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When Disability IS the story- a thought provoking piece!

Sunday, August 22nd, 2010

When Disability IS the story!

 I’m all for remarkable stories about remarkable people, from the historical and the famous to heroes next door. In fact, much of my free time is spent studying great people, where I’ve learned that we can discover much of our own potentials through the examples of others. Yet, what’s discouraging is all of the mainstream-distorted disability fribble that we must wade through to get to great stories that involve disability. Sure, there are lots of so-called “inspiring” stories about disability on the newswire and television every day; but, very few are actually newsworthy when you take out the disability aspect. For example, there’s nothing newsworthy about a 17-year-old kid with a great smile and lots of friends. But, if we give that young person a disability, then you have a feel-good cover story for your local paper, where, …Jimmy may not have all of his limbs, but he still has a smile that lights up the neighborhood. Or, there’s nothing remarkable about two parents with four kids who live on a farm. But, if those two parents have a disability – dwarfism – now it becomes a sensational reality TV show, Little People, Big World. Why is that? Why do we, as a 21st-century, westernized culture still see disability, in itself, as newsworthy and sensational, without requiring any real substance?

Unfortunately, the answer is, because our culture still doesn’t recognize the fact that many with disabilities live strikingly “normal” lives, where we work and raise families like most others. People still buy into the myth that disability, in itself, somehow makes every day “different” – and it’s captivating and mysterious to those readers and viewers who don’t know any better. It’s really tying into stereotyping and ignorance in the name of newsworthy. Nevertheless, some with disabilities argue that such news stories and television shows about strikingly average people who happen to have disabilities are positive and educational, showing them in a “normal” light. However, that doesn’t prove true, as if that was the case, those with disabilities wouldn’t be profiled in the first place. The network, TLC, would never produce a show about an “average” family on a farm – that is, because no one would watch such a mundane subject.

Yet, once disability is brought into it, then there’s sensationalism that sells. The X-factor is disability, and it reflects poorly upon everyone involved, including those of us with disabilities at large. The consequence is this: When people see those with disabilities applauded for living ordinary lives, it actually diminishes our equality, where if the ordinary is seen as our peak, then our true potential is lost in the message. Interestingly, those of us with disabilities can likewise be falsely drawn into seeing the disability experience of others as inspirational, when it’s truly not inspirational at all. We can look at a story on television, just like everyone else, and say, Wow, isn’t it inspiring that a guy who’s a quadriplegic can play rugby, get tattooed, and pick up chicks? Yet, if you remove the disability, there’s no inspiration in that story – it’s every jock at your local bar. What we should do is remove the disability from the story, and see if true inspiration remains? For example, a 27-year-old preacher who travels the world speaking to millions is an amazing story, especially when you realize that he’s done it on his own, starting when he was 19, where religion is only part of his message, where he is also dedicated to speaking to youth about staying on positive paths, no matter the temptations or challenges that one faces. The fact that this amazing individual, Nick Vujicic, was born with no arms or legs simply adds to the story. The inspiration to look for, then, isn’t in the fact that one simply has a disability, but that he or she is truly impacting others in extraordinary ways.

 Of course, worst of all is when the media portrays those with disabilities as inspirational when, in fact, the individuals’ lives are absolute train wrecks. TLC recently debuted a documentary on “Kenny,” the gentleman known from the Jerry Springer Show, who has no legs and walks on his hands. As the documentary showed, Kenny, a high school drop-out, caught the attention of some in show business, landing a decade-long career on the Jerry Springer Show, where he would sneak-up on guests and “freak them out” as “the man with half of body.” However, as the documentary chronicled, Kenny left the Jerry Springer show, and was living in a transient motel with his fiancée and her two children, one of whom Kenny thought might be his biological child because he had slept with his fiancée seven years earlier when she was still married to her husband, the legal father of the two children. Kenny and his fiancée’s goal was to have a paternity test, but Kenny insisted that no matter what, he would be there for the two children – and they even called him ”Dad.” Well, the paternity test came back negative – Kenny was not the father – and the documentary ends with an update that Kenny left his fiancée and the two children, and is now living with his parents. Now, where the documentary crossed the line was in perpetually stating what a remarkable, inspiring individual Kenny is, seemingly oblivious that his life and choices are horrendous at best, devastating to others at worst – after all, how does a man of any moral fiber whatsoever vow to raise two children, have them living in poverty in a transient motel, then split? That may be a Jerry Springer episode, but it certainly isn’t inspirational, as TLC insisted.

