Subject Area: Disability Studies
This study presents findings of a longitudinal study of the transition to adulthood of high school students with severe emotional disabilities. The sample of this exploratory research included 41 students in the Severely Behaviorally Handicapped (SBH) program and the Transitional Adjustment Program (TAP) in public high schools and a comparison group of non-disabled students in the same community, a mid-sized county in Ohio. Data were collected through personal interviews of the students and their parents/guardians. Participants in the first-year cohort were followed for three years, and participants in the second-year cohort for two years. The report includes quantitative and qualitative findings concerning student and parent perspectives on contributions of school and family to the transition of youth to adulthood.2006 0-7734-5706-2
By means of 61 open-ended interviews with visually impaired people (written as stories) and an analysis of documentary evidence, this book explores the history of education for visually impaired children in Britain from the 18th century to the present day. The sample is broad in terms of age, gender, type of school, geographical location and the presence of additional impairments. It provides a rich source of information regarding specific educational experiences (for example, in Sunshine Homes and selective schools) and also reflects on institutionalization, regimentation, abuse, the effects of separation from home and community and the importance of friendship. College experiences and the transition to adulthood and employment are also emphasized in many stories. As well as highlighting common experiences, the stories depict great diversity and illustrate how educational trends and practices for visually impaired children changed throughout this period. The final chapter reflects on the lessons than can be learned from these accounts regarding the inclusion of visually impaired children in mainstream school today. It demonstrates the complexity of the concept of inclusion and how this requires changes within society as a whole rather than just within schools. The book adds to the growing history of disabled people from their own perspective.2002 0-7734-7102-22007 0-7734-5163-3
This book examines three of the most important childhood mental disorders – autism, attention deficit hyperactivity disorder and anorexia nervosa. The author provides comprehensive coverage and evidence-based research findings that will inform both practitioners working in these areas and scholars of various backgrounds.1997 0-7734-8624-0
The Community-Based Rehabilitation program (CBR) was developed by WHO, with the initial idea that it should be linked to already-existing infrastructures. The program was field-tested in several countries. This book is based on fieldwork done in Botswana in 1981-84 and is the only monograph based on an intensive study of the implementation and functioning of the CBR program. As such, the volume is a groundbreaker in the fields of social/community medicine and rehabilitation. It will also be of great interest to those in the growing field of Medical Anthropology. The author is the co-editor of Disability and Culture, a collection of articles recently published by the University of California Press.2004 0-7734-6390-9
Select social and academic communities accord cultural status to deafness and disability, but cultural designation remains an intensely debated topic among many culture non-members and a sensitive “hot potato” among culture group members. As a result and with alarming speed and regularity, an increasing number of scholars now examine multiple facets of deafness and disability and how culture members intersect with mainstream society. This much needed research helps to bring into perspective and to reconcile distinct segments of our pluralistic world. Yet relatively little in-depth research investigates how dramatic literature represents deaf or disability cultures or people; more specifically, although for centuries plays have developed a myriad of disabled characters, only a handful of plays have developed deaf characters. Given these combined circumstances, the entire fields of creativity and inquiry related to deafness are badly neglected.
