This project will discuss the need for quality healthcare for people with intellectual disabilities. People with intellectual disabilities are not experiencing the quality health care that that are worthy of from health care professionals when they are hospitalized (reference). Those living with intellectual disabilities are a significant part of the American population. Individuals with intellectual disabilities often times struggle with complications such as, asthma, gastrointestinal symptoms, skin allergies, migraines, headaches, and consequently seek help from healthcare professionals on a regular basis and often experience discrepancies in the care they receive (reference). The reason for the lack of quality health care for those who …show more content…
People with intellectual disabilities can and do learn new skills, but they learn at a slower process. There are varying degrees of intellectual disability, from mild to profound. In society today, mental retardation is no longer the appropriate political terminology when referring to people with an intellectual disability or developmental disability. Today the term used in the medical professional is intellectual disabled. 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 …show more content…
This knowledge and research is important for creating a standard model that would be used for those suffering from ID while hospitalized, their caregivers, and all other health professionals. The model will increase the awareness of the intellectual disability, identify the importance for medical professionals to have specific education for treating people with intellectual disabilities, demonstrate how to practice self-centered care, pinpoint the barriers to quality care for those with intellectual disabilities, and ultimately advocate for intellectual disabled patients in need of better services when hospitalized. The researchers hope to gain a solution for providing quality health care for patients with intellectual disabilities when they are placed in the
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.
Individuals with disabilities have laws in place to protect them and their rights as Americans. The Individuals with Disabilities Education Act “requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs” (Us department of education, 2011). Schools have resources available to help educators meet the needs of any individual with a disability.
It's 8 o'clock in the morning and the corridors of Mill Road Elementary are busier than Grand Central Station. The only difference is that Mill Road students are about a foot shorter and ten times more energetic than your average Grand Central Station commuter. In comparison with the dorm room I have just left, these walls are papered with hundreds of drawings and paintings. The hallways could compete with any modern gallery in terms of sheer bulk and some critics might argue for their content as well. However, I did not wake up at 7 o'clock to view the Mill Road Elementary prized art collection. Instead, I am there to present the 3-step Disabilities Awareness program to several classes of supercharged fifth graders.
Do you have some spare time? Good. Because it will only take a couple of minutes for you to learn a couple of differences about two amazing women who came to the U.S. with either a disability or just not knowing the language. Basically, Amy Tan’s mother and Nancy Mairs are very amazing. They both have a thing in common where they have struggles, whether it’s their language or a disability and they both overcome those challenges; there are a couple of differences between Tan’s mother, who just can’t speak the English language, and Nancy Mairs, because she is literally physically disabled. However, being
Mobility is a very challenging task for visually impaired people. It is defined as “the ability to travel safely, comfortably, gracefully, and independently” [1]. Visually impaired people must rely on other senses other than their sense of sight such as hearing and touch to guide them. Visual impairment and blindness afflict a significant portion of the world population. The World Health Organization (WHO) reported that the estimated number of visually impaired in the world are 285 million, 39 million are blind and about 90% of them are people who live in developing countries [2]. This tells us that majority of the blind people come from developing nations which means they cannot afford expensive devices to assist them. It is important to understand the needs and requirements of that community before attempting to create devices for them. Considering the continuing progress of medicine and science, it is surprising to note that blindness is expected to increase in the coming years. It is predicted that the number of blind people will double by 2030 [3]. This is partially because “the proportion of babies born to mothers at the extremes of the child-bearing years is increasing” and because “medical advances have made it possible for many premature infants, who in the past would have died, to
Prior to 1975, educational options for a child living with a mental or physical disability were limited. The family of the handicapped child was most likely forced down an path that lead to the institutionalization of the child and distancing the child from the benefits of receiving a free and public education. It was after federal legislation passed the Rehabilitation Act of 1973 (42 U.S.C. § 1983) that monumental changes began to develop that allowed a better understanding of the needs and capabilities of people with various handicapping conditions. Soon after this legislation, Public Law 94-142, also known as the Education for all Handicapped Children’s Act of 1975 (EHA) would further increase the public awareness by providing a free appropriate public education (FAPE) for children suffering from disabilities. Following the EHA legislation reformations concerning the education of disabled individuals would soon become numerous and legislative acts were passed enabling accommodations for disabled individuals in the fields of vocations and technology. In 1990, President Gerald Ford signed legislation replacing P.L. 94-142 with the Individual with Disabilities Education Act of 1990 (IDEA, 20 USC 1400). By definition, the Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation (US Department of Education, 2011).