Surely some reading this might argue that disability defines my own life story, asking the question of, Mark, if you remove disability from your own story, is there anything left to your merit beyond a guy with cerebral palsy? It’s a valid question, and I believe that the answer is, absolutely there’s more to my life story than cerebral palsy. See, my roles – through the mobility industry, writing, speaking, and charity – aren’t centered so much around my own disability, but are ultimately centered around serving others. Yes, my disability adds to the story, but it’s ultimately my larger efforts in life that create what I hope is a legacy of positively effecting the lives of others in many different ways. And, that’s how we should all assess the merits of our own lives if we end up in the public light in any way, where we candidly ask ourselves, Am I being acknowledged solely based on disability, or because of the larger merits and accomplishments in my life? Again, individuals like Nick Vujicic are great examples, where disability, by nature, may be part of the story, but it’s not the whole story – and I strive to follow their leads by making my own life less about disability and more about making a difference in the world around me. Indeed, I applaud mainstream media stories about those with disabilities, but only when they’re warranted. I don’t want to read about how 17-year-old Jimmy’s smile cheers up the neighborhood as one with a disability – it patronizes and reduces Jimmy to less than his potential, as it ultimately does everyone else with a disability. Nor do I want to see absolute train wrecks with disabilities presented as inspirational, making the inexcusable, excusable based solely on disability. However, what I do enjoy seeing are stories like when 17-year-old Jimmy, who happens to have a disability, gets a summer internship on Capitol Hill – that’s a great news story, as it would be about any 17-year-old with such accomplishment. Put simply, let us find inspiration in stories about the sum of one’s humanity and accomplishments, not the singularity of disability, where stories don’t patronize but honor.

 

Taken from a Wheelchair Junkie .com production

When Disability is the Story Posted on April 7, 2010 by Mark E. Smith|

All it takes is one Person!

Friday, August 13th, 2010

 

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I AM honoured to see every day how Eunice Kennedy Shriver’s work continues to transform the lives of millions of people with intellectual disabilities, and their families.

This week last year the world lost a remarkable woman and a dear friend of Ireland in Eunice.

On the first anniversary of her passing tomorrow, it is fitting to honour her and to celebrate her lasting legacy.

Deeply inspired by the struggle of her own sister Rosemary, she set out 42 years ago with one vision: a world in which people with intellectual disabilities are fully integrated into society.

The Special Olympics has grown from that day to what it is today — a global movement of 3.5 million athletes in over 170 countries in all regions of the world dedicated to promoting respect, acceptance, inclusion and human dignity for people with intellectual disabilities through sport. In Europe/Eurasia, there are 500,000 athletes across 58 countries.

Her passion for the Special Olympics movement she founded is one that happily coincided with her great love for Ireland.

It was here in 2003 that the world games were first held outside the United States. It was a great gift to Ireland and seven years on the effect of those games on the nation is still fresh in our hearts and minds.

Through the common and simple vehicle of sport, Special Olympics is helping to bring about attitudinal change in the way people with intellectual disabilities view themselves and are viewed and treated by others, replacing misunderstanding and fear with respect, acceptance and inclusion.

Communities, sponsors, volunteers, coaches, spectators, journalists and all those who have been embraced by Special Olympics athletes find that the experience opens their eyes and minds and changes their lives forever.

Eunice Kennedy Shriver leaves this profound and lasting legacy on the world. Not only has Special Olympics changed millions of lives but it has a real impact beyond sport, helping shape public policy and effect social change.

I know I speak for everyone at Special Olympics Europe/ Eurasia when I say we are committed to working tirelessly to continue her work and to bring her powerful vision to life; to change the lives of people with intellectual disabilities, using sport as the catalyst for respect, acceptance and inclusion.

This year is an exciting one for Special Olympics. Next month, we will celebrate the 2010 Special Olympics European Games in Warsaw, Poland, and in June 2011 we will celebrate the 2011 Special Olympics World Summer Games in Greece.

Both events will provide strong platforms to raise awareness of our movement and showcase the abilities and spirit of our athletes. Eunice Kennedy Shriver was a frequent visitor to games and competitions in Europe/Eurasia, inspiring us all with her energy, her unfailing commitment and, above all, her enormous love for the athletes.

While the World Summer Games take place every four years and the European/ Regional Games take place every two years, it is important to be aware that Special Olympics happens every day with more than 30,000 competitions taking place year round in communities worldwide.

I believe the world right now is hungry for what we have at Special Olympics.

Everywhere you look, people are hungry for authenticity. There is a crisis in trust everywhere. People are asking: how can I make a difference and feel a part of something bigger?

At Special Olympics we are uniters. Our athlete, family and volunteer stories inspire, entertain, energise, change attitudes and break down barriers to inclusion and friendships.

Corporations sponsor Special Olympics because they share our brand values and our programmes touch so many people so positively.

Funding is always an issue for us and we continually seek new corporate partnerships to support our mission and continue Eunice Kennedy Shriver’s vision.

Last year the European Commission made an unprecedented commitment to Special Olympics Europe/Eurasia by granting €6m .

This much-needed funding allowed us to empower, through sports, more and more people with intellectual disabilities across Europe, while also changing attitudes and creating a more inclusive and accepting world for all of us.

Eunice Kennedy Shriver devoted her life to fighting for the rights of those with intellectual disabilities. She opened her home, she coached and above all, she was a friend. She demonstrated an indomitable spirit in action.

