A Status Report to the Nation on Inclusion in Employment of People with Mental Retardation

Davis, Sharon

doi:10.3233/jvr-1994-4403

Cited by 6 publications

(7 citation statements)

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“…For several decades now, most people with disabilities have lived with their families or resided in community-based facilities, including intermediate-care facilities, foster homes, group homes, boarding homes, and supervised apartments (Segal, 1995). In 1997, 194,968 people with mental retardation were living in homes with one to six people; the average proportion of developmentally-disabled individuals living in settings of only one to six persons nationwide is 56.9%, with Vermont having the highest level at 100%, and Arkansas at the lowest, with only 10% according to data from The Arc (the national advocacy organization for retarded citizens) (Davis, 1998). Medicaid pays for a wide range of services and living arrangements for persons with IQs below 60 or those with an IQ between 60 and 69 who have an additional handicapping condition of cerebral palsy, spina bifida, Prader-Willi syndrome, epilepsy, or autism.…”

Section: Normalizationmentioning

confidence: 99%

Institutionalization: A Theory of Human Behavior and the Social Environment

Johnson¹,

Rhodes²

2007

ASW

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Institutionalism is the syndrome first recognized and described in inpatient psychiatric facilities,which is now used to describe a set of maladaptive behaviors that are evoked by the pressures of living in any institutional setting. This article traces the development of the theory of institutionalization, which predicts and explains an individual’s response to that particular type of environment. The article makes note of key contributors and contributions, and of empirical studies that have advanced the theory. Underlying perspectives and assumptions are identified and earlier theoretical models are reviewed and critiqued. An updated model of the theory, which includes individual vulnerabilities, objective conditions of the institutional placement, and the resident’s perceptions of the environment, is presented. New directions in the field of institutional care and implications for social workers, particularly for those working in nursing home and prison settings, are discussed, along with recommendations for next steps for theory progression.

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Section: Normalizationmentioning

confidence: 99%

Institutionalization: A Theory of Human Behavior and the Social Environment

Johnson¹,

Rhodes²

2007

ASW

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“…Vermont's schools are also considered by some to be the most educationally inclusive of students labeled with mental retardation in the United States (Davis, 1994a;. Vermont has had substantial experience and success in including students with disabilities within regular education classrooms.…”

Section: Background: Vermont's System Of Servicesmentioning

confidence: 99%

Creating a New System of Supports: The Vermont Self-Determination Project

Aichroth¹,

Carpenter²,

Daniels³

et al. 2002

Rural Special Education Quarterly

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The Vermont Self-Determination Project is a model program for enhancing the self-determination of people with developmental disabilities in a rural state. Definitions of self-determination differ in a larger political perspective from those used in systems of supports and for people with disabilities. A brief historical overview demonstrates individualized funding and self-managed supports in Canada and the United States. Rural Vermont's developmental services system enhances opportunities for self-determination through the unique program qualities of the Self-Determination Project. These qualities include circles of support, facilitating self-advocacy, system-wide change, and a triad team approach, in addition to approaches to self-determination that include self-management and self-direction. Significant project outcomes point to areas for future exploration by rural as well as urban researchers and practicioners.

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“…Some states have seen dramatic changes in the number of people living in large institutions, while others have seen only insignificant reductions (Davis, 1994a;Lakin, Hayden, & Abery, 1994). And while many have moved out of large publicly-funded institutions, some tens of thousands have really only moved to large privately-funded residential settings, such as nursing homes, or simply to smaller institutions (Brown & Gothelf, 1996;Davis, 1994a;Lakin, Braddock, & Smith, 1994;Lakin, Hayden, & Abery, 1994, p. 5). Many also remain on waiting lists for the kinds of supports they need and desire (Davis, 1997).…”

Section: A (Very) Short History Of Developmental Disabilitymentioning

confidence: 99%

“…Nevertheless, total numbers of people living in large institutions have dropped over time (Davis, 1994a;Lakin, Hayden, & Abery, 1994). Burton Blatt published a number of works in the l97O's and beyond that were widely critical of institutional support, spurring on the rate of change (1970;1973;Blatt and Kaplan, 1974).…”

Section: A (Very) Short History Of Developmental Disabilitymentioning

confidence: 99%

“…As a result, even in those educational and research terrains in which inhabitants appear most willing to use different maps, old conventions remain in place. In Vermont, for example-the state considered by some to be the most educationally inclusive of students with mental retardation in the United States, and among the top three states in its inclusion of people with mental retardation in community housing-professionals continue to rely in practice (if not necessarily in policy) on psychometric maps in determining eligibility for educational and community supports (Davis, 1994a;1994b;Vermont Division of Developmental Services, 1998;Vermont State Board of Education, 1997). Part of the reason for this discrepancy may lie in answer to the question, "Who benefits?"…”

Section: Labeling: Who Benefits?mentioning

confidence: 99%

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Drawing New Maps: A Radical Cartography of Developmental Disabilities

Smith

1999

Review of Educational Research

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Developmental disability is explored using a post-disciplinary approach through social construction and cultural cartography metaphors. It is drawn on social maps as a cultural territory created by the totalizing, mystifying science of positivism. People described as "having" developmental disabilities inhabit landscapes that are pathologized and marginalized, surrounded by impermeable label borders created by processes of quantification and numbering. Although seen as necessary by some in order to obtain adequate services for their survival in schools and other institutions of modernist society, these borders do not benefit those they contain. Instead, cartographies created by special education and other human service practices become reified, commodified, and objectified, providing a rationale for continued de-humanization and oppression. Alternative metaphors to labeling and other educational practices are suggested as new ways of drawing cultural maps. Policy implications for those educational and research sites seeking to change professionalized discourse to include labeled, otherized persons are discussed.

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A Status Report to the Nation on Inclusion in Employment of People with Mental Retardation

Cited by 6 publications

References 0 publications

Institutionalization: A Theory of Human Behavior and the Social Environment

Institutionalization: A Theory of Human Behavior and the Social Environment

Creating a New System of Supports: The Vermont Self-Determination Project

Drawing New Maps: A Radical Cartography of Developmental Disabilities

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