“The Civil Rights Act of 1964 prohibit discrimination on the basis of race, religion, national origin, or gender, but people with disabilities were not included under such protection” (Department of Justice). It was not until 1973 when the Rehabilitation Act came to fruition that people were officially by law protected against discrimination on the basis of either mental or physical disability. The Architectural Barriers Act implemented in 1968 helped people with disabilities have access to buildings and facilities by companies, agencies complying with federal standards for physical accessibility. The Education for All Handicapped Children Act was renamed the Individuals with Disabilities Act (IDEA). This Act allows people with disabilities into public schools and also requires the school to develop (IEP’s) Individualized Education Programs to be developed and fit individualized needs for the student. Another very important piece of legislation is the Americans With Disabilities Act (ADA) in which “prohibits discrimination on the basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation and telecommunications services” (A Brief History, p.1).
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...
Mental retardation was renamed Intellectual Disability in the DSM-5. This was to guide away from relying on IQ test scores for the diagnosis of mental retardation and to try and rely more on day to day tasks that one should be doing for their age and cultural lifestyle. There are four levels of mental retardation, mild, moderate, severe, and profound. (Nolen-Hoeksema, 2011). The least severe of them is the mild mental retardation. Children...
The policy topic that I have decided to address is Invisible Disabilities, because this is huge social problem. In our society a person with a disability is primarily identified from when you look at someone and you can visibly verify that they are disabled. Visible disabilities are what most people think of when they think of someone who is disabled: for instance someone in a wheel chair. The truth is not all disabilities are physically visible, and creates negative attitudes towards persons who suffer from them. Some invisible disabilities include; learning disabilities, brain injuries, epilepsy, narcolepsy, and so many more.
Disability is a frequent condition that affects a lot of people living across the world. Haiti, one of the poorest countries in the Caribbean, faced an increase of person disables. The earthquake in 2010, left many Haitians with disabilities, including women and children. The purpose of this paper is to show the Haitians views and how they treat people on disabilities. In the Haitian morality, they tend to isolate and discriminate persons living with disabilities.
This essay will explore the medical model of disability as well as the social model of disability by providing an in depth analysis of the views and explanations that outline each perspective. It will examine and establish the connection of the two models in relation to Deaf people. Furthermore it will illustrate how Deaf people are defined according to each outlook, as well as the issues and concerns that arise from these perceptions. This essay will consider the medical model and the social model to compare the ideas and objectives of the given articles; Caught in the Deaf Trap by Karen Van Rooyen, A Brave New World of Sound by Thandi Skade, Fake Interpreters: A Violation of Human Rights and lastly Professor Graham Turner’s; 10 lessons from the tale of the ‘fake’ interpreter.
Disability: Any person who has a mental or physical deterioration that initially limits one or more major everyday life activities. Millions of people all over the world, are faced with discrimination, the con of being unprotected by the law, and are not able to participate in the human rights everyone is meant to have. For hundreds of years, humans with disabilities are constantly referred to as different, retarded, or weird. They have been stripped of their basic human rights; born free and are equal in dignity and rights, have the right to life, shall not be a victim of torture or cruelty, right to own property, free in opinion and expression, freedom of taking part in government, right in general education, and right of employment opportunities. Once the 20th century
People with intellectual disabilities have faced discrimination, alienation and stigma for a very long time. History around the world is full of horrid episodes where the intellectual disabled have faced the worst treatments. Though some positive strides have been made in respect to their the rights, even today they face a myriad of challenges and are yet to fully access and exploit opportunities in the society. It is important to note that people with intellectual disability are also human, thus they are entitled to all human rights without any discrimination. They are the most marginalized people in the society and are excluded from social, cultural, educational and economic opportunities. (Nora, E., 2004). This paper looks into the issues of human rights for the intellectually disabled persons, the challenges that they face and how their human rights can be enhanced.
The right to have access to education is a concern for people with disabilities. They were treated poorly and often desegregated from society. The response to the concerns of parents and educators over the exclusion of children with disabilities created the Individuals with Disabilities Education Act. The public law “guaranteed a free, appropriate public education to each child with a disability in every state and locality across the country”. In the 1970's children with disabilities entered schools and over the years, the number of students in special education has grown dramatically, from 4.3 million students in 1990 to 6.9 million students in 2003 (The Council of Chief State School Officers , 2007).