an indication that the individual lacks intelligence.
MYTH: Use of hearing aids totally corrects hearing impairments.
FACT: Hearing aids can improve hearing for some individuals \but they do not necessarily correct hearing. For instance, a hearing Bid may enabLe a person to hear voices but not necessarily enable thelperson to understand distinct 'words . Use of a hearing aid does not n^pan that the person can hear normally.
MYTH; t Deaf people cannot read.
FACT: One cannot. make assumptions about the reading level. of individuals who kre deaf. It is incorrect to assume .that one sensory impairment (in this case hearing) affects all other functioning such as reading* This "spread. effect" is a common misconception. On the other hand, it 'is equally> incorrect^ to assume that all deaf individuals have reading- skills commensurate with nonhearing impaired people of the:j.r age group.
HI Myth
% For deaf individuals, lack of training and other factors cah result in lower reading levels. * p » -
MYTH: A1J hearing impaired people can read lips. ,
FACT: As with any other skill,, the ability to lip-read varies among •people. But even a practiced deaf individual can understand only , 30-4OZ of. spoken sounds by lip reading (Sound Barrier, 1978). Many • words look the^same on the lips but, have vastly different meanings (e.g. bump and pumtf) ♦
MYTH: . Sign language is universal* " *
FACT: American Sign Language, French Sign Language, and British Sign * Language differ as much pr luore than the spoken languages differ. For example, a deaf American who knows only his own sign language could not understand tw British people signing to each other, in British Sign Language.
MYTH: Sign language is just glorified gestures without grammatical structure* » •
/
FACT: Sign language *is not a series of gestures'or random spontaneous hand movements. To *an observer unfamiliar with si^n, it ma^r appear to consist of random hand movements, „but sign language actually consists of signs that are structured movements in the same way that words are structured sounds,.. There are rules of use ^forn sign language just as there are for spoken language. The opinion that American Sign Language i (ASL) is ungrammatical often results from attempts to make sign-for- word translations from ASL to English. This is unsuccessful because ASL is an independent , language with it's own grantaiar, just*as French has a grammatical structure which is unrelated to English grammar..
MYTH: It's better^-f or-deaf individuals tcT^arn sign* language and use that means; rather than speech, to commifhicate.
a
FACT: Since relatively few people, disabled or nondisabled, know sign language, opportunities for communication are limited. Interaction may be facilitated by use of total Communication (communication which includes all methods such as lip reading, speech, finger spelling, gestures, writing, etc.). The individual should choose that method of communication which is most effective, comfortable and 'appropriate.
MYTH: Deaf persons lead liv^s that are totally different from other, pggple's, ^ . , - *
• . J . < . xx .
FAG^ 'Most deaf persons who .dive at home occupy their time in many of the same ways that nonhearing impaired people do. They' go to work, marry, have families, go shopping, drive ca*s, and pay taxes. Individual differences always exist but it is likely that hearing impaired and nonhearing impaired people can meet and share mutual interests.
.HI Myths
MYTH: ^fe*af people are hot interested in the arts' - plays, movies, dances ^because they cannot hear. . '
FACT: Throughout hisCory deaf persons have contributed to the perform- ing-arts.' The National Theatre of the Deaf is an excellent example • As long as there is vifeual iLmage and 'rhythm, deaf-ancf hearing impaired individuals can betperf oriners and patrons of the arts.
^ # •
* t References
Beyond the sound barrier. Washington, D.C. Regional' Rehabilitation
Research Institute on Attitudinal, Legal and:^eisure Barri$irs,\ 1978.
Markowicz, H. American sign language: Fact and fancy'. Washington % D.C: Public Service Programs, Galludet College, 1977.
MR Myths
• \ • . ; •
Myths
/
* Myths - those misconceptions on the patt of disabled and,non- ^ disabled 'people that grow f ^om^ lack of accurate information'- can . have a powerful impact on attitude formation. Yet often' this influence goes unrecognized. By pinpointing these myths and providing accurate information, att^tudinal barriers^-e^n give way to increased, awareness " of the concerns of all persons, both handicapped aud non-handicapped.
JtffTH: Mental 'retardation cannot be prevented. It is inherited.* *»
FACT: Mental retardation can result from more than 200 causes. Environmental, social, cultural, atid medical ^deprivation account for , most cases of mental retardation and these cases can be prevented with early detection, screening, family education^and go6d medical care. Heredity- causes only a small portion of the cases of mental retardation. Most cases of retardation occur after conception as a. result of environmental deprivation or trauma-.
MYTH: Mentally retarded persons are lifelong children. >-
FACT: Mentally retarded persons^ are individuals.- fellow citizens with rights, feelings,7 wishes, hop.es, §nd goals just like everyone. They deserve and wish to be treated with respect, as adults, not talked down to or protected like children." * .
MYTH: Mentally retarded people have easy-going, t affectionate, happy- go-lucky personalities.
FACT: "There is no universal personality type that can be associated with mental retardation or any other disability. Mentally retarded people are individuals who differ in t personality as much as any 'other people. • ' . • :
MY*TH: Mentally retarded peopfe are also mentally ill.
FACT: Mental retardation and mental illness are frequently confused. Menta]l illnes^ refers to emotional or psychological problems. t Mental retardation refers to delayed, or. limited development in learning. Although mentally retarded people may experience, emotional and/or social problems at some point in their liv^^h^, incidence of mental illness is no higher for mentally retarded people than for any other group in this society,
MYTH: Property values in a neighborhood go down when group homes- with mentally* tetarded people move into the community;
MR Myths Q
FACT: Property values do not decline because' group homes come into a community. A mentally retarded person is as good a neighbor- as anyone else moving into, a .neighborhood. v . This myth is perpetuated by neighborhood groups who are ^afraid 'to include citizens who are meritally retarded in their communities. ^ *
MYTH: Society has a moral obligation to take care of people wtfb have mental retardation. ;-
FACT: Society is legally required to guarantee certain rights to all citizens rights to education, training, community living so that the maximum level of independence can be achieved. But- society is under no1 moral obligation to give charity and pity to citizens who are mentally retarded.
MYTH: Mentally retarded persons cannot be useful citizens. They remain dependent children forever.
FACT: With appropriate education and .training the maj-ority of mentally retarded citizens can hold competitive jobs. Mentally 1 retarded people can live in the community in a range of noninstitu- tional settings. All people can be educated and trained to' develop -to their fullest potential 4s citizens. » • '
MYTH: People with mental retardation cannot ti^good parents.
FACT: Being a good parent does not depend on IQ, disability-or economic s£^fi?s. Witfi training, information, guidance and support mental^yretarded people have the 'potential to cope effectively, with the responsibilities of parenthood. * " ' »
MYTH:' Sex education for mentally r&tarded people will cause increased sexual activity^ and as a result retarded persons will produce large numbers^ ok mentally retarded offspring. '. *
FACT: This myth began in the 1890 to 1920s when .if was believed mental retardation was hereditary. Now, 'this tnyth is known to be incorrect on Cwo counts. First, research (Chipouras; 1979) shows that participation of retarded people in s&x education courses heightens 'maturity level of attitudes about sexualiLy - ignorance is far more* likely to ..result in inappropriate sexual behavior. Second, heredity causes only a small proportion ,of mental retardation. *
/ , • •
MYTH: People with mental retardation have abnormally* strong sex .drives which they cannot Votitrol.
