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EACS 110 Foundations for Practice (Module 4 cont.:Quality of Life…

- - - - language, perceptions, understandings and beliefs about disability have been influenced by history
    - - Development of the individual rests upon fulfillment of the basic human needs
        
        Emotional - feeling and affective area
        
        Physical - material structure of the body
        
        Intellectual - capacity for rational/intelligent thought, power of knowing
        
        Spiritual - vital principle that gives life meaning
        
        Social - relationships with others
      - Western Society has dominant philosophical values traced to 4 main sources:
        
        Judeo-Christian doctrine,with its concept of the integral worth of the individual andone’s responsibility for one’s neighbor.
        
        Democratic ideals,which emphasize the equality of all and the right to “life, liberty,and the pursuit of happiness.” (Bill, N.I. & Levine, J., 2005)
        
        The Puritan ethic,which says that character is all, circumstance nothing, that the moral person is the one who works and is independent, and that pleasure is sinful.
        
        The tenets of social Darwinism,which emphasizes that the fittest survive and the weakperish in a natural evolutionary process that produces the strong individual and societ
  - - - Put the person before the diagnosis! IE, has Autism, not is Autistic
    - - Four general perspectives have shaped professional and popular culture
        
        Two of these approaches formulate disability as an individual pathology, focusing on disability as a condition residing in the individual
        
        Individual Pathology
        
        Functional Origin
        
        PREVENTION through early diagnosis / treatment
        
        TREATMENT through rehab services
        
        Biomedical Origin
        
        PREVENTION through biological intervention or screening
        
        TREATMENT or cure by medical means
        
        Two approaches formulate disability as a social pathology and place emphasis on the socio-economic conditions that contribute to a disabling environment
        
        Social Pathology
        
        Consequence of service arrangements and environmental factors (Environmental approach)
        
        TREATMENT through increased individual control of services and supports
        
        PREVENTION through elimination of social, economic and physical barriers
        
        Consequence of social organization and relationships of individual to society (human rights approach)
        
        TREATMENT through reformulation of social and political policy
        
        PREVENTION through recognition of condition of disability as inherent to society
- - - - 1800's - Science begins to replace religion as the main authority guiding leaders in the West. Instead of being seen as having a spiritual deficit, people with disabilities are seen as having a genetic deficit.
      - 1817 - First school for the deaf in the U.S.: American Asylum for the Deaf and Dumb, Hartford, CT.
      - 1760 - Academy for the Deaf and Dumb established in Scotland.
      - Early 1800's State mental hospitals were the first formal systems of public care for the mentally ill in the United States.
      - 1700's - Beginning of special schools for treatment of children with disabilities. First attempts to educate deaf children.
      - 1849 - Massachusetts Legislature appropriated funds to create the Massachusetts School for Idiotic Children and Youth in Boston
      - 1598 - 1601 English Elizabethan Poor Laws People with disabilities ejected from hospitals and monastery shelters for the poor. People with disabilities were forced to beg and were given a cap in which to collect alms.
      - 1850 - 1920's Beginning of the Eugenics Movement. Goal to improve the quality of human gene pool.
      - 1200 - 1700 The accepted belief was that mentally ill people were possessed by the devil or evil spirit. As a result they were tortured and burned at the stake
      - 1859 - Darwin's Origin of the Species published. The principle of natural selection applied to humans and society by scientists and politicians in the U.S. and Europe (Social Darwinism).
      - Late 1800's - Racial Hygiene Movement favored government controlled policies to control reproduction so that only desirable genes get passed on. Believed that action should be taken to eradicate diseases and characteristics that "weakend the huan race"
      - 1907 - Indiana became the first of 29 states to pass compulsory sterilization laws directed at people with genetic illnesses or conditions
      - 1918 - Soldier Rehabilitation (Smith-Sears) Act of 1918 - vocational rehabilitation for disabled veterans, only for people with physical disabilities..
      - 1920 - Vocational Rehabilitation Act of 1920 - similar to above, but for civilians: only for people with physical disabilities.
      - 1920 - 1938 - States established workers' compensation programs.
      - 1922 - Harry Laughlin who was part of the Eugenics movement drew up a model sterilization law, which served as an example for numerous state legislatures.
      - 1927 - Buck v. Bell, 274 US 200 (1927), Supreme Court decision that upheld a Virginia statute that forbade "feebleminded" people from marrying or becoming parents .
      - 1920's - Institutionalization of people with disabilities is seen as best for them and for society. People with disabilities seen as a "drag on civilization"
      - 1933 - German Law for the Prevention of Genetically Diseased Offspring passed.
      - 1933 - Nazi Sterilization Program begins, Doctors required to register anyone known to have any "genetic illness" such as "feeblemindedness".
      - 1939 - End of Nazi sterilization program. Beginning of Euthanasia Program. 70,000 adults and 5,000 children put to death during the official phase and over 200,000 killed in total.
      - 1943 - Nazi Euthanasia Program expanded to include children of "unwanted" races (non-disabled and disabled)
      - 1943 - Congress passed the Borden-LaFollette Act, which expanded vocational rehabilitation programs to include mentally ill and mentally retarded people in vocational rehabilitation programs.
      - Mid-1950's - there has been a major reform in public mental health services - a movement towards "community mental health"
      - 1960's - Substandard conditions at institutions for the mentally retarded exposed in the media.
      - 1963 - Mental Retardation Facilities and Community Mental Health Centres Construction Act of 1963 passed.
      - 1970's - Independent Living movement begins grass roots effort by disabled people to acquire new rights and entitlements, control over their lives.
      - 1972 - First Center for Independent Living, Berkeley, CA. Service agency run by and for people with disabilities.
      - 1973 - Rehabilitation Act (Section 504) prohibited discrimination against "otherwise qualified handicapped" individuals in any program or activity receiving federal assistance.
      - 1975 - Education for All Handicapped Children Act passes.
      - 1975 - Developmental Disabilities Assistance and Bill of Rights Act of 1975 created state developmental disabilities councils for planning and advocacy.
      - 1988 - Fair Housing Amendments of 1988 brought protection to disabled people in housing
      - 1980 - 1990s - Genetic screening and testing to prevent the birth of "genetically defective" children become increasingly possible due to technological advances.
      - 1990 - American with Disabilities Act becomes federal law. Extends protection of 1973 Rehabilitation Act to private sector.
    - - British Columbia first to close large institutions
        