To date, only a small sprinkling of commercially produced playscripts include deaf characters or take deaf issues as their thematic through lines. It is not surprising, then, that no existing anthology groups plays about deafness in order to provide some focused overview of the artistic representation of the deaf culture. At best, an occasional anthology might include that rare playscript with a deaf character of no doubt marginal importance to the story. This collection of five plays by Mark Medoff therefore constitutes the largest and only canon of original, commercially produced plays involving deafness and/or deaf characters by a single hearing or deaf American playwright. Each playscript is designed specifically to feature deaf actor Phyllis Frelich in the central role, and together the five playscripts dramatically illuminate numerous aspects of deafness, relationships between deaf and hearing people, and ways in which deafness interacts with an array of social circumstances. Further, the playscripts range across time from the earliest (Children of a Lesser God) in 1980 to the most recent (Prymate) in 2004. Together, they thus offer an historical insight into some changing deaf culture issues and concerns. In all respects, this anthology is unique and fills gaping artistic, cultural and scholarly voids.2007 0-7734-5247-8
This study illustrates the educational experience of the blind in Victorian Britain, and examines critically the origins, nature, achievements and shortcomings of the voluntary institutions responsible in the State’s absence. The work discusses early unheeded criticisms of utilitarian education in confinement, the influential reports of the Charity Organisation Society (1876) and the Royal Commission (1899) on the condition of the disabled, and compares the role of the British state with more active governments elsewhere. Overall, Britain’s institutions offered inferior industrial training and less cultural stimulation than their counterparts in Saxony, France or the United States.2014 0-7734-4260-X
The purpose of this quantitative study was to determine the extent to which implementation of the Scientific Research Associates Reading Program (SRA) with students attending grades 4 through 6 with reading disabilities improves the scores of this student population on the Standardized Test for the Assessment of Reading (STAR). The research questions were formulated with a focus on on the manner in which implementation of the SRA program as supplemental intervention compares with traditional reading programs void of such intervention.
A reference tool for educators on an under-researched topic, particularly with
regards to laws governing bilingual education for the disabled.2007 0-7734-5261-3
This qualitative investigation examines the experiences of eight mothers or female guardians of hearing-impaired children with their children’s deaf education programs. All the research participants were members of linguistic or cultural minority groups living in the greater New York Metropolitan area. The analysis of the data revealed the intense responsibility that rests on these women for the education of their hearing-impaired children.2007 0-7734-5271-0
This book considers the way in which disability was perceived in the popular and official culture of nineteenth-century Scotland. Assembling the voices of the disabled from memoirs, letters and court proceedings, this work provides the empirical groundwork for understanding the disability experience and its representation during a period of unprecedented industrialization, urbanization and demographic change. This book contains 26 black and white photographs.2007 0-7734-5281-8
This study offers an unprecedented view into the everyday geographies of people with dwarfism. From the practical aspects of mobility and public accessibility to the intricacies of family and private spaces, the author examines the ways in which the geographies of dwarfism are similar to and differ from those of other disabilities.2012 0-7734-2657-4
Glumm takes first hand accounts of private psychiatric hospitals policies and shows that there is often willful neglect of patients who do not have the money to pay, and sometimes there is even manipulation on behalf of psychiatrists and nurses to keep people in therapy just to run up their expenses with insurance companies, only to miraculously ‘cure’ them when their coverage runs out. Testimonial statements during congressional hearings are made available in this text, and the book describes what political fallout occurred, if any, once patients stepped forward to report their lack of care. While most of the evidence in this book is circumstantial, and based on anecdotal stories, the implication is that neglect is widespread. Glumm, borrowing from Sjoberg and Vaughn, offers a new way of understanding psychiatric care in private hospitals – social triage. Unlike medical triage, social triage looks to the needs of the organization and sorts out clients according to the impact they will have on its survival, and divides people whether or not they will be profitable, marginal, or costly. In private hospitals health care is rationed according to the demands of organizational efficiency.2002 0-7734-7189-8
This study describes a degree training program conducted by Lamar University and Marquette University in the Gaza Strip 1992-1996, and its impacts on participants and others. Faculty from both universities traveled to the Gaza Strip, lived there, and taught courses in classrooms constructed for the purpose. A ten-million dollar grant from USAID resulted in the creation of state-of-the-art facilities for providing clinical services to speech and hearing handicapped children and the training of 33 Palestinian men and women. It provides a model that could be used to develop programs for training other kinds of professionals in developing countries. It will also interest scholars studying the impact of projects funded by USAID.