FACT: Mentally retarded people have the same needs and feelings as any of u^, do. ' However, ^behavior that is ^acceptable from a "normal" person* is sometimes considered unacceptable from'spmeone twho is different (Chipoufas, 1979). 'In this framework, many people
MR Myths Q.
are shocked when mentally retarded people express desires; to follow the normal sociosexual-model (to mate, marry and have children). #.V . " "* In addition, the uninhibited "openness and friendliness a mentally- , •
. s retarded person may express in' a social situation can be ^misinterpn^ed
as being frightening or unnatural. * " f
References
•k ' f • ' V* • • -
Chipouras, S., Cornelius, D.^Daniels, S.-M., and Makas, Ei^o \. -
cares? A handbook on sfex education and counseling ^services./ * % m for disabled people. Washington, D.C.: The Sex\^rtf Disability \ * -
Project, 1979.
Dignity. Washington, D.C.: Regional Rehabilitation Research Institute
on Attitucfinal, Legal and Leisure Barriers , _L978» \ • v
f
■©
7 - ■
\-:f
♦ > *' Q.
<•*- K-'
r
#■ . r~r<
5^
..t - ' • Myths
Myths - those Tnisconcep't ions on the part#of disabled and non- cflsabled people* that grow from lack of accurate information f can have a -powerful impaction attitude formation, yet often this influence goes unred&givized . By pinpointing these myths and providing accurate information,* attitudinal barriers can give way to increased awareness of' -the concerns o^all persons, both handicapped and non-handicapped .
• " ©
MYTH: Use' of a wheelchair, braces, or crutches is a tragedy.
FACT: % Because of the many architectural barriers Jjiat exist (narrow doors, steps, etc.), use of wheelchairs or other mobility- aids Ire sometimes inconvenient. But orthopedically harySicapped people do not' Jead \Hihapp^ despairing lives because they do not walk or because they need mobility aids. Typically, they are not preoccupied yith thoughts of; the desire^fo walk. In fact, for the/most ,part , wheel- chairs or other aids offer -freedom of movement zo people with an
* •orthopeaic handicap
MYTH:. All-^people who use wheelctfairs are paralyzed and confined to their wheelchairs.-
PACT: Not.. all wheelchair users are paralyzed. Many can^walk with r. aids. such as canes, walkers or crutches but they prefer to use a.
wheelchair because it offers increased speed and mobility ,^ Wheelchdir
cars or furniture - they are not "confined"^
users.-o£ten Maosfer to to a wheelchRr .• ' .
- :>SYTH: People who .use wheelchairs are sick.
>#, * ' "r7?A£T :-^Us€T of a wheelchair does nat mean that the individual ijs sick. ':T \.r „.^Srlhls mytft may- have begun because wheelchairs are used in hospitals, 1*1 ' ■ V^«spns -v-ith various disabilities may use wheelchairs, many of whom Jm - ~ .Mi£ye- no Accompanying healtK"problems. . 4
MYTH: - It is rude for children to ask queAo^ns or expi^ss. curiosity - /about 'orthopedic; handicaps. K ' * ^
~- » *
EACT: - Children ^s^urio^if)r "provides wonderful learning opportunities ;and~- wheelchair usees arid other' orthopedically handicapped people are
^r^', "-"fisualiy willing, to answer%their questions. If children get the
^' . impression that discussion of <Ji$abHity .is wrong, they can develop
V - / . r~\- fear* about orthopedic" handicaps,
erjc • ': '"'-U N s? s . •
> 1 ' f * OH Myth
' / . X ; - ' ' •
MYTH: Orthopedically handicapped people are dependent people.
( ' *
FACT: Use of aVwheelchair or other adaptive device does not necessar- ily imply depenc|en£te. Many wheelchair users work, have families, drive shop, and take ,dare of daily living needs. Adults -with 'orthopedic handicaps ^are adults.
MYTH: People who use wheelchairs or* haVe orthopedic handicaps can't ^ enjoy sex. ' ,
,v-< r • FACT: Like other people, peopletwith orthopedic handicaps are sexual
beings. - Some orthopedically handicapped -people have normal sexual
functicjning and some have limitations in sexual functiohing because
of the disability.'* But* no matter'ljow severe the disability all people
with orthopedic handicaps can enjoy sexual relationships if sexual
activity is*adapted to accomodate the disability.
References
Free wheeling. Washington, D.C. : Regional Rehabilitation Research , Institute on Attitud'inal, Legal and Leisure Barriers, 1978.
VI Myths^)'
Myths
j Myths - those misconceptions on the part of disabled and non- disaoled people that grow from lack of accurate information - can have a powerful impact on attitude formation. Yet often this influence goes unrecognized. * By pinpointing these myths and providing accurate information, attitudinal barriers cap give way to, increased awareness of the concerns of all persons, both h^ndicapped°and non-hand icapped .
MYTH: Blind people have exceptionally « good senses of touch, smell, and hearing,. *^
« * '
FACT: Individuals who are blind do not automatically possess extra- ordinary senses of touch, smell, or hearing. Because of a visual impairment, an individual may develop .techniques that make use of other senses to aid' in d^aily functioning*. This ^oes not mean the - person has "super sensitivity."
MYTH: All blind people can read braille.
FACT: Fewer'sthan half of all blind people can read braille. Many ^ blind individuals use recordings of bdoks , ' magazines , correspondence? etc/ instead of, or in addition to, brailled materials, ' .
»
*/r- \ * « * *
MYTH: kluafs spe^k loudly 'when addressing a visually impaired individual.
'FACT: It is not accurate to assume* that, a visually impaired individual is hearing impaired. - This common .erroneous belief appears to stem from. the. "spread effect,11 the tendency to assume that an individual * with a particular disability is disabled jfri all areas. Speark directly in normal tonesfto/the individual t who is visually impaired (not^to' the person !*s companion). The individual will let you know if he or she cannot understand you*. *
* * f 4 *
MYTH: All blind people have seeing\eye do^s. j~
-FACT:, Guide dogs are Qrrly one of \sev\ral mobility and orientation* m^t^ods* available to blind individuals. Many individuals choose to use canes rather than dog guides because the "care and use of a guide dog does not-.fjlt with theit preferred iifestyjle^ :
» *.*,*'- N
« - ^ 5 - v *
m * -
MYTH: Blind and. visually impaired -people are dependent artd society •j* has a responsibility to take care of them. °J
, ERIC „
VI Myths
*
FACT: The presence ofr a visual disability s does not imply dependence on others individuals or on society. A great many visually impaire people work, have families, shop, care for homes, and pay#taxes. > Through use of adaptive equipment and techniques, visually impaired people can perform many daily living activities.
MYTH: , All blind people are musically talented. '
FACT: Musical interests and talents vary in the blind population as much as inLthe seeing population* A blind person may enjoy or be good at music, but this is an individual preference and should not be forced on a person because he or she is-blind. Because there may be few opportunities to interact socially with 'blind individuals and discover individual, differences j such^stereotypes often persist..
* * References ** t
btckman, I. R. Living with blindness. New York: Public Affairs Committee, 1977. ' '
Recreatjpn and the blind adult. New York: American Foundation for tte Blind. *
CHAPTER «T ' • ;
HG Attitudes*
'• Attitudes.