        Followed by New Brunswick
        
        Followed by Ontario
  - - - Third wave: Self Advocacy Era aka Self determination movement. 1970-1980's. No longer the professionals only answering to each other. Changed to parents taking leads and then to the realization that those with disabilities also had a voice and could speak for themselves.
        
        Independent Living and Disability rights movement, 1960's. Society started to see the struggle of those with disabilities and likened it to the struggle of those with visible minorities
        
        Self advocacy or people first movement. 1980's-1990's
        
        Normalization Principle 1970 as a service delivery. Bengt Nirje
- - - - The Now ... Where Am I? /Are We?
        
        Describe where you are are currently relative to the goal you wish to reach
      - The Goal ... Focus for the Next Year
        
        Identify specific goals that you wish to attain
      - Recognizing Ways to Get Stronger
        
        What supports or help to you need to meet your goal
      - The North Star ... The Dream
        
        Where do you want of be in the one year in relation to each of the 6 domains
        
        What is your dream - big picture
      - Committing to the Next Steps
        
        What needs to be committed to in the next week to begin the process
        
        Create an action plan
      - Planning the Next Month's Work
        
        What are the immediate steps that need to occur in the next month
        
        Create an action plan
      - Charting Actions for the Next Three Months
        
        What are the practical steps that need to occur in the next three months to move you to towards your goals
        
        Create an action plan
      - Identifying People to Enroll on the Journey
        
        Who is currently in your life that can help you attain your goal?
        
        Who else do you need?
        
        What will you ask them to do?
    - - Home Life
      - Community
      - Employment
      - Education
      - Personal Life
      - Supports
- - - - Reporting Abuse
        
        Human service practitioners have a legal obligation to identify and report abuse. This means understanding the definition of abuse and neglect, be vigilant and observant and report abuse or neglect in a timely manner.
      - Conflict of Interest
        
        A conflict of interest occurs when practitioners are faced with a situation or decision in which what would be best for the student person served, the school or the organization is different than what would be best for him/her personally.
      - Confidentiality
        
        Relative Confidentiality allows practitioners to privately discuss the individuals they support with other professionals in their agencies in the interest of improving service and support to that individual. In some circumstances, workers can be required by law to reveal information that was either revealed to the worker by the individual.
        
        The Oath of Confidentiality is typically a document that a school or organization will make you sign. These documents make an overarching statement about the commitment to keep information about clients, volunteers, employees and the organization confidential.
    - - Practitioners who intentionally pursue happiness not only avoid burnout, for themselves. They create the kind of relationships and environments that promote mutual learning and growth for others. They are more able to influence change.
      - When you are happy, you are more able to be:
        
        resilient during times of change
        
        open to others
        
        stable
        
        self-confident
        
        fully present
        
        Authentic
      - In human services, the term burnout is defined as "The condition of someone who has become very physically and emotionally tired after doing a difficult job for a long time"
    - - A strong 'sense of self': Self awareness, knowing and understanding one's beliefs, values and attitudes, bias motivations
      - Practice: Integrating theory and understanding of self in a way that
        contributes to the objectives of full inclusion, citizenship, and social justice for all individuals with disabilities.
      - Disability theory: Understanding that we are continually learning and evolving as a sector, and that a keen interest in sector history and it's influences, as well as new research, information, and theory as it is developed, is critical for successful practice
    - - Reasoning
      - Analyzing
      - Evaluating
      - Decision Making
      - Problem Solving
- - - - The EA and CSW
        will not let prejudices and personal beliefs interfere with the best interest of the students.
      - EA and CSW should have integrity and be honest.
      - EA and CSW will not physically or mentally harm students or colleagues.
      - EA and CSW will practice inclusion
      - The EA and CSW will respect the privacy of students, use information appropriately, maintaining confidentiality.
      - EA and CSW should treat his/her students/clients equally and respectful.
- - - - Areas of Support
        
        Home and Community Support
        
        Other Types of Support
        
        Advocacy
        
        Day Services
        
        Employment Support
        
        Advocacy
        
        Strategic/Systemic Advocacy
        
        Working toward broader systems, and/or social policy change
        
        Group Advocacy
        
        Several people work/act/speak together to achieve a common goal
        
        Individual Advocacy
        
        A person act/speaks with or on behalf of another person who has a concern
        
        Self-Advocacy
        
        Speaking up and speaking out for your rights
        
        Four Fundamental Principles
        
        Inclusion
        
        Voice
        
        Information
        
        Rights
      - Primary EA Roles
        
        Promoting inclusive schools and inclusive classrooms
        
        Accommodate individualized learning needs
        
        Adapt or modify curriculum using universal design strategies
      - Education Assistant
        
        Inclusive Education
        
        Every student has an inherent right to education basis of equality of opportunity
        
        No student is excluded from, or discriminated within education on grounds of race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, disability, birth, poverty, or other status