The first ever Eunice Kennedy Shriver Day (EKS Day) will take place on September 25 this year. Hundreds of events will happen around the world, including Ireland, to celebrate her life and impact and to encourage new fans of Special Olympics.

The Shriver family hopes EKS Day will become an annual event across the globe. To quote Tim Shriver, CEO of Special Olympics International and son of Eunice: “I cannot think of a more fitting way to celebrate my mother’s life and legacy than to encourage acts of volunteerism that will teach people to see their peers with intellectual disabilities as classmates, teammates, colleagues, friends and most importantly, as equals. Ultimately, I hope that this day will put us one step closer to the world she envisioned.”

Eunice Kennedy Shriver was an outstanding leader in the worldwide struggle to improve and enhance the lives of people with intellectual disability.

Tomorrow, I ask you to remember this remarkable woman on the first anniversary of her death and embrace the Special Olympics movement she founded so that every person with intellectual disabilities is accepted and included in society without fail.

Mary Davis is managing director of Special Olympics Europe/Eurasia

- Mary Davis

Irish Independent 10th August 2010

The Ombudsman for Children – Emily Logan- We are indeed in Good Hands!

Monday, August 2nd, 2010

“When a parent of two children with special needs has to liaise with people from 24 different health specialities in an effort to secure services, it is clear that there is somenthing radically wrong with the system”

“Without all that work put in by the parents, it was evident the children would not be benefitting from the same level of services. So it begs the question, what about the children who do not have parents  who  can fight their cause.”

Emily Logan

“Your lot in life should not only be determined by your luck in terms of your parents and your family”

” Her focus for the next year will be on two groups in particular: children with special needs and children who don’t have parents to fight for them.She refuses to bend to the prevailing wind of helplessness that improvements can’t be made without more resources, pointing out that in many cases it is a change of culture and practice that is needed”

“We have to move away from the sense of parents being made to feel grateful for services provided, she argues.”

“It is important that parents, however small their concern, should feel absolutly free to express it without any worry about the ramifications”.

The above are all ectracts from an interview given by the Ombudsman for Children,Emily Logan, to journalist Sheila Wayman – published in the The Irish Times Health Supplement Tuesday 27th July 2010.

Fine Gael set up a Disability Policy Commission

Saturday, July 17th, 2010

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FG to set up Disability Commission

Fine Gael Disability Spokesman David Stanton has announced that the Party is setting up a Disability Policy Commission in order to channel concerns from the sector into a new Disability Policy.

The Commission is being set up at the request of Party Leader Enda Kenny TD. Deputy Stanton said he was very happy to accept responsibility for its implementation.

“People with disabilities are still being sidelined by the Government. In spite of numerous promises from Fianna Fáil and the Greens, much of the national disability strategy has not been implemented.

“Fine Gael is very worried that further cutbacks to disability services will now be inflicted.

“As Fine Gael Disability Spokesperson I already maintain regular contact with individuals and groups. Fine Gael is now taking this a stage further by setting up a new Disability Policy Commission.

“This Commission will comprise a small panel of representatives and experts, and will channel the concerns of disability organisations, support groups and carers. These issues will be fed into the Party’s new Disability Policy, which will address the many areas of the national disability strategy which have still not been implemented.

“Fine Gael’s policy will be developed from a human rights perspective, encompassing the values enunciated in the UN Convention on the Rights of Persons with Disabilities.

“It will be based on three main concepts of independent living, universal design and individualised funding, all of which aim to ensure that people with disabilities live full lives as active members of their communities.”

Speech and Language Therapy – Cut Backs

Thursday, July 8th, 2010

The following is the text of an email we received here at myspecialneeds today.

“To Whom It May Concern:

My son Charlie was born nearly 3 years ago with down syndrome and is thriving to date thank God.

He attends Cheeverstown for all his needs -which I have to say they are brilliant in all aspects of his requirements. We received a letter this morning stating due to cut backs the speech and language teacher he had is being cut!!!

I have worked full time since I left school and I don’t expect anything for nothing but I feel that this is one step too far and this could put my son Charlie back in his progress to date.  I ran the marathon 2 years ago to fund rise for Cheeverstown and raised over €11,000 to try help Cheeverstown provide all the services required for families in our situation.

If you could look into this matter I would be extremely grateful for your help.

If you require any more information please just let me know. Thank you… “ 

Robbie O’Neill

If you have a similar story – please do not hesitate to contact us and we will highlight your issue here as well.

We will be taking action on this matter on behalf of those suffering these ill informed cutbacks.Rest assured that we will not stand idly by and let this happen. Those responsible for these cutbacks will be met with  fierce hostility if the powers that be do not stop taking advantage of the weakest and most vulnerable in our society. This email comes to us the same day that we all hear that the banks, that we the taxpayer rescued – failed to collect the monies due to them (owed to us the taxpayer!).