Attitudinal barriers can be defined as "a way o.f thinking. or feeding resulting in behavior that limits the potential of disabled people to\'b£ in dependent J individuals" (Dignity^ p. 5). Attitudes may wellvbe the single most pervasive barrier confronting disabled people. Attitudes can create opportunities or destroy them, motivate constructive action or pre^- vent it, foster positive self-concept or undermine it. Attitudes on the part of disabled and non-disabled people affect disabled individuals in a myriad of ways*
Semantic Implications
• . Labeling and terminology can have powerful influence on behavior (Ullmann & Krasner, 1975), as well as convey^and shape attitudes. Although they have sometimes been used interchangeably, the distinction between' the terms "disability" and "handicap" is somigjdmes made. More than two decades ago* Hamilton (1950) differentiated between these terms when he defined disability as "a condition of impairment, physical or mental having an objective aspect that can be described by a, physician" and handicap as the limitations or obstactles to functioning that accompany the disability (p. 17).
. ' ^»
Environments as well as physical or mental impairments can handicap a person '^Rehabilitation Need? and 'Alternatives , 1978). Describing an individual as architecturally handicapped focuses one's attention on a completely different set of variables than those involved in describing that same individual as •'physically handicapped. The former locates cause and solution within the environment (BowdP, 1978), while the latter locates c^use and^solut.ion within the person. This semantic distinction and the _ resulting effect „ on 'attitudes can have a powerful impact in the action that is likely to be enacted to remedy a problem.
Labeling and Spread
"Labels focus attention- on^ one aspect of the person, on the aspect that ;Ls different from others. As a result, the .labeled individual, and those around him tend to respond .in terms of that label.- For example, a „ person labeled mentally retarded may be limited only in certain abstract areas and be very capable in others... However, because the label elicits Certain reactions, people tend to respond to this person* as being retarded 'in *all situations. Not only do others respond in this way, but the indi^, vidual may also respond according to. the' dictates of that "label which in- fluence self-concept -and self confidence. Ultimately, labeling has the effect" of increasing the behavior that fits' the label (Scheff, 1975; Ullmann & Krasn.er, 19 75)*
HG Attitude^****
' Wright (1960) recogni/zed the importance of labels in her discussion
of the negative impact of phrases such as " disabled person," 11 th^ dis- abled" or "the handicapped^ These emphasize the p^son^s disability, . implying that it is the mztpt important characteristic^— For example, 'the phrase "disabled person!lJimplies that the total person is disabled. Wright recommends use of terminology which separates . the physical or*merttal attribute from the total person.' The phrase "person* with a disability" 'is preferred, indicating that the disability is only one of many identifying characteristics of the total pferson. Although e£t may be awkward at times to use the preferred terminology, Wright's" point is a valid one worthy of 'consideration. Linguists have long recognized 'that language shapes our perceptions of the world. It may well be that certain terminology rein- foraX the negative perception of disabled people as completely incapaci- 'tatedVmd inadequate. * \ *
Spread refers to the ipoisperception that the whole person is impaired by a disability, .as, though the disability spreads to the person's .other abilities (Wright, 1960, 1975)/ For example, people often talk to -the
ayxxiLXca vnij-gm-, -''-'/- r ' * - *
non- disabled companions of people who have obvious physical impairment, as if Ihey are not mentally capable of conversing., People speak loudly to individuals who aife. blind as though they have hearing impairment* The 'exror of such assumption is clearly conveyed in the following incident. A yisibly physically disabled rehabilitation counselor accompanied a. client whoV£s mentally Retarded to a job interview. When the personnel director greeted them he addressed the client by the counselor's name and discussed a, previous phone conversation/ 'The client was, of course,^ bewildered, .and to the 'personnel director's embarrassment, the counselor had to explain that she was, 'in fact, the counselor. It -seemed that once the physical - disability was perceived, the mental disability was , automatically: assumed*
Attitudes 'and Self-Concept
* fiie% feedback an individual receives from others has an effect on feelings of self-worth arid overall self- concept. Sometimes even wettl- meaning, protective actions can convey the message that the individual is * socially unacceptable or set apart from other people. *
Thia,is demonstrated in th* following situatiq^; Cindy, a J,3-year-ol< 1 who has cerebral palsy, expressed an interest about a boy in her class to her mbthex (The Invisible Battle, 1978). Her mother responded that someday
•a very special man win come along and like Cindy and may even marry her -but- developing the mind is more important* than thinking about bpys. This . • response^conveyed two attitudes that people with disabilities need to be protected "from reality and" that people with disabilities' are not sup- ppsed to be interested' in sexual relationships. Her. remarks implied that the disability is so distasteful' that £nly.'an extraordinary man could want to marry Cindy. Bxpressiohs <>f such attitudes can undermine confidence : and feelings, of self^orth. \
Another, such situation exists with David, a wheelchair us^r who patronizes a- local bar and -discotheque to socialize and meet people. He requested. that 'the owner install a ramp so that he could get in and out * without assistance (The Invisible BattJLe, 19-78).. The owner replied that
t
HG Attitudes
the jnanagement staff would always be willing to assist David or he could ) come with friends, ^lthough many may feel that the owner's attitude was/ very reasonable and generous, the resulting situation depicted David as being helpless and different from the other customers. as soon as he en- tered the bar. This could result in David's loss t>f self-esteem and * independence.
Changing Attitudes ' , .
Attitudes and accompanying behaviors can be changed by increasing awareness of their impact on other people, by providing factual informa- tion and by, developing opportunities for direct experience and interaction. Awareness-building programs, and public education campaigns have just begun to break down some of the attitudinal barriers and undo some of the stereo-* £<ping and prejudice.
As persons^ith. disabilities are integrated into the* community schools, housing, civic activities and social situations — disabled and non-disabled people will have increased opportunities to interact and meet as individuals with similar interests and goals. This integration can be facilitated by awareness-building and educational 'efforts. The awareness campaign needs the full support of everyone disabled and non- dis'able-d, who can o£fer their talents — educators,' counselors, adminis- trators, government officials, employers and the general public/
n References
* • ' v
Bowe, F. Handicapping America; barriers to disabled people. New York:
Harper & Row, ,19 78. ■ ] ~" ] \~ •
Burkhead, E. J0 , Domeck, A. W, , and Price, M. A. The severely handicapped person: Approaches to career .development. , Columbia, MO: Lifelong Career Development Project, University^ of Missouri-Columbia, 19 79.
< Dignity. Washington, D.C. : Regional Rehabilitation Institute on* Attitu- dinal, Legal, and Leisure Barriers, 1978.
* ^ * , »
Hamilton, K. W. Counseling the handica^ed in the rehabilitation process. New York: § Ronald* 195Q.- ' s %
~* \ '
The invisible battle: Attitudes- toward disability. Washington, D.C: Regional Rehabilitation Institute on Attitudinal, Lega^L, and Leisure Barriers, 1978. * ' ^ % .
• •* «
Rehabilitation needs and alternatives. Rehabilitation B^ief, 1978, 1 (1).