“The practical information that Drs. Silverman and Moulton share here with readers should provide very useful information that can help to guide others interested in undertaking this type of project in a Third World environment.” – Robert A. Wild, S. J., President, Marquette University1992 0-7734-9514-2
Special education as a field of research studies severe educational problems. To look at intervention from a wide perspective, this work examines the family, the school, and the (semi)institutional care. Emphasis is on research in the Netherlands,but there are contributions from well-known scientists of the USA, the UK, and Germany. Both the very practical`Anglo-Saxon' and more philosophical `Continental' approaches are taken into account.2007 0-7734-5169-2
This volume brings together key papers which, from 1975 to 2005, have dealt with public attitudes to mental illness and psychiatry. Fear, stigma, lack of understanding and alternative explanations for these conditions have led to negative attitudes towards both the conditions and the subject of psychiatry. Knowledge of such attitudes is essential for those who deliver mental health care so that primary prevention, early intervention and appropriate treatments can be set up.1987 0-88946-132-5
Presents the knowledge, attitudes, and skills pertinent to responding to the sexual problems of developmentally handicapped persons, their families, and communities. Details fully documented cases, issues concerning the law, and resource materials available.2002 0-7734-7253-3
This text was written to provide educators and communities serving children with disabilities in the private and public sectors a guide to develop, implement, evaluate, and revise individualized education programs (IEPs). It provides strategies and guidelines to assist individuals to develop IEPs which will comply with federal and state laws. It will also serve as a guide for support personnel such as school psychologists, counselors, regular educators, physical and occupational therapists, speech therapists, and other specialists in conducting and implementing duties and responsibilities associated with IEPs.2001 0-7734-7334-3
Provides a comprehensive portrayal of the most vulnerable and disenfranchised groups in society. The book explores racial and ethnic minorities, children, gays and lesbians, women, people with disabilities, religious minorities, poverty, the elderly, and death and dying. The study integrates and dissects the complexity associated with understanding underlying causes and conditions that hinder populations at risk from attaining mainstream access. The text provides multiformity in strategies that can assist social workers in altering social outcomes, promoting a pivotal active emphasis on advocacy, empowerment, and social change.2011 0-7734-1443-6
In essays that cover both familiar and lesser-known texts from the Anglo-Saxon period to the late Middle Ages, contributors demonstrate the wide-ranging and pervasive presence of disability in the Middle Ages and, consequently, the importance of a disablity perspective to a more complete understanding of medieval notions of self and body in domestic, legal, medical, and social terms. In making use of contemporary disability theories, yet recognizing medieval-specific notions of disability, this collection provides important pathways toward medieval models through which to view disability in the Middle Ages more accurately.2008 0-7734-4976-0
This work addresses the need to include in classroom management the strategies employed in teacher education programs. The studies contained in this volume are based on a changing awareness of, and attitude toward, at risk students and the best methods of maximizing their educational performance.2006 0-7734-5877-8
With its interdisciplinary and multi-paradigmatic approach, this book aims to bring our thinking about diversity one step further towards making coexistence and politics in diverse societies possible. Diversification in our societies takes place on at least three levels. On the societal level, one can speak of a multitude of cultural/social groups. On the group level, the multitude and intersectionality of individual belongings comes to the fore. On the individual level, the mobility of individuals’ minds between different references of identification becomes a crucial element in theorizing the diverse society. What happens in society, politics, and communicative public spaces when the society is diverse in these terms?
Much of the recent intellectual and policy work has not been able to comply with societies that are increasingly diverse and groups/individuals whose relations with political institutions are becoming more complex than ever. By focusing on social groups and individuals with multidimensional and shifting identities, which are structured along the intersections of gender, sexuality, ethnicity, religion, ideology, physical disability, generation, mobility and migrancy, this volume aims to increase the understanding of the complex relations in diverse societies between humans, social groups, and political institutions. The different chapters of the book bring into focus an array of experiences with diversity and, taken together, they contribute to an understanding of the complex realities of living in diversity.
To provide a solid interdisciplinary basis for theorizing diversity, the book brings together the conceptual and methodological tools of political theory, social theory, history, political science, sociology and social anthropology. In this book, scholars with unique competencies share their knowledge on the topic and provide novel angles for thinking about coexistence and politics in diverse societies.