Community Living Toronto is an organization that took place in 1948 to provide support for adults, youth, children and families with an intellectual disability by giving this group an accessible ways to fit into the community they live in. The agency’s mission is to “change the lives of people with an intellectual disability by giving them a voice and supporting their choices where they live, learn, work and play” (Community living Toronto, 2011). The program focuses on connecting individuals who has an intellectual disability in recognizing their “work, volunteer, leisure and recreational interests and goals” (Community living Toronto, 2011). It maximizes opportunities for the children with intellectual disability to be actively involved in school and in the community and also home by giving them access to programs that they can engage in for learning and development. It also provides foundation to youth to be active and know their innermost role in identifying and selecting their work, volunteer and spare time activities. The agency works intimately with the families to provide support for the sibling and parents and to help them make well-versed choices for their child that will amplify their community participation. One of the supports the agency provides is a four hours literacy program at Scarborough, Toronto on Saturdays to those in special need of academic support. There are two classes that take place within the same location however they are alienated by the different levels in terms of education and knowledge of the students. Those with basic knowledge are provided with volunteers to help them in encouraging them in their school work and help those that strongly need help with in class work. The volunteers work on... ... middle of paper ... ...sability | Community Living Ontario. (n.d.). Community Living Ontario. Retrieved March 26, 2011, from http://www.communitylivingontario.ca/about-us/what-intellectual-disability Hayes, S., McGuire, B., O'Neill, M., Oliver, C. and Morrison, T. (2011), Low mood and challenging behaviour in people with severe and profound intellectual disabilities. Journal of Intellectual Disability Research, 55: 182–189. doi: 10.1111/j.1365-2788.2010.01355.x Hick, S. (2010). “Social work in Canada”. Toronto, Canada: Thompson educational publishing. Srikanth, R., Cassidy, G., Joiner, C. and Teeluckdharry, S. (2011), Osteoporosis in people with intellectual disabilities: a review and a brief study of risk factors for osteoporosis in a community sample of people with intellectual disabilities. Journal of Intellectual Disability Research, 55: 53–62. doi: 10.1111/j.1365-2788.2010.01346.x
Occupational Therapists perceive people, without discrimination, as active and creative “occupational beings” who crave engagement in activities of daily living, sequentially to maintain not merely their health but their wellbeing (COT, 2010). Occupation is a channel which directs people to better social inclusion, which in turn can result in dignity, independence, and social contribution (Waddell and Aylward, 2005) and one of the core foundations of Occupational Therapy is the necessity and value of occupations and re-engagement in occupation as an essential intervention (Ross, 2007a). Occupational Therapists who work with adults with different severities of learning disabilities experience difficulty with their everyday occupations, or activities of daily living (ADLs) and have both a clinical and a consultancy role (Lillywhite and Haines, 2010). People with a learning disability are a diverse group, and the severity of their condition can inhibit their abilities and independence (Cumella, 2013). But, how can Occupational Therapists use their professional skills to help those adults with a learning disability? How can these healthcare professionals promote their independence at home? This piece will look at the contribution of an Occupational Therapist giving an adult with a learning disability as much independence in their own locality.
While acknowledging the diverse influences of capitalism, colonialism, urbanization, and industrialization on the perceptions and constructions of intellectual disability, this book also adds a new and significant dimension by including analysis of social and cultural notions of identity, personhood and selfhood.
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
...ies. 80% of mortality of children with disabilities in america in states where overall. The mortality is below 20%. Violence against disabled kids occur at annual rates. 5%of individuals lives are spent with disabilities with life expectations of over seventy years. Ninety percent of individuals with intellectual impairments will experience sexual abuse according to a study by New international now(2013).
“Including Samuel” is a documentary about the complexities of inclusion. Like so many other issues in our lives, the solutions are far from clear. This film explains a kid named Samuel and the family’s efforts to provide an education that involves inclusion for him and his disability. He was diagnosed with cerebral palsy at the age of 4. The film then describes other people like Nathaniel and Emily that struggle with inclusion and the difficulties they face on a day to day basis. An analysis of this film shows the filmmakers effective and accurate complexities of inclusion to a full extent.
Thanks to Ed Roberts, Mary Switzer and Gini Laurie the 3 major players in the Independent Living and Civil Rights movement, people with disabilities now have access to public schools with an Individualized program, access to buildings, facilities, buses for transportation and are protected by law from discrimination. “Approximately 50 million people today lead independent, self-affirming lives who define themselves according to their personhood their ideas, beliefs, hopes and dreams above and beyond their disability” (A Brief History,
For my community involvement project, I volunteered at Memminger Elementary School for a program called “Reading Partners.” The program focuses on helping children build strong literacy skills to carry with them into their academic careers. It requires the tutor to read to the student that has been assigned, and in turn, the student reads to the tutor. The program assists in teaching the students valuable reading skills. Being able to read is critical to a child’s educational success.
Radley, M. (2009). Understanding the social exclusion and stalled welfare of citizens with learning disabilities. Disability and Society, 23(4): 489-501.
According to a survey conducted by the Center for Disease Control, 22.2% of the United States population reported having some sort of disability (2013). While the Americans with Disabilities Act (1990), acts to prevent the discrimination of people with physical and mental disabilities, it has been unsuccessful in erasing it all together. Almost a quarter of the US population is disabled, meaning that almost a quarter of the population face some form of inequality due to their physical
Persons with disabilities encounter countless environmental and societal barriers which affect their daily lives. There is numerous definitions worldwide and in Canada for the term “disability”, and debates about who is considered a person with a disability. Winkler gives an elaborate definition of this term which will be used to define disability throughout this paper. Above and beyond the general definition, Winkler states “Persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others” (2009, p. 329). Winkler mentions that in addition
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
...unit, the rest of this course and beyond I will need to utilise my personal experiences in literacy development and continue to develop my skills. This will be vital in providing my future students with the grounding in literacy they deserve.
Living my life with a brother with disabilities has never been easy. It has been difficult throughout my life watching him grow up and encounter more and more struggles in life because of his disabilities. Our biggest question throughout the years, though, has been what our plan will be for him later in life. How will he live his life as an adult? Will he work? Where will he live? Will he have friends? How happy can he be? People with children with disabilities have to explain, “How do people with disabilities really fit into American society”? It’s not just families discussing this question; experts as well are debating this unknown by looking at the same questions I mentioned before. Looking at where disabled people are living, whether they are working, and the relationships they have with other people are ways to understand how disabled people fit into American society. This topic should not only matter to people close to disabled people, but to everyone. In some way, every one of us is affected by this topic; we want everyone in our family to lead “successful” lives (have a job/have somewhere to live). The same goes for families with people with disabilities.
In society today, there are many children and parents who face the diagnosis of having a developmental disability that would qualify them for special education and needs. This time can come with many questions for the parents when they realize the specialized care and education their child will need. Most often, questions arise about their schooling and how they will be included with other children, as well as what services are available to their child. How their disability impacts their life is a very valid concern because their education will be impacted. When a disability is discovered, it effects trickle down from the child to the parents, to the teachers and finally the medical and educational specialists.
French, S. & Swain, J. 2008. Understanding Disability: A Guide for Health Professionals. Philadelphia: Churchilll Livingstone Elsevier: 4