The NAMA chairman Frank Daly unleashed a blistering attack on the banks. He said the banks had show “remarkable generosity” to developers and didn’t even use all options to make them repay their loans”. I take it we can take “remarkable generosity” as a dereliction of their duties – and yet where is the fulsome condemnation for this scandal from our politicians?  Where is the sacking of the senior bankers? Where is the regulator?. Not a word about it! Cronyism is alive and well in Ireland!

Special Needs Memoirs – try one?!

Sunday, July 4th, 2010

Okay, so they’re not exactly bodice-rippers. No one will mistake them for the latest glossy-covered mass-market paperback best-sellers. There’s nothing mindless about them. And since you may want to save them for reference or inspiration, you’ll want to be careful about handling them with sunblock-coated fingertips. But if you’re a parent who usually reads scholarly disability tomes intended for professionals, or how-to books on tackling behavioral or developmental challenges, or self-help books full of ambitious plans and stern suggestions for strengthening your child and family, these special-needs memoirs — written by parents, siblings, professionals, and people with special needs — will be a walk in the park. Most offer enough love to shame a romance novelist, mysteries as good as anything by Grafton or Parker, inspiration sufficient to fill a library of Chicken Soup books, plus tragedy and triumph of Oprah-Book-Club-like proportions. Lest you feel guilty for putting those more serious books aside, they’ll also teach you a thing or two about the disabilities they deal with. Toss a couple in your beach bag or carry-on for some summer reading that will stay with you long after the sunburn fades.

Will’s Choice: A Suicidal Teen, a Desperate Mother, and a Chronicle of Recovery
by Gail Griffith
Why would a boy with so much going for him try to end it all? His frantic mother tries to find the clues.

Elijah’s Cup: A Family’s Journey into the Community and Culture of High-Functioning Autism and Asperger’s Syndrome
by Valerie Paradiz
One mom’s journey from despair to acceptance to advocacy for her autistic son.

A Smile as Big as the Moon: A Teacher, His Class, and Their Unforgettable Journey
by Mike Kersjes with Joe Layden
If this stellar story of a special-education teacher inspiring his students to reach for the stars isn’t being made into a Disney movie yet, it should be.

Little People: Learning to See the World Through My Daughter’s Eyes
by Dan Kennedy
A dad does some research into dwarfism to figure out his daughter’s place in the world, and his place in her life.

An Anthropologist on Mars: Seven Paradoxical Tales
by Oliver Sacks
Neurologist Sacks tells the tales of a child artist with autism, a surgeon with Tourette’s, and autistic author Temple Grandin, among others. One of the essays, about a blind man regaining his sight with mixed emotions, was made into the movie romance “At First Sight.”

Some Kind of Genius: The Extraordinary Journey of Musical Savant Tony DeBlois
by Janice DeBlois and Antonia Felix
Hard times and amazing gifts mark the story of Tony and his mother, Janice, told with a breadth of biographical detail usually reserved for celebrity tell-alls.

What It Takes to Pull Me Through: Why Teenagers Get in Trouble and How Four of Them Got Out
by David L. Marcus
Teens in behavioral boot camp. Will they get better? Will they get worse? Will their parents’ insurance keep paying for all of this?

Not Even Wrong: Adventures in Autism
by Paul Collins
As young Morgan’s parents realize that the things they find quirky and endearing about their son are seen as warning signs and symptoms by professionals, his dad looks into the history of autism and finds some interesting characters.

The Power of the Powerless: A Brother’s Legacy of Love
by Christopher de Vinck
A sibling speaks, with deep love and admiration, about his severely disabled brother and his parents’ ardent, uncomplaining care for him.

The Ride Together: A Brother and Sister’s Memoir of Autism in the Family
by Paul Karasik and Judy Karasik
More siblings heard from, this time in a unique memoir that alternates between text and comics.

Send in the Idiots: Stories from the Other Side of Autism
by Kamran Nazeer
This is the book that started my summer off, an autistic man’s revisiting of classmates from an early childhood autism class. An engaging read, it’s fascinating both for the stories it tells and for its first-person view of autistic traits and eccentricities.

To the Left of Inspiration: Adventures in Living with Disabilities
by Katherine Schneider
This “honest, funny book about living with disabilities,” by a woman who has been blind since birth but seems to have a pretty well-developed sense of humor, is not only a lot of fun to read, it has another thing I like in a “beach read”: It’s slender, with short chapters.

By , About.com Guide

 

 

Positive Attitudes – it all begins with Positive Attitudes

Sunday, June 27th, 2010

The following research conducted by the Special Olmpics strengthens the resolve of www.myspecialneeds to change attitudes at our conference on 7th October 2010 in Dublin- see tab on home page “Including Samuel” for more information!