Scheff, T. J. (Ed.)- Labeling madness. Englewood ciiffs, NJ: 'Prentice- • Halli 1975. jf - - -
Ullmanrt, JL. P., & Krasner, L. A psychological approach- to abndrmal behayiar. Englewood Cliffs, NJ: Prentice-H'all, 1975,.
Attitudes
Wright, B. A. Physical disability—a psychological approach. New York: * Harper &' Row, I960 . . % * .
Wright, B. A. SocialrpsychQlogical leads to enhance rehabilitation effectiveness. Rehabilitation Counseling Bulletin, 1975, JL8, 214-2.23.
I
.3 -
0-1
—6A-
HG, Attitudes
■ ^ - AV
At1*i*tud£s and Handicapped Individuals: Audio-Visual Materials
CRIP-TRIPS. The film, frank and absorbing, is concerned with attitudes towards disabled people. Its^approach is through three disabled people who speak of their lives 7 (Source: Disability Attitudes: * A Film In-' dex) ' Black & white, 16 mj^jutes. \ *
Center for Independent Living, -Berkeley , CA 93301., * &
FITTING IN. Three persons illustrate how handicaps can be surmounted and hfcw they^can be helped to "fit" into society. An epileptic indi- vidual works in a factorx^a retarded young woman is ready to move out into the community, and a person ,with cerebral palsy drives, plays golf, and teaches, (source: Disability Attitudes : A Film Index) 16 mm, color, 27 minutes.
Rent ($15.00) , Purchase ($220.00): University of Wisconsin Extension, Bureau bf Audio-Visual Instruction, ' 1*327 University Avenue, Madison, WI 53706. . . *-
HANDJfCAPISM. This slide/ tape presentation' reviews ' personal , profession- al and societal attitudes towards disabilities. It describes why ser- vices, fund raising* techniques and materials about peapLe with disabili- ties need to be presented in a way which treats them as pfeople first. The presentation also addresses ways in which attitudes can be changed, (source : Disability Attitudes1: A Film Index)* Slide/tape , 45 minutes .
Purchase ($50.00): Hunfian Policy Press, Box 127, University Station, Syracuse,. NY, 13210. t • %
HELP WANTED. 1978. Film, reveals the conflict suffered by handicapped pejople who wish to go to work, *frut risk losing the medical benefits and assistance of Supplemental Security Income (SSI) payments. The case of a woman who went ign work, lost her} payments and later committed suicide effectively illustrates the dilemma created by this difficult choice. 16 mm, color, videoca^ssette . #
Carousel Films, 1501 Broadway, New York, JNY 10036.
LEO BEUER21A^.__JQiis__is_^n._inspdLfational r-poxtrait"of "sa'68^year-old man fcorn with severe phjjgicjdl handicaps (deafit^ss, failihg sight, misshapen body). The film shows Leo fs determination to overcome adversity through ,.th^ exercise -of his inventive mind. Leo^ talks about his life and shows some of. the pullejys and platforms he has designed to help himself move
HQ Attitudes AV
about, . (source: Disability Attitudes: , A Film Index)' 16 mm, color > 13 minutes • .
.•Rent ($15.00): University of « Purchase '($190 .00) : Centron **;
''California, Extension Media Center,. Educational Films, 1621 W. Ninth
* Berkeley, OA 94720. Order No. Street, Lawrence, KS 66044.
819.9, (415) 642-0460. (913) 843-0400.
- ' • • ^ . • ^% ^ .
RISING EXPECTATIONS, United Cerebral Palsy Association, Inc, „ The film explores various ways that dibbled people t are making- advances . in the areas of employment, housing, education, transportation and recreation. The film points out that improvements are occurring in many areas of the life situations of handicapped persons," but that much mote needs to be doherj Color, 28 minutes. , „ x
Purchase ($8*v<f6) : United Cerebral Palsy Association, Inc., 66 East 34th Street, New York,- NY 100>6\ Also available on loan, ' *
SYNTHESIS. Shows handicapped people and non-handicapped people in a ^ variety of everyday situations:^ college graduation; shopping, studying, working. The movie suggests the value &f the integration of handicapped people into society, ({source: Disability Attitudes: A Film / Index) » •16 mm, color, * ^ ^ ' *
Rent ($50,00), Purchase ($135,00): Barrier Free Environment, Inc^ P,0, Box 53446, Fayetteville- NC - 28305 , •,
WAtK WITH ME. The film expftee^the needs .and attitudes of handicapped people and examines the attitudes of others toward them, A number of handicapped individuals show how, with help, they become productive self -supporting citizens, (source: Disability Attitudes: ' A] Film -Index) 16 mm, blac£ •& white, 22 minutes, - ' >
Rent ($7.50)/^ Indiana University , Audio-Visual Center, Blooming,ton, IN 47401/ Order No. ES-r75 3* " 4
WHO ABi tHE DEBOLTS (AND "WHERE DID THEY 'GEt*a9 KIDS)? This 1978 Academy Award winning documentary is about a fanriJ| with 19 children', 15 of whom are* adopted. The, children include handicapped Korean War orphans,, and Vietnamese children who are blind and paraplegic, (source:' Dis^y, . ability Attitudes : A Film Index) 16 mm,/ccJlor, videocassette^?!^,* :*rv miliiStes * < " , f
* % <
Ren^1$100.00) , Purchase ($900.00), Video ($.675.00): Pyramid Films , ••Inc., P.O. Box 1048, Santa Monica, CA' 90406*. ' '»
Title Non-Sexist Child Development Project Posters
Subject HG Attitudes , Sf
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.Author Now— 9ovfct- Chi 1 A naitfllA^Mi. n j nun oexisE, Lniia Development^ Proj ect |
Date |
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first set: |
six 11" X 14" |
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^s^cond se t : |
nine |
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First set of posters shows handicapped adults in a variety of careers and family scenes. |
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*11" X 14" posters * |
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.Second set of posters pictures handicapped and non- handicapped preschoolers Working together ii\ Various activities. < * |
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first set: |
$5.00 ' |
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second vset |
: $6.50- |
Publishef * *
Women's Action Alliance, Inc., Non-Sexist Cllild Development Project, 3fi70 Lexington Avenue, New York, New York 10017
Additional Information
Title
Handicapping America : Barring to Disabled, People
Subject
HG Attitude
Author Bowe, Frank
Date
1978
Annotation . ■ . *
I.* / •
Bowl's hook explores the ways in which ^ftitudinal barriers arfd related barriers that result from lack of -aware nes^f serve to handicap disabled Americans in their ! efforts to live as productive members of society. The book- provides a historical perspective as well as an ongoing view of issues that affect disabled persons fti the areas of employment, transportation; housing, education, and %attitudi- nal and architectural barriers., It also offers an empathic glimpse of what a typical day is like for persons with various disabilities.
