David, a student in the Disability and Diversity Certificate Program, writes:
The essay “Normals, Crazies, Insiders and Outsiders: The Relevance of Sue Estroff's Medical Anthropology to Disability Studies,” (Vol. 1 Issue 3, 2005) by Diane R. Wiener lauds the promising interdisciplinary study of medical anthropology and disability studies in relation to the amount of growth both disciplines could achieve together in relation to the continuing development and redefining in areas of discipline for people with mental health disabilities.
The essay is a summary of an in depth review of medical anthropologist Sue Estroff and her view of people that have cognitive disabilities with emphasis placed on the classification, institutionalization, rehabilitation, and socialization of people referred to as “crazy.”
Craziness, madness, or whatever the term we in society choose to label individuals with schizophrenia and other mental health disorders can and have been devastating to the community not only for the people most affected by the terms used to classify them but also by the stigma that is attached to those words. For example the medical classification of schizophrenia would in a street conversation be equated with some being called “crazy.” “He is crazy, she is crazy”, are ways people simply dust off their shoulders, so to speak, when a quick, lay term is needed. The terminology is in question for both Wiener and Estroff. The 1970's is discussed as not only a time that receives heavy criticism for the methods used to treat mental illness but is not demonized by Estroff because, per se, she is viewing the positive and negative of both sides. The 1970's, to sum up, is not as bad as it is right now.
So the question for me is how can medical anthropology and disability studies merge to become a bigger and stronger entity in the changing American view of mental illness? Well I believe it has to start at the institutional level. College curriculum needs to be created and have a test run to find if there are indeed individuals who are interested in the the merger of these two disciplines.
I think it is an excellent venture to pursue because anthropology can be made very complimentary to the individual. Like Estroff's research with life narratives of individuals that have mental illnesses we can begin the change of helping this segment of the community by including people that have mental illness into the research. It is surprising to read in the essay that people with mental illness are not nearly as included in their research, care, aid, etc. as persons with a visual, auditory, or learning disabilities.
The combination of both these fields can create a new field like Social Psychology, I think it is definitely worth investigating and more medical anthropologists should be invited into the realm of disability studies. It is after all another area that people have in all cultures and deserves as much attention now as it ever has because of the changing attitudes of people and the new change that we have decided to take as a nation since November 4th 2008.
Monday, November 24, 2008
Youth Suicide
Tiffany, a student in the Disability and Diversity Certificate, writes:
Youth suicide is a major public health problem in the United States today. Youth between the ages of 15 to 24 are more likely to die from committing suicide than from all natural causes combined (National Center for Health Statistics, 2000). Suicide is the third leading cause of death in children and youths. A review of the literature suggests that students with disabilities may be at higher risk for suicidal ideation, especially students with depression, mood disorders or undiagnosed disabilities (McBride & Siegel, 1997).
Very little information is available regarding the prevalence of depression or suicide in students who receive special education services, although relationships between cognitive disabilities and depression and between diminished problem solving abilities and suicidal behavior have been noted. Medical problems have also been associated with depression and suicide. Estimates of the prevalence of depression or symptoms of depression among children and youth with learning or behavior problems tend to be higher than those for the general population (Guetzloe, 1991).
The research literature in the area of suicide reveals that there are two important interrelated factors that correlate with suicide rates: being young and being disabled. Being physically disabled has an effect on the tendency towards committing suicide. Young people who are disabled have the desire to build social relationships w/ others, but sometimes, their physical condition may be a deterring factor in creating and maintaining relationships and may create obstacles. In turn, young people with disability may not involved themselves in relationships with others or others may not want to have a relationships with them, which can lead to social isolation and thoughts of suicide (Burcu, 2007).
Guetzloe (1991) wrote that evidence of a specific psychiatric disorder and other disabilities may contribute to suicidal ideation and possibly be overlooked by educators. Educators should have the responsibility to increase awareness, prevention and intervention activities at their schools and should know how to access local resources and expertise should they encounter a student who has expressed suicidal thoughts or feelings.
References
Burcu, E. (2007). Disability and youth suicide: A focus group study of disabled university students. The Review of Disability Studies: An International Journal, 3(1), 33-48. Retrieved November 10, 2008 from www.rds.hawaii.edu/downloads.
Guetzloe, E.C. (1991). Suicide and the exceptional child (Report No. E508). Reston, VI: ERIC Clearinghouse on Disabilities and Gifted Education. (ERIC Document Reproduction Service No. ED340152)
McBride, H.E.A., & Siegel, L.S. (1997). Learning disabilities and adolescent suicide. Journal of Learning Disabilites, 30, 650-659.