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Attitude Research

Multinational Study of Attitudes toward Individuals with Intellectual Disabilities

 
Download the Multinational Study of Attitudes toward Individuals with Intellectual Disabilities General Findings report (147K Adobe PDF file)Download Spanish language version (140K Adobe PDF file)

Special Olympics-commissioned study validates the longtime struggle to change attitudes of stigmatization and the importance of inclusion

For decades, many have believed that the doors to inclusion of individuals with intellectual disabilities in mainstream society have been shut tight because of misconceptions, ignorance and fear. Now, those suspicions have scientific validation, according to a groundbreaking study released by Special Olympics.

The results are in on a major international study that, for the first time, documents how the general population across cultures view persons with intellectual disabilities, and how they should fit into society — views which have far-reaching, negative consequences for the more than 170 million individuals with intellectual disabilities worldwide. The study was conducted in 10 countries across the world, with 8,000 persons responding. On Friday, 20 June, in Belfast, Northern Ireland, the Multinational Study of Attitudes toward Individuals with Intellectual Disabilities was presented as part of the 2003 Scientific Symposium, held in association with the 2003 Special Olympics World Summer Games.

 

Our greatest hope is that this study will serve as the catalyst for a real and lasting change in the public’s attitudes toward the inclusion of individuals with intellectual disabilities in every aspect of society in every country on the planet.”
 – Timothy Shriver, Chairman

 Highlights of the Findings

  • 46 percent of those surveyed believe that persons with intellectual disabilities are capable of playing on a team with others with intellectual disabilities; while only 14 percent believe they are capable of playing on a team with players who do not have intellectual disabilities. However, those respondents who had an involvement with Special Olympics believed in more inclusion, and they expected less negative impacts from the inclusion of individuals with intellectual disabilities in all aspects of society.
  • 53 percent believe that the negative attitudes of others in society — their neighbors — also pose a major obstacle towards inclusion in society.
  • 74 percent of those surveyed believe that people with intellectual disabilities are capable of performing a simple task like sustaining a friendship;
  • 67 percent believe that people with intellectual disabilities can wash and dress themselves;
  • But, only 36 percent of the respondents believe that those with intellectual disabilities could perform more complex tasks, such as understanding a news event;
  • And, only 19 percent believe that people with intellectual disabilities could handle an emergency.
  • Additionally, 79 percent of the respondents agree that children with intellectual disabilities should be educated in a segregated setting, either in the home or in special schools, with the remainder believing that they should attend a regular school, either in special classes or inclusive classes.
  • 54 percent believe that the inclusion of people with intellectual disabilities in the workplace increases the risk of accidents.
  • 49 percent of the respondents believe that the best living arrangement for people with intellectual disabilities is in the home; 9 percent believe that institutions are the best; 17 percent believe that group homes are best; and only 25 percent believe that people with intellectual disabilities should live in either a supervised apartment or totally independently.
 
Researchers, family members and Special Olympics athletes came together at the Special Olympics Scientific Symposium in Belfast, Northern Ireland, 19-20 June. An official event at the 2003 Special Olympics World Summer Games, the Symposium featured 50 papers and workshops on a wide variety of subjects under the theme of “Supporting Families.” A highlight of the Symposium was the release of results from the Multinational Study of Attitudes toward Individuals with Intellectual Disabilities. Pictured (left to right) are Dr.Stephen Corbin, D.D.S., M.P.H., Dean, Special Olympics University; Rodney Hankins, Special Olympic New York athlete and International Global Messenger; and Jennifer Norris, Co-investigator, University of Mass., Boston Centre for Social Development and Education. [Photo by Naoise Culhane, Ireland Out]

“While the results of this survey were not surprising to those of us who have experience working and/or living with individuals with intellectual disabilities, we’re encouraged by the very telling results that those who had an involvement with Special Olympics had better attitudes toward individuals with intellectual disabilities,” said the Chairman of Special Olympics, Timothy Shriver. “Simply put, these results are unacceptable. But, it strengthens our resolve to expand the Special Olympics experience to new generations of athletes and volunteers throughout the world. Our greatest hope is that this study will serve as the catalyst for a real and lasting change in the public’s attitudes toward the inclusion of individuals with intellectual disabilities in every aspect of society in every country on the planet.”

Overall, the survey shows that the general population lacks an appreciation of the range of capabilities of individuals with intellectual disabilities, and therefore have low expectations of how much people with mental disabilities can achieve. The study also revealed that the world still believes individuals with intellectual disabilities should work and learn in separate settings, apart from people without disabilities. It is very important that the results be viewed in a global context, as cultural values and practices vary from country to country. Thus, country-to-country comparisons are unlikely to give an accurate representation of the true attitudes behind the results.

The goal of the Multinational Study of Attitudes toward Individuals with Intellectual Disabilities was to document the social acceptance level of individuals with intellectual disabilities worldwide. In particular, the study focused on: how the general population views the capabilities of individuals with intellectual disabilities; the extent to which they should be able to employ those capabilities in inclusive settings; and exactly how far average people believe that persons with intellectual disabilities should be integrated into everyday society.