Description - ,
hardback book' • 254 pages
Cost $10-. 95
Publisher
per & Row, It) East 53rd Street, New York; w York 10022
:RLC
&7
Additional' Information
^ *
. J . ' < HG Attitudes
, - » • « *
Programs To BuLld Awareness ^ About Disability— Re lated Concerns
. ' \ *\ ■ 7
Sensitivity and awareness can be1 increased in many ways ^ through provision of accurate information, through direct experience,' through opportunities that facilitate ideatification with a particular person or situation Many formal or structural methods are available to increase awareifc\s£ -about the concerns of handicapped people. -The particular approach" that is. right for your 'situation depends .upon your specific goals, die audience and available resources (money, time, manpower). The following is a brief overview of* some of the approaches that frave been used: <" * •
Workshops, Seminars » Programs; These can be as general or as •specific as your go^ls dictate. Examples: A community, program ^ open to the general public presents "hofr to" information about .ways. ' to interact ^with handicapped people. A workshop^ for local employers ' vis geared to present factual information* about handicappetf wbrkfers aswell as information about affirmative action' practices^ A * seminar on campus intxdluces students and faculty to the needs and concerns of handicapped students. »
TV, and. Radio "Spots:" Ihese brief 'presentations can be a«relatively inexpensive way to bring the issues and concerns related to handicaps ' before the generdl public Many national* disability organizations - .can fur^is^i TV and radio announcements already prepared for this • purpose. m %
Lb caL. TV -and -Radio . P gajuafigX ^ .These might, include, JLjradio interview with disabled citizens or professionals working with them; interviews with disabled consumers on a local TV talk show.-
Printed Materials : Posters , brochures %nd flyers can be distributed to the general public througHjlocal merchants, public offices .or agencies. m 4
Handicapped Awareness Day or Week: This involves a , combination of adtivities during a specified time period. Activities might include! speakers, seminars and\orkshops , TV and radio presentations, and distribution of printed materials. - .
* Several specific techniques have been especially effective in
increasing awareness of handicapped concerns. These include role playing, simulation activities-, skits or "Theatre 'of Spontaneity question and / answer formats, and audio-visual presentations.
4 »»
HG Attitudes
Role playing is yi- versatile educational tool that can enhance "awareness and sensitivity. People can use role plays' to practice certain > behaviors. For example., in a role played situation, an individual can practice how he or she would respond .to a wheelchair userJ.s request fpr • « ' assistance. Or a group of individuals migh*t role play a social situation that involves a disabled person. Rwle^plays .can enhance participants understanding, of the experiences and iss^ associated with disability.
^ Simulation activities are an especially effective form of role ...playing, jn these activities, each- participant a'dopts a different dis- ^
ability for a specified period of time. Blindfolds, headphones, wheel- * - chairs can be 'used to. simulate the effects -of 'various disabilities. Sometimes participants are required to perform, certain tasks while "disabled." For example, a person in a wheelchair simulating an -ortho- . " *' pedic handicap' may' be" required to h*ve lun'ch in1 a cafeteria to gain, first hand experience bal*n(cing'a tray itflap...- -Another individual may be ., required to buy a starfp, ami ma£l\a lett^r'^h^le blindfolded, . Or, ; • / individuals may con-t^ue wi^k.tWir daily routines , while, simulating a ' /v disability:..' Theg^ experiences J-sovida excellent tools (f Or, developing seng£t£vity afcd-^mpVthKsWti; the daily 'experiences^ of disabled .people. N* • « -They? a'lso'educ'ate^partiHparits. aboufhandicaljping" as-pfe^ts of5the environ' .'I -.jnentV In Wductin^bictf activities., you. may ohopsfr to allcw pa^ticipan — f-ht> H'-fsaW-i 1if-ies-:.thev Wish to simulate. • • * — _J r
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Tj<TTE^pfck. Jhe dis abilities:, they wish to simulate.- ,
- Ohe Broome County .Council" oi 'Rehabilitation in Binlghamton , New York, used skits and the "The'atre of Spontaneity!' to -educate thil'dren and aduTts^in'ways to- interact, sjiccess fully with* handicapped .people. For ( example, the council conducted a skit of the "Tortoise and the. Hare at . grade school classes "to teach skills in relating to. mentally retarded people. InWking with 'adult audiences, they used the Theatre of Spon- _ taneity in which actors a4 'lib a^ situation involving a handicapped in- dividual and stop at crucial points .for 'discussion .bretween audierite and actors." ' ■ 1 1
' Question and answ.er sessions between "handicapped -speakers and the audience 'create an appropriate arena for communication. The Disability Awareness 'Program (EAP) of San, Diego, California, uses this format. - Teams of three disabled adults visit grade school classes to talk about them-- , i selves, and answer questions, they begin' the 45 minute session with a brief slide presentation "Dare to be Different.- After the slide presen- tation, ea'ch membW of ffie team tells aboufhis or her disability , the - tvpes of adaptations that, are required, and ways to.relate comfortably with a person whoVhas that disability. Talks are followed by a question and answer period/
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Audio-'visuar presentations can be highly effective. A wealth Sf ( films, slidd-'tapes ami videotapes is geared specifically to .increase awarenes's or change attitudes^about handicapped people. Films and AV _ presentations are most ef-fective. when followed by "group d^cussion. Discussion guides are provided with some films. Remember that , films can have powerful and somewhat unpredictable • effects. A skilled discussion • leader'should be available to help> the audience prices]?? their reactions.
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• " HG At-ti-tudes
Whatever approach to awareness building that you choose, remember*
that many resources are available films , *audi 9 visual aids, printed '
materials, and prepared public service campaigns. Also, community * * volunteers, civic groups or disabled individuals from the comraur*i£y. may be billing to, assist with' your program. Contact the office that .coordi- nates volunteer^, in y.our community or/the Chamber of Commerce.
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\ * References ■ . .
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Educating everyone, in handicapping' relations.' 1 Innovations , Fall T9 78,- s pp. 34-35. < - - ' ' ' - ~ t : b \ • y
Hoye., P; Teaching others about disability^ Pteabletf* USA,~ 1975, 2"(2K 12-15. > _ " ■ ■ • ' s ~
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Public Information and EducfatiQrf Office of, Arkansas. Mental Retardfaftion *-* « Develppmental'Dis'abilitiee Services. - Materials on tental retardation - • j or use with broadcast »media. l^Little Rock, "ARr -.author.
- UG Attitudes
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Disability Awareness Programs- . ,
BOOKS ABOUT HANDICAPS: FOR CHILDREN AND yY0UNG ADULTS. Bishop, P., 1978* ^Available from:'- Meeting S tre.et. "School, 'RRode Island Easter Seal Society, East Providence, RI 02814. ^ This is* an annotated bibliography of bopks about disability, arranged by handicapping condition. The fic-r tion £nd non-fiction -hooks are appropriate for children.
FEELING FREE. Available from: Scholastic Films, 904 Sylvan Avenue, <> Englewood Cliffs, NJ 07632; audio-visual ^sections available from: Handicapped Learner Materials Distribution Center, Audio-Visual Center, % Indiana University, Blobmington, IN 47405. Cost: booklet* for ..paperback, * $9\95 hardcover. The materials are available in booklet - *or audio-visual format .^Botji' series are comprised of half-hour programs t6 provide children with an understanding o*f handicaps through use of puppets and simulation. *" •
KIDS COME IN SPECIAL FLAVORff. Cashdollar, P., & Martin, J., 1978. Available from: Kids Come'ln Special Flavors, P.O. Box 562, Dayton, OH 45405. Cost: $19.95. This disability simulation kit allows- people to explore and understand what it is like to be disabled. Examplep'of s simulation activities include: an audiocassette so persons caii "hear" at different decibel levels what 'it is like to be hearing impaired; "arm11 slings so they can experience mobility Impairment. Kit includes a booklet ^containing many ^simulations-activities and other* ''hands-on11 materials (to emphasize .that disabled persons are the same, yet different , Although primarily developed'f or children, the kit 'could be utilised With adults. »" ,
PEOPLE YOU 1 D LIKE TO KNOW. Available from: Encyclopedia Britannica , . . I^u^aRonar^ 425 N. Michigan Avenue, Chicago, II *606ir.
