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managing transitions chapter 5
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As a parent, learning that your child has developmental disabilities can be a life altering moment in time and can cause a devastating chain reaction of events. These events have the potential to change family priorities and structure, hurt relationships, deplete financial savings and stability, and emotionally drain everyone intimately involved with you and your child. How do you find human services programs, agencies, or advocates, whose primary job is to help you provide everything your child needs? It certainly can be an overwhelming barrier, but it's the first step in giving you, your child, and your family a plan of action, goals, success, good mental health and bringing everyone back together.
What are Developmental Disabilities?
The word disability means something different to anyone you ask. Officially, having a developmental disability means the disability appears before someone turns 22 years old and causes a chronic life long or extended duration impairment. These disabilities, which may not be seen, can be physical, intellectual, neurological, psychiatric (or others), and the disability has a strong need for services or special care. (Developmental Disabilities Act, section 102[8])
What are Services?
Developmental disability services come from someone outside your family unit who works in Human Services. This support is referred to as “services” and comes from medical, educational, and federal and state government programs.
Barriers to Services
Running into barriers while attempting to locate and navigate services for developmental disabilities are not because you don't want to help your child, or don't care - chances are, you are facing a wide rage of emotions. Some barriers that take an emotiona...
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....gov/opwdd_about/home)
You can find programs like this in all major cities and county offices.
Empowering Families
The conclusion should be at least 100 words.
References
AHRC of New York City
ARISE, Inc.
De Boer, A., Pijl, S.J. Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, Vol. 25, No. 2,
165-181.
The ARC of the United States -
The NYS Office for People With Developmental Disabilities (OPWDD)
Watson, S.L. (2008). Something you have to do – Why do parents of children with developmental disabilities seek a differential diagnosis? Developmental Disabilities
Bulletin, Vol. 36, No. 1, 168-198.
Ziolko, M. (1991). Counseling parents of children with disabilities: A review of the literature and implications for practice. The Journal of Rehabilitation, Vol. 57.
Radley, M. (2009). Understanding the social exclusion and stalled welfare of citizens with learning disabilities. Disability and Society, 23(4): 489-501.
Chapter thirteen has two subject matter that it discusses in some detail, mental illness and developmental disabilities. This review will be exploring the history, philosophy and theories of developmental disabilities. Social workers come in contact with many clients that have developmental disabilities, and the chapter gives a glimpse the history, problems, and theories related to developmental problems. Chapter thirteen explores the issues of dealing with developmental disabilities in the past and what is being done today to help social workers face the issues.
Powell, Robyn, 2012 Retrieved from Why Parents with Disabilities Are Losing Custody of their Kids By Bonnie Rochman Nov. 27, 2012 http//healthland.time.com
In this book, the authors point out the significant number of impoverished children who live with developmental disabilities. In many instances, children with disabilities in the U.S. are significantly more likely to live in poverty. To this point, Fujiura and Yamaki (2000) found that 28% of U.S. children with disabilities lived below the federal poverty threshold, as contrasted with 16% of children who were living without disabilities.
Freedman, R. I., & Boyer, N. C. (2000). The power to choose: Supports for families caring for individuals with developmental disabilities. Health and Social Work, 25, 59-68.
The information given me by various professionals who have repeatedly evaluated my daughter is the biggest issue that I face in my life. In order for me to resolve my issue I need to explore whether my issue lies with the professionals and the process of evaluation, or with me not wanting to accept that my child is disabled.My six and a half year old daughter, Malia, began to show signs of delayed development at age eighteen months. Her speech started to regress and there were also behavioral signs that were significant enough for me to ask our doctor for advice. When was not concerned to the point that I was I contacted Multnomah County Developmental Disability department and requested that they evaluate Malia. They agreed that that were delays, and made a referral to Portland Public Schools Early Intervention Program for special services suchas speech therapy, occupational therapy, and other early learning resources for children with disabilities. I also switched Malia to a pediatrician who immediately referred her for a full-scale evaluation at Oregon Health Sciences University (OHSU) where they have an evaluation clinic for children with disabilities.
having a disability, which include that one “must actually have what is considered to be a
Rubin, I. L., & Crocker, A. C. (2006). Medical care for children & adults with developmental disabilities. Baltimore: Paul H. Brookes Pub.
Palmer, D. S., Fuller, K., Arora, T., & Nelson, M. (2001). Taking Sides: Parent Views on Inclusion for Their Children with Severe Disabilities. Exceptional Children, 67(4), 467. Retrieved from:
Healthcare professionals lack experience and education on how to work with hospitalized patients with intellectual disabilities (reference). Admittance into the hospital can put a lot of stress on individuals with ID as well as their caregivers, and the healthcare professionals involved. Balancing the needs of individuals with intellectual disabilities is a challenge for many professionals throughout the hospital due to multiple factors have produced years of social oppression, institutional discrimination, and attitudinal barriers. Communication is the key to maintaining a seamless flow between health care professionals and their special need patients. By advocating for a reform in training of health care professions, this would help with increasing the quality of services provided for those with intellectual
According to the World Health Organisation (2011), there are more than 1 billion people with disabilities in the world, with this number rising. Many of these people will be excluded from the regular situations we, ‘the ordinary’, experience in everyday life. One of these experiences is our right to education. Article 42 of the Irish Constitution states that the state shall provide for free primary education until the age of 18, but is this the right to the right education? Why should being born with a disability, something which is completely out of your control, automatically limit your chances of success and cut you off from the rest of society due to being deemed ‘weaker’ by people who have probably never met you? With approximately 15% of the world’s population having disabilities, how come society is unable to fully accept people with disabilities? In order to break this notion, we must begin with inclusion.
French, S. & Swain, J. 2008. Understanding Disability: A Guide for Health Professionals. Philadelphia: Churchilll Livingstone Elsevier: 4
Children with disabilities are more in the public eye than years ago, although they are still treated differently. Our society treats them differently from lack of education on special needs. The society labels them and make their lives more difficult than it has to be becau...
“in order for your child to qualify for the services the student must be found to have one of the 13 categories of special education and it must adversely affect their educational performance” (Hancock, 2016). So to get a better understanding of the special education process we have to view it from both sides of the situation, that is, a parent whose child was diagnosed with a disability, and a professional who works with special education for a living. Knowing both sides and their views we can get a better grasp of the whole system and the flaws and strengths that come with the whole process and
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.