It is hoped that this survey will spur individuals, families, educators, young people, healthcare professionals, employers, service providers, sports and community organizers, and government leaders to address what can be done to promote the inclusion of individuals with intellectual disabilities in every segment of society. Suggestions include: more volunteerism with groups/organizations affiliated with the intellectually disabled, identifying and erasing attitudinal misconceptions of individuals with intellectual disabilities, and better education across all sectors of society as to what capabilities individuals with intellectual disabilities truly possess.

Commissioned by Special Olympics, the two-year study, led by Dr. Gary Siperstein of the University of Massachusetts Boston, is the largest and most comprehensive study ever conducted on this subject, reporting how people across the world view the roles and capabilities of persons with intellectual disabilities in the workplace, the classroom and in daily social life. The results will help researchers and laypeople alike better understand and document evidence of public perceptions and negative attitudes which millions of individuals with intellectual disabilities struggle with each and every day.

“By exposing the often latent beliefs of ordinary people towards individuals with intellectual disabilities, scientists, educators, social service workers, parents, friends and many others will be better equipped to combat the negative stereotypes exposed by this research. They will also be better equipped to encourage and grow the positive beliefs,” said Dr. Siperstein. “It is striking that, compared to the general public, Special Olympics families demonstrate much more positive attitudes toward the capabilities of persons with intellectual disabilities and their inclusion in society.”

“One of the greatest challenges persons with intellectual disabilities face is overcoming the barriers to inclusion in society,” said Shriver. “For many years, the athletes, volunteers and family members of the Special Olympics movement have known that the attitudes and expectations of the public determine the degree to which children, adolescents and adults with intellectual disabilities are able to learn, work and live alongside their peers without intellectual disabilities. Through this study, we now have conclusive and scientific confirmation of this long-held belief.”

The study uncovered a definite presence of negative attitudes — both within and across the countries surveyed — toward persons with intellectual disabilities. It also demonstrates the relationship between public attitudes toward intellectual disabilities and the practices within countries that impact the quality of life of these individuals. Attitudes, beliefs and expectations are, in part, influenced by the distinct cultural norms, values and variety of resources and services that are available.

 Overview of Results:

Education:

  • 78 percent believe that a lack of school resources presents a major obstacle towards inclusion of persons with intellectual disabilities in the classroom).
  • 78 percent believe that the lack of teacher preparedness presents a major obstacle to inclusion of individuals with intellectual disabilities in the classroom.
  • 66 percent believe that the negative attitudes of other students present a major barrier to inclusion in the classroom.
  • 53 percent believe that persons with intellectual disabilities pose a safety risk to others in the classroom.
  • 53 percent believe that inclusion of persons with intellectual disabilities into regular schools will impede the learning of the other students.
  • 53 percent believe that including children with intellectual disabilities in the regular classroom will likely create discipline problems.

Employment:

  • 76 percent believe that the lack of job training programs for persons with intellectual disabilities presents a major obstacle towards their inclusion in the workplace.
  • 61 percent believe that the negative attitudes of other workers present a major obstacle towards inclusion in the workplace, as well.
  • 51 percent of the respondents believe that persons with intellectual disabilities should work in either skilled or unskilled positions, with the remainder believing they should either not work or should work in a special workshop.
  • 50 percent believe that inclusion also will reduce the productivity of the other workers.

Community:

  • 67 percent believe that the public’s beliefs about the limitations of individuals with intellectual disabilities interacting in public pose a major obstacle to their inclusion in society.

Sport:

  • 46 percent of those surveyed believe that persons with intellectual disabilities are capable of playing on a team with others with intellectual disabilities; while only 14 percent believe they are capable of playing on a team with players who do not have intellectual disabilities.

Healthcare:

  • 27 percent believe that persons with intellectual disabilities receive better health care than the general population, while 39 percent believe they receive the same treatment and
  • 34 percent believe they receive worse treatment.

Media Portrayals:

  • 54 percent believe that negative media portrayals of persons with intellectual disabilities pose a major obstacle to their inclusion in society.

Across every continent, the survey shows that each individual’s image of people with intellectual disabilities affects the degree to which they believe persons with intellectual disabilities should be included in society. A curious finding is that most respondents believe that it is others’ attitudes about persons with intellectual disabilities — and not necessarily their own — that affect how persons with intellectual disabilities are included in general society. This was found in respondents’ answers across the three areas of work, school and community. They also feel that the lack of resources affected inclusion across the three areas.

“The results of this survey show that while there has been some progress in changing the public’s perception of the abilities of persons with intellectual disabilities, there is still much work to be done. Special Olympics will continue to be at the forefront in creating this change, helping individuals with intellectual disabilities to better experience life and the joy of sport,” said Shriver.

“We continue to challenge educators, employers, health care professionals and the public at large — worldwide — to introduce new opportunities for inclusion of persons with intellectual disabilities, and, once and for all, to dispel the myths surrounding their capabilities,” he continued.

