Neighborhood Experiences and Community Integration

Abstract

This exploratory study examines the social interactional aspect of community integration among persons with psychiatric disabilities. Six focus groups were conducted with 18 mental health consumers in three publicly sponsored community residential programs and 11 staff members providing services to these consumers. Mental health consumers reported both positive and negative experiences in their interactions with community residents. Despite perceived differences between persons with psychiatric disabilities and their neighbors, consumers considered reciprocity and mutual accommodation to be critical for building social relationships in their communities. Mental health providers suggested that social integration can be facilitated by developing independent living and social skills, by overcoming self-stigma and institutional and homeless mindsets, and by having a supportive community of consumers.     

A Commentary on What Social Workers Need to Know About the Individuals with Disability Education Act (IDEA) and the Americans with Disabilities Act (ADA)

Abstract

The Individuals With Disabilities Education Act (IDEA) and the Americans With Disabilities Act (ADA) offer important legal protections for school age children. This commentary outlines those protections for special needs children in both public and private schools. Social workers need to be aware of the rights children with disabilities have under each law. This information is particularly helpful for those practitioners who wish to advocate for the educational needs of children with disabilities.     

EDITORIAL

Abstract

This exploratory, qualitative research was conducted to obtain the perspectives of people with significant physical disabilities regarding factors that have facilitated and hindered the development of a positive self-concept, participation in the broader society, and the formation of interpersonal relationships. The sample was high achieving in terms of education and/or career and attributed positive self-perceptions and their success in the broader society and interpersonal relationships to the attitudes and perceptions regarding their abilities, talents, and potential modeled in supportive family relationships. Females reported the influence of significant others most often, and males the effectiveness of their personality characteristics. Societal barriers, both practical and attitudinal, were reported along with the process for developing a positive self-perception despite these.     

A Postmodern Analysis of Disabilities

Abstract

In this paper, the basic theoretical tenets of postmodernism are outlined. As part of this process, the implications for social interventions are also discussed, including the political side of this philosophy. In general, postmodernism breaks with the reductionism that is inherent to the biomedi-cal model and offers the opportunity to develop more holistic modes of diagnosis and intervention. As a result of this shift, disabilities can no longer be viewed in an essentialist manner, but instead must be approached as social constructions. Therefore, rather than destroying culture, postmodernism supports an awareness of the so-called ‘culture of disability’ that allows persons to be understood in their own terms.     

Chorus for Community Integration and Recovery for Men with Psychiatric Disabilities in a Supportive Housing Community

This study reports the findings from a mixed-methods evaluation of the effectiveness of a choral program for 34 homeless men with substance abuse and mental illnesses. The evaluation focused on the chorus experience as one way to promote community integration and recovery. Fifteen residents (44.1%) were chorus members (CMs), and their responses were compared with those of 19 nonmembers (NCMs). When examining the quantitative data only, significant differences were not found between CMs and NCMs. However, narrative data and participant observation revealed that the choral program may have helped CMs improve their subjective experience of community integration by enhancing psychosocial components.     

Effects of Individualized Education Programs on Cognitive Outcomes for Children with Disabilities in Head Start Programs

ABSTRACT

This study investigated the impact of Head Start, disability status, and receipt of an Individualized Education Program (IEP) on early language, literacy, and mathematics skills for low-income children with language, cognitive, emotional/behavioral, sensory, and physical disabilities. Secondary analysis of data was performed on a sample of children with disabilities (N = 570) drawn from the Head Start Impact Study, a nationally representative study of approximately 5,000 children randomly assigned to Head Start or non–Head Start programs. Results of ordinary least squares regression analyses indicated that Head Start participation enhanced outcomes for children with multiple disabilities; language, literacy, and mathematics skills at age 5–6 years were higher for these children compared to non–Head Start attendees. Head Start children with disabilities were more likely to have an IEP, though IEP receipt was associated with lower language, literacy, and mathematics scores among all children. There is a need to ensure that Head Start, and programs similar to Head Start, are more widely available to provide comprehensive, quality early childhood programming to children with cumulative risk factors (low income, multiple disabilities). Future research should clarify why IEP receipt was associated with poorer cognitive outcomes.     

从516份司法裁判文书看残疾人权益保障及其完善

通过梳理涉残疾人案件的司法裁判文书,可以发现残疾人通过司法诉讼寻求权益保护的整体概貌.面对残疾人包括健康权、生存权、公民权、政治权等权益诉求,涉及自然人、法人等多元侵权主体以及司法过程中支持性服务供给、经济成本耗费、裁判结果与预期等诸多问题,必须增强残疾人权利意识与维权能力,多角度、多渠道保护重点权利和规制侵权主体,构建立体的权利救济体系.     

《中华人民共和国残疾人保障法》实施三十年:回顾与展望

《中华人民共和国残疾人保障法》(以下简称《残疾人保障法》)实施三十年来,为促进残疾人事业发展和维护残疾人权益发挥了至关重要的作用.本文简要回顾了《残疾人保障法》起草和修改时的背景情况、主要争议和创新内容以及法律通过后产生的深远影响,从全国人大常委会执法检查和司法机关法律适用角度分析了《残疾人保障法》的贯彻实施情况,提出了全面依法治国背景下促进《残疾人保障法》进一步完善和实施的具体建议,期冀能够对我国残疾人事业法治建设有所裨益.     

Racism vis-a-vis Biopsychosocial Systems

Abstract

Interdisciplinary teams provide a comprehensive evaluation for children with disabilities and their families and generate appropriate recommendations. Although recommendations are provided with the expectation that the families will follow through and obtain these services for their children and for themselves, it is not clear which recommended services have been obtained by the families. In this four-month follow-up of 36 families, it was found that 84% of educational services, 89% of medical services, and 49% of the social services recommended to the families were obtained. The barriers to families obtaining recommended services are also discussed.