Cost: Individual films — $185.00 each; entire program (No. 3585) may ba a purchased far $1,500. The film series is designed to foster better- * communication and sensitivity between disabled and non-disabled children at the elementary -and secondary levels. The fiilms present profiles of disabled children including their. coping strategies, goals, and philds- ^ ophies about life. The series also could be shown to adults tfa increase their awareness arid sensitivity toward disabled persons.
WHAT'S THE , DIFFERENCE? :s TEACHING POSITIVE ATTITUDES TOWARD PEOPLE WITH DISABILITIES. Barnes/ E., Berrigan^C., & Biklen, p., 1978; Available^ ♦from: Human Policy Pres£,\P.0. Box 1.27 University Station, Syracuse, NY 13210. Cost: $6.00. " This book contains simulation and awar^pess activities for children and adolescents, which could easily be? adapted ,
Title Conducting AtT Exceptional Children fs. Week in ' Your Community • i - ' ? *
Subject HG Attitudes
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Author Phillips, S., et al.
Datev
Annotation
This is an excellent step-by-step gu,idey to the * development of a public education program on exceptional children! ^ The 'manual includes practical "ffow* to" infor- mation about public relations, media coverage, "funding,* r " awareness building exercises; and^ audio ^su'al- aids as well as sample press releases, brochures, and jumper stickers. Some of the information can l>e "adapted for irse in developing public education programs on handicapped adults or specific disability groups, / „ ■ y
Publisher
The '"Council, for Exceptional Children, 1920 Association Drive, Res ton, Virginia % 22091 • ^
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Description \
49 page softbound manual
Cost free
Additional Information
Title Producing a Public' Relations Program for Disabled Adults
Subject HG Attitudes
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Author ^ President's Commit tee\Qn Employment of the Handicapped
Date
Annotatiorr
A guide to help disabled people .and organizations " concerned with disabled people to produce public relation? * prograps. ^ These programs can help create the opportunities which disabled adults need to, fully realiz^ the goal of. independent life. \ .
Description
Cost
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\ Jh? President's Committee on Employment of the Handicapped/ Washington, D4C. 20210 ' - **
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Additional Information
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, Item public Service Campaign
Category hg .Attitudes
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Description
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The Public Inf ormatioh* and Education Office of Arkansas1 Mental Retardation developmental disabilities, office has "prepared 'a packet illustrating public service carhpaigns The packet* cont&in's exajnples'-of radiq and TV copy 'fox; public Service, announcements, art'-woifk and s'tor? boards . Materials are geared to represent the * pentrally retarded and developmentally disabled population .but could be, applied to. %' ^ other disabilities ks well,- * * " ' - *
Address *\ .■
-Fublic Service Campaign, Public Informa- tion and Education Office of Arkansas, Mental Re tarda tioix-Develdpmental Disabi- lities Services, Information -Of f icer , Arkansas MR-DDS, Suite 400 Waldon Building, 7th & Main, Little. Rftgk, Arlcansfcs 7220 V . " ±
Phone
Additional Information
>litle Sensitivity: Our Sixth .Sense
Subject HG Attitudes
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AV
Author Words and Pictures ^Corporation
Date
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This film features cappaigns and radio- and handicapped, concerns. |
information about public awareness TV productions that deal with |
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Words and Pictures Corporation, P.'O. Box n00i,>Patsons,- KS 67357
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Title Barriers and Bridges An Overview of Vocational Services for Harfdicapped ■ Calif ornians :
Author Phmips> Linda
Date '
1977
Annotation - -
AlthougJ> the monograph was prepared for the state -of - Calif ornia/it contains much information that is pertinent nationwide* Topics include background information such as
• : definitions of -terms in the field and an overvie^iof handi- , capped issues; barriers within society, the helping system, and handicapped persons; national trends in bridging the gaps; recommendatidhs and strategies for change; and ,
: suggested resource^, »
Subject
HG Attitudes
3>
8" X 8" sb^tbound 149 pages
Cost $3,77 without tax for resident^ oitfs ide California - $4.00 for California residents
Publisher
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California Advisory Council on Vocational Education, 708*Tenth Street, Sacramento, CA . 95184 Phone.:— (9.L6.) 445=0698
Additional information Available froiji:
California State Department of General Services, Office of Procurement, Publica- tions Section, P,0, Box 1015, North highlands, CA 95660 . Payment must- accompany orders .
i ,CP Attitudes \^ AV
Attitudes Toward People with Cerebral ?alsy: , Audio-Visual Materials
HE!S# NOT 'THE WALKING KIND* This film presents. the daily challenge in the life of Brian Wilson, vho has cerebral palsy and is qonfined to a wheelchair. The film shows him at work and at play and combines sensitive filming with' interviews that focus on* the unique character of this persopable individual, (source : Disability Attitudes; 'A Film Index) 16 mm; color, 28 minutes.
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Rent ($12.50-) : Kent State University, Purchase ($435. 005 : Centron
Audio-Visual Services, Kent, OH 44242., , , Educational Films, 1621 W. Ninth ■ Order No. CC2976, (216)/67Z-2072 Street, Lawrence, KS -66044
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HOMEMAKEJt WITH INCOORDINATION.. Joan has had cerebral palsy since birth, and Bob, her husband, was born deaf. Yet they maintain a normal, efficiently run household yiHh little outside help. With careful planning of activities and some . simple homemaking aids, she is in full control of her*life. (source: Disability Attitudes; A Film Index) 16 mm, color, 2§ minutes.
Rental C$15.00): Rehabilitation International USA* 20 West 40th Street, New York, NY 10018,. (212) 869-9907 ' ' . x
I AM NOT WHAT YOU SEE. ' The film presents an interview with Sondra Diamond, a psychologist severely disabled 'by cerebral palsy since bi-rth. In this powerful film; Ms. Diamond discusse§ all aspects of her "handicap wj.th huxaSV, forthright- ness, /and sensitivity, (source': Disability Attitudes: A film Index) ' 16 mm, ' col6r~r~28~ minutes ~. - " » ' ;
Rent ($25.00): - .International ' ■ POrchase* ($330 .00) : "Canadian Broad-
Rehahilitation Film, Review , casting Corporation, 245 Park Avenue
Library, 20 West 40th Street, * ' New York^ tfi 10017 New York, NY 10018, (21-20 669- -
0460 "v ' " . '
WHEN MAY COMES, WE'LL MOVE TO THE FIRST FLOOR. Sensitive film details the' . • 'limited world of 'a severely .involved cerebral palsied young woman. A^voice-over narration based on the'gitl's own diary tells of frustrations, hopes, fears, and apprehension over her aging mother who devotes her. life to caring for her handi- capped daughter. Discussion* "guide accompanies film. Black and*white film, 27 mJLnutes, 1969.. % % -
Available from: United Cerebral -Palsy Associations, Inc., 66 East 34th Street, New York, NY io.016 t
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CP Attitudes ~) . . AV"
THE WORLD, THE FLESH, AND^ JIMMY JONES. Jimmy * Jone? , relates the differences
between the fantasies of childhood and the hajjsh "realities of living in *the world as ^n' adult with' cerebral palsy. (source: Disability Attitudes : A Film Index) black and white, 13 minutes. . ♦ *
Available from: York, NY 10016"
United Cerebral Palsy Association, "66 East 34th Street, .New
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Title i»ra xhe Same As Everyone Else % ^ ■ — p :
Subject* Ep At titudes* .