National Center for Health Statistics. (2000). Deaths from 282 selected causes by 5-year age Groups, race, sex: Each state and the District of Columbia, 1995-1998. Retrieved on November 10, 2008 from http://www.cdc.gov.hchs/data/98gms.
Youth suicide is a major public health problem in the United States today. Youth between the ages of 15 to 24 are more likely to die from committing suicide than from all natural causes combined (National Center for Health Statistics, 2000). Suicide is the third leading cause of death in children and youths. A review of the literature suggests that students with disabilities may be at higher risk for suicidal ideation, especially students with depression, mood disorders or undiagnosed disabilities (McBride & Siegel, 1997).
Very little information is available regarding the prevalence of depression or suicide in students who receive special education services, although relationships between cognitive disabilities and depression and between diminished problem solving abilities and suicidal behavior have been noted. Medical problems have also been associated with depression and suicide. Estimates of the prevalence of depression or symptoms of depression among children and youth with learning or behavior problems tend to be higher than those for the general population (Guetzloe, 1991).
The research literature in the area of suicide reveals that there are two important interrelated factors that correlate with suicide rates: being young and being disabled. Being physically disabled has an effect on the tendency towards committing suicide. Young people who are disabled have the desire to build social relationships w/ others, but sometimes, their physical condition may be a deterring factor in creating and maintaining relationships and may create obstacles. In turn, young people with disability may not involved themselves in relationships with others or others may not want to have a relationships with them, which can lead to social isolation and thoughts of suicide (Burcu, 2007).
Guetzloe (1991) wrote that evidence of a specific psychiatric disorder and other disabilities may contribute to suicidal ideation and possibly be overlooked by educators. Educators should have the responsibility to increase awareness, prevention and intervention activities at their schools and should know how to access local resources and expertise should they encounter a student who has expressed suicidal thoughts or feelings.
References
Burcu, E. (2007). Disability and youth suicide: A focus group study of disabled university students. The Review of Disability Studies: An International Journal, 3(1), 33-48. Retrieved November 10, 2008 from www.rds.hawaii.edu/downloads.
Guetzloe, E.C. (1991). Suicide and the exceptional child (Report No. E508). Reston, VI: ERIC Clearinghouse on Disabilities and Gifted Education. (ERIC Document Reproduction Service No. ED340152)
McBride, H.E.A., & Siegel, L.S. (1997). Learning disabilities and adolescent suicide. Journal of Learning Disabilites, 30, 650-659.
National Center for Health Statistics. (2000). Deaths from 282 selected causes by 5-year age Groups, race, sex: Each state and the District of Columbia, 1995-1998. Retrieved on November 10, 2008 from http://www.cdc.gov.hchs/data/98gms.
Monday, October 6, 2008
Access to Education
Here's what Tiffany, a student in the Disability and Diversity Certificate Program, had to say about Special Education:
Students with disabilities need access to education. Thirty-five years ago, the educational rights of students with disabilities were dramatically and firmly established in law and practice. Prior to that time, many students were refused enrollment or special education services. Only since a federal court case in 1972 and the passage of federal legislation in 1975, have all states been mandated to provide a free, appropriate public education to all students with disabilities. In 1975, the Individuals with Disabilities Education Act (IDEA) were passed. Under the IDEA, states and local districts were given a mandate to provide specialized educational programs for students with special needs, and students and parents were given a mechanism for enforcement of their rights (Weber, 2007).
Special education is a large and expensive system currently serving one in ten students in public school. Many students are placed in special education because of the inability of regular education to accommodate their needs. Research has shown that regular education, if properly modified, can meet the needs of many more students with disabilities, but doing so is challenging (Hocutt, 1996). Of students found to be eligible for special services under the IDEA, only a small percentage (about 5%) are now served in locations entirely separated from the regular school building. Of the remaining students, about one-third spend most of their day in a regular classroom, one-third in the regular school building but in separate classroom and one-third spend roughly half the day in each setting (Hocutt, 1996).
When we talk about education for children with disabilities, the topic of inclusion often comes up. Inclusion remains a controversial concept in education because it relates to educational and social values, as well as to our sense of individual worth (Weber, 2007). Not everyone is excited about bringing students with disabilities into the mainstream classroom setting. Tornillo (1994), president of the Florida Education Association United, is concerned that inclusion, as it all too frequently is being implemented, leaves classroom teachers without the resources, training, and other supports necessary to teach students with disabilities in their classrooms. Consequently, these students