About the Study:

Special Olympics and the Center for Social Development and Education collaborated with the Gallup Organization, Research and Evaluation Services of Northern Ireland and Center for Survey Research on the creation of the survey. It was conducted in 10 countries: Brazil, China, Egypt, Germany, Japan, Nigeria, Republic of Ireland, Russia, UK (Northern Ireland) and the United States. Sampling of the public was random, and respondents were selected from either a nationwide pool or from selected cities. The approximate sample size was 800 of the general public of each country, and 200 people from Special Olympics convenience samples of “family members” in Japan and the United States. The survey was administered either over the telephone or in face-to-face interviews. The margin of error is plus or minus three percent.

Salamanca Statement – in “The Star”!

Monday, June 21st, 2010

On Friday last ( June 18th) the Irish Star daily newspaper featured this website in an interview that myself and Audrey did regarding our conference called “Positive Attitudes and Action for Inclusion featuring award winning film “Including Samuel”.  This was a full page feature and very well written by Eva Hogan - we would just like to express our sincere thanks to all the team in The Star newspaper for making that happen – we are deeply appreciative of your efforts and we know that it will help us immeasurably  in our quest to make Inclusion a reality on Ireland!

School Transport for Children with Special Needs – Woefully Inadequate

Saturday, June 12th, 2010

school bus

 

There are major concerns over the length of time that it is taking to transport special needs children to special needs schools. Some special needs children are spending over 2 hours per day each way to and from school. That is 20 hours per week sitting on a bus! This is appalling – and nobody seems to care as travelling time to and from school for special needs children is not regulated. This needs to change now! This is just another powerful reminder that all children should be accommodated in their local school.

Twelve Questions to Ask About Your Child’s School Bus Ride

By , About.com Guide

Most special education students take the bus to their school placements, which are often outside of their home school area. You may be putting a child as young as three on one of those stubby conveyances, if special-education preschool is on the agenda. But do you know just where your child is going, who’s going along, and what happens when they get there? Here are a dozen questions to ask, both before that first trip and throughout the school year.

1. What time will the bus come?

You should receive notification about bus arrival times before your child’s first school day, but it’s not unheard of for that word never to get out. It’s also happened that the transportation department never got notified that your child’s due for pick-up. Don’t be afraid to check on this in advance. Find out from the special education department who you should contact for bus scheduling, and call them ahead of time to make sure your child is on the list, and to find out when you should expect your pick-up time notification. If you don’t get it, call again. And again. Be polite, but be persistent. Waiting until the morning of to lodge your complaint means your child will probably miss the bus.

2. Who will be on the bus with my child?

Most special-education buses will have a driver and an aide, and you’ll usually have the same pair pulling up to your house every day. Get to know these folks. Ask their names, and make sure they know yours. If there’s particular information you need them to know — about a medical problem, say, or a behavioral tactic — make sure they have that information and be prepared to provide it yourself. Being on friendly terms with the bus personnel, and appreciating that they often have a very difficult job, can buy you and your child some goodwill, and maybe get you some gossip you wouldn’t otherwise know about. Let them know you want to hear about any problems, and do the same for the afternoon crew if it’s different.

3. How will my child be kept in the seat?

If your child is very small or has low muscle tone, you’ll want to make sure an age-appropriate car seat is specified in the IEP, and call before the first day of school to make sure it will be aboard. For older children, ask about seatbelts or other restraining devices, and if you are not comfortable with them, speak to your IEP team about it — thinking, of course, specifically in terms of how it is not appropriate for your child’s disability. For kids in wheelchairs, check ahead of time to make sure that the bus personnel have the equipment necessary to get your child on and off the bus and keep the chair restrained onboard. In general, never assume that things will be as you expect — call the transportation department and verify.

4. What route does the bus take to school?

The school your child attends may seem like a straight shot, but if the bus is picking up a full load of kids, it may make quite a lot of detours along the way. Knowing the route can have a number of benefits: You learn where your child’s classmates live; you can point out landmarks from the ride when you see them around town; you have a clue where your child might be if the bus is hung up; and you’ll know to complain if the route is too circuitous. You may not be able to get official notification of where the bus goes after you, but that’s easily remedied — it’s not a bad idea to follow the bus to school on the first day anyway to smooth your child’s transition, and what you learn along the way is your own business.

5. What time does the bus get to school?

Don’t assume that the bus gets to school at the perfect time for a smooth transition into the school day. Some buses may arrive so early that your child has large stretches of unstructured time to kill before class, or so late that morning routines are thrown into disarray. Traffic and weather being what they are, it’s impossible to assure punctuality each and every day of the school year. But if the bus’s on-schedule arrival time is either very early or reliably late, that can have a real detrimental impact on the school experience of your child and his or her classmates. This is where good relationships with teachers and bus personnel pay off — ask them what time the bus gets to school. They may be as unhappy with it as you are.