Auihor
Date • 1976
Annotation • ^ \
, • • The film attempts to supplant misconception with ^ fact and insigtft into the "pe r^onalit ies o f * peoprle*with epilepsy. Cathy, ^a young woman with epilepsy, recalls that hep: very own response to individual^ with epilepsy was based on fear and Ignorance-: MT never know what 31 1. was until I got it."
' This film provides education "bn bdtti an emotional ' and intellectual levvel . Shows how epilepsy affects
varipus individuals at home, at school and in the commu- nity, -(source*: Disability Attiutdes: A film Index)
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.-Rub lisirer
Epilepsy ^sso'ciation , Metro Toronto, 1260 Bay Street, Suite, 510, Toronto, Ontario M5R^2B1%' Cai^edas » v
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$25^00 - |
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$aoo.oo • * |
Additional Information' Available* for're-nt-, .
"from: M * %
International Rehabilitation -Film-, Review; Library^, 20 West 40th Street, "New York, / NY «10018 Phone: (212) 869-0460,
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Title
Only fi4 Part Of Life
Author
Date
19&8
Annotation
Jhe film follows a young girl with pertLt mal epilepsy thro*ugh*her schooling*- until sh& graduates* from college. §ho^s,that epilepsy need not prevent a no-rmal life, (source: Disability^ Attitudes : A' Film Inftex) Available on, free loan frlonv Epilepsy Founc&ation^o f America,- 1828. -L Street, S».W ., "Washington , D.C. 20036.
Publisher
ERLC
78
Subject >>Ep Attitudes
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AV
Description-
, 16 mm, black and white film, 5 minutes
Cost
1
Additional Information Available for rent.
from: '
Michigan State University, Instructional Media- Center, East . Lansing, MI 48824 (517) 353-8137'.
Title
They Qall Me Names
Subject MR*" Attitudes 4 AV
Author
Date
>edt
Annotation, *
" -ji The-kVfilm demonstrates that young people stej?eotyp< as -Hmehtally^ retarded11 are often capable of understand*^ that^they are considered inferior, and. therefore, become dispirited and act accdrdingly. Specialists and parents, tell of the pain and discouragement such, young people feel, 2nd als.ov describe recent effprfs tby promote a more normal living-environment rather tffan traditional* custodial care- ■ ^n an institution. (sourck : Disability' Attitudes : A Film Index) * 7" ~
Description 16 muj, color,' 20 minutes
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Publisher
BFA NEaucational' Media, 2211 Michigan Avenue, Santa Monicav CA 904*04 '
Additional Information. cap bejtented from*.
University of, California , Extension Media Center, Berkeley , -CA* 94720 Order .No. 9465 ' • ' } /(4'15) 642-0460 ' '
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Title My Buttons <^ . — ■ : |
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Author V , u _ • *V < »H 6 H Enterprises,. Inc. * * c * ^ . w ♦ • |
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Subject MR Attitudes
Annotation
This film empt^sizes deinstitutionalization, normali- zation, and community living concerns for the develop-
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Lawrence , \S 6604 4 * * |
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Description x
, color film 28 minutfes
Cost "V ■ *
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^* MR Attitudes ^
Resources Concerning Attitudes and Mentally Retarded Persons
DIGNITY, Available from Regional Rehab ilitatiort Research Institute on Attitudinal Legal and Leisure Barriers, George Washington University, 1828 L Street, N,W., Suite 704, Washington, D,C, 20036, . $150 each,
♦ This 21-page booklet; presents information on attitudes toward * mentally retarded persons and describes common myths and misconceptions about mental retardation.
The following are available .from the National Association for Retarded Citizens, 2709 Avenue E fest, P,0. Box 6109, Arlington, Texas 76011/
DEHUMANIZATION VS%' DIGNITY ,. $,25
- This '12-page booklet uses engaging cartoons to illustrate practices th$t can dehumanize or add dignity .to* the experiences of institutionalized individuals, -
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DIGNITY OF RISK AND THE MENTALLY RETARDED^ by Robert A: Perske , $,25
This 11-page booklet describes the ways that overprotection endangers human dignity and interferes with normal growth , First hand observations qj. retarded Individuals in Sweden and Den&ark demonstrate the benefits qf an environment that provides .opportunities for a reasonable amQunt of risk.
WILL THE REAL ADVOCATE FOR RETARDED PERSONS PLEASE STAND UP, by LotteE, Moise, $,25 } .
In this ^10-page booklet Lotte Maise describes her learning experiences in raising her^men tally retarded, daughter. It provides awareness building* cpricfep'ts concerning the achievement potentials of retarded individuals as ' well as an overview of citizen advocacy' programs, ;
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Title The Role of Vocatiohal Rehabilitation in
the 198t)fs
Author
Date ■ 1978
Annotation
This monograph contains information on reducing bfZrierS t0 emPlo5rinent"and community participation, proving socialization and family support, and reducing stigma and negative attitudes facing people with invisible disabilities such as cancer^ cardiac illness ahd( epilepsy. " .
Publisher
'National Rehabilitation Association . \ 1522 K Street, N.W., Washington, D.C, ^20005
Subject Ep Attitudes
Description
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Title
Report of, the Community College Data Collections Project
Subject Cp Attitudes
Author g
Heliotis, J. 'and Edgar, E,
Date
1979
Annotation
\
. In this report, Unit'ed Cerebral Palsy arid American Association for the Education of Seve rely /Profoundly Handicapped analyze the situation at Shoreline Community College, in terms of both physical and at titfudinal barriers confronting students with cerebral palsy.
Description
Cross Reference: CP CcMrmity Coll
Cost
ERLC
Publisher i
American Association for the Education of the Severely /Profoundly Handicapped* and United Cerebral Palsy,, Center of
King County, Seattle., Washington
OH Attitudes
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Audiovisual Materials s Attitudes and Orthopedicaliy Handicapped People
ATTITUDES TOWARDS DISABLED: n0N LOCATION". - A group of physically disabled people, working directly -in rehabilitation orja related field, discuss their personal feelings. The notion that "prejudice ife a result of ignorance"" gives~rise to^a lively discussion of responsibi- lities of the physically disabled toward educating the public, (source: Disability -Attitudes; A Film Index) 16 mm, 3 parts, 3 hours ( * v
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Rent ($10700): University of Wisconsin, Media Resource Cente^, Milwau- kee, Wisconsin 53226, (414) 963-4673
BEING. This film portrays the everyday difficulties faced by a young handicapped person paralyzed in both legs. He walra with the ai^ of braces. and crutches, but manages to be independent. He mee£s a girl -wh9 tries to be .friendly, but: Ms resentment of pity makes it hard for him to accept* a genuine offer of friendship, (source:, Disability 0 Attitudes: A Film Index) 16 mm, color film, 20 minutes.