6. Where do kids go when they get off the bus?

Ideally, your child would go directly from the bus to the classroom that has been mandated as the most appropriate placement in the school. Ideally, if your child has a one-on-one aide, that individual would be present at that time. But things are very often not so ideal. Your child may go into an auditorium or hallway or outdoor area for the time between bus and bell, and some aides may not come on duty until well after that time. If that will leave your child at risk of mistreatment or behavior problems, ask if other arrangements can be made. There may be a protected spot that children with special needs can go to, someone who can watch your child. Have any arrangements spelled out in the IEP, and make sure they’re in place on Day 1.

7. How many buses are my child’s classmates on?

On the one hand, it’s great if the whole class is on one bus, because then there aren’t multiple arrivals disrupting the class in the morning, and if weather holds up a bus, nobody misses anything. On the other hand, that means the bus is likely pretty full, and your child’s trip will take longer. It’s good to know one way or the other, though, because it can help you better discuss the day’s doings with your child. You may find that your child memorizes who is on which bus, and what number bus they’re on.

8. What time does the bus leave to come home?

It’s a dirty little secret that children in special education often get dismissed from their classes early, and tucked on their buses well before the bell rings and regular education students are released. That may not sound so bad — you may want your child navigating school hallways when they’re not brimming with students. But do a little calculation and find out how much class time is actually being missed. If it’s an inappropriate amount, bring it up with the teacher and the IEP team. Especially if the bus is purposely arriving late in the morning, your child may be deprived of a significant amount of learning time, just for the sake of convenience.

9. What route does the bus take home?

It ought to be same route as going, but the order of houses or the particular path taken may differ. Then, too, some children may go to after-school destinations that put them on different buses or change the route. As with the to-school route, it’s worth asking about so you always have a general idea of where your child is, and can discuss the things your child passes when you pass them together.

10. What time will the bus return?

You’ll want to make sure to be home when the bus gets there, or have somebody to greet your child in your place. It might be a good idea to have a neighbor who can meet your child in case of emergency, and to let the bus personnel know that you’ve made this arrangement. This may be a particular concern if you have other children in different schools who you must pick up at a time close to the bus drop-off hour. Should you have a serious problem being home at the prescribed drop-off time, it doesn’t hurt to ask the bus personnel or the transportation department whether a route-reconfiguration is possible. It may also be an option to have your child dropped at a different destination in the afternoon.

11. Who should I call with problems?

Your initial notification of your child’s busing arrangements will probably include a contact number — but if your first problem is that you don’t get the official notification, you’ll need to do some calling around to find the right office. While you’re on the phone, also ask about emergency numbers: Who do you call if your child is staying home; if the bus is late in the morning; if your child is not taking the bus home; if the bus is late getting home? Phone numbers that are used for one thing may not be used for another, and you’ll want to have all the right ones at your fingertips should there be a problem.

12. Is bus transportation the best choice for my child?

There are major concerns over the length of time that it is taking to transport special needs children to special needs schools. Some special needs children are spending over 2 hours per day each way to and from school. That is 20 houre per week sitting on a bus! This is appalling – and nobody seems to care as travelling time to and from school for special needs children is nor regulated. This needs to change now! This is just another powerful reminder that all children should be accomodated in their local schools.
 
Most kids in special education take the bus, and for most parents it’s a helpful service. But that doesn’t mean you’re required to use it, or that it will be the best option for every student. If you do have the ability to drive your child yourself, then think long and hard about the answers to the questions above — the safety of the ride; the time your child spends on the bus, and in waiting, and out of the classroom; your ability to control your schedule. There are benefits to being on the school premises twice a day that are worth considering, too.

22q 11 Deletion Syndrome (diGeorge Syndrome) Conference

Wednesday, June 2nd, 2010
22q11 Ireland provide help and support for individuals and families affected by 22q11.2 deletion/DiGeorge Syndrome/V.C.F.S. Through education, research, outreach and advocacy we seek to raise awareness of this little known condition.

 

The 22q11 Ireland Support GroupTo this end 22q11 Ireland will work together with:

  • Families affected by the 22q11.2 deletion.
  • Other rare chromosome disorder groups.
  • National and international organisations concerned with rare chromosome disorders.
  • The medical and scientific community.
  • Educational institutions.
  • Government bodies.

 

Their Website is www.22q11ireland.org and they are organising a conference

This year’s conference will be held on the

19th June 2010

in

The Best Western Ashling Hotel, Parkgate Street, Dublin 8.

 

Our Keynote speaker will be Donna Cutler-Landsman author of Educating the Child with Velo-Cardio-Facial-Syndrome.  Donna is an educator who has spent 30 years in the classroom teaching children in grades 5 through 8.  She has also served as a co-operating teacher with the School of Education, University of Wisconsin-Madison for 15 years and as an educational consultant for issues related to the special education needs of children with Velo-Cardio-Facial-Syndrome/22q11 Deletion Syndrome.  She is a past president of the VCFS Educational Foundation and a popular speaker on issues related to VCFS/22q11 and education throughout the United States and abroad.

 

Please log on to www.22q11ireland.org for more details