Rent ($8.50): Kent State University, Audio-Visual Services, Kent, Ohio 44?42, Order No.BC2789, (216) 672-2072 .
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"THE CURB BETWEEN US. Following an accident, Terry Kelley became one "of the thousands of disabled persons in our society. He shares his thoughts abou't how it feels to be disabled; the prejudice directed against anyone who- is "different, his personal problems and needs, and how the able can help the disabled, (source: Disability Attitudes: , A Film Index) 16 mm, color, 15^ minutes.
Purchase ($230.00): Barr Films, P.O. Box 5667, Pasadena, CA 91107, Order No. A116, (213) 793-6153 , -
DAY IN THE LIFE OF. BONNIE C0NS0L0. Bonnie Consolo Was- born without arms — yet she leads a normal, productive life. She has a home, two healthy children, and a rich philosophy that she shares with, us as she goes about her daily routine, .(source: Disability Attitudes > A Film Index) 16-mm, color, I6J5 minutes.
Rent ($18.00), purchase ($275.00): Barr Films, P.O. £ox 5667 , .Pasadena, CA 91107, Order No. 9228, (213) 793-6153 , • ,
* 'OH Attitudes w
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GET IT TOGETHER. *Jei;f was injured in an auto accident and paralyzed from the waist^-down. For a young man whose, life had been very physi- cal, the^accident was moire a tragedy than most crippling injuries. . Four years later, Jeff is married^ and works as a physical-recreation therapist, '(source: Disability Attitudes: A Film Index) 16mm, color, 20 minutes.
Fi^n
'Rent ($35*00), Purchase ($^00.00): 'Pyramid Films, Box 1048, Santa Monica, CA ,90406
MIMI. Mimi, disabled by a birth injury (spina bifida), goes about her daily activities in a wheelchair constantly facing architectural barriers. 'Still pictures and photographs illustrate her life's story as she narrates. (source: .Disability Attitudes: A Film Index) 16 mm, sound, black -and white, 11 minutes.
Rent ($6.50): Indf ana University , ^ Audiovisual Center, Bloomington , IN 47401, Order No. EX 1227, (812) 337- 2103
Purchase ($150.00); Billy Budd Films, 235 East 57th Street, New York, NY 10022
REACHING. This concise, effective film is about an ambitious, confident young man born with spirfa bifida. ' Chris is a natural athlete with a brown belt *ln karate. He plays basketball, wrestles, swims and .water
rls . Chris speaks of othjai? people's preconceived ideas of those in Selcbairs, and of his own imp£tienee with their prejudices. ♦ (source: Disability Attitudes : ' A Film Index) 16 mm, color, 5^ minutes .
Rent ($15.00): International Rehabilitation Film Review Library, 20 We^t 40th Street, New York, NY 10018/(212) 869- 0460
Purchase ($40.00): Nielsen- Ferns, Inc., 145 Wellington Street West, Toronto, Ontario M5J 1H8, Canada
WALTER; "I don't feel handicapped. Other people look at me that way, and it,st their problem, not mine." Walter is a young, self-sufficient Black paraplegic who has special courage, ambition and determination to make a good life for himself,- He is a student" of architecture at the community college'and a member of .a wheelchair basketball team, (source: Disability Attitudes: A Film Index) 16 mm, color, 16 minutes.
Rent ($8.00),: University of Illinois, Visual fids Service^* Champaign, IL 61822, Order No . .54373 or.;Churchill ,7ilms , 662 ft. Robertson Boulevard, Los Angeles, CA 90069 . \
VI Attitudes AV
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Altitudes and Visually Impaired People: , Audio-Visual , Materials
AS A BLIND PERSON, Film uses old footage and still photography along with comments from wooers and family to build a biography • about a blind teacher* The film is geared for high school age and older. /
American Foundation for the Blind, .20 W. 17th Street, New York, *NY 10011.
A EtLIlsTD TEACHER IN A -PUBLIC CLASSROOM, David, totally blind, ifi a seventh grade English teacher in a public school. The film shows how blindness has enhanced his teaching and how he solves some problems caused by his blindness such as talcing attendance, correcting^apers , maintaining order and conducting school activities out-side the classroom. (source: Disability Attitudes: A Film Index) 16mm, color, 23h minutes %
Rent ($15,00), Purchase C$325.00): IntWnational Film Bureau,_ Inc.,
332 S. Michigan Avenue, Chicago , IL 60604. . •
BLINDNESS . This is a sensitive study of one man's problems in adjusting to blindness. The film prQ&es his psychological reactions to, sudden blindness and shows how community agencies offer rehabilitation training, which enables him to lead an ordittary life with his job, home and family^ (source: 9 Disability Attitudes: A Film Index) 16mm, bla^^t white, 28 minutes.
Rent ($10. Q0): Kent St$te University, Audio-Visual Services, Kent, OH. M2fa% Order No. C2086-, (216) 672-2072.
CHALLENGE OF BLINDNESS. Positive attitudes on the part of the public , are necessary ftfr a blind person's independence ^ ,The film shows four blind persons (housewife, communication operatof, businessman, retired businessman) going through their daily routines. It includes informa- tion on how to approach a blind person; attitudes and misconceptions of * the public; and suggestions on helping a blind person manage his/her environment. (source :r Disability Attitudes : A_ Film Index) 16mm, color, ^25 minutes, • '
Rent-free) : The Seeing Eye, Inc., Morristpwp, NJ 07960, (201) 539-4425,
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INSIGHT. Shows people who are blind discussing the insensitivity and. lack of concern demonstrated by many sighted people in society. The vignettes are real, actual experiences blind people have encountered.* Also discusses the issue j>f~ dependency versus independence, ,fWhen do you ask for help and wTien do you refuse help?" (source: Disability -Atti- tudes : A Film Index) 16mm, color, 27 minutes*. ( -
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VI Attitudes AV
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Rent ($10<.00), Purchase. ($240 .00) : Lighthouse of Onondaga County 373- ^Spencer Street, Syracuse, NY 13204. - \ *
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THIS IS LARRY. This liv§-action documentary traces the daily routine' - ■ of a blind student at the University of California, Los Angeles. By ob- serving Larry's relationships with the physical world, his 'friends and himself, we .see a portrait of a unique human with great personal courage, (source: Disability Attitudes: A Film Index) 16mm, black & white, 23 minutes .
Rent ($7.40):- University of Illinois Visual Aids Services, Champaign, IL 61822, Order No,. 82164. ^
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CHAPTER 5
HG What. Do . . >
-What Do You Do -When . . .
Meeting a Disabled Person ■ ,
Although there are no "hard and ^stM -rules, the following sug- gestions* provide guidelines for facilitating interactions between disabled and non-disabled people, Awareness of these "how to" suggestion* can prevent well-meaning but misguided attempts at assistance, fore importantly, it can ease 'those feelings of uncertainty that often result in avoidance of interaction. Remember that .common sense is mbstvoften > your best guide.
1. Offer help but wait until it>^s accepted before giving it/ Offering assistance to someone is only polite behavior. Giving help before it
is accepted is rude. It can sometimes be unsafe, as when you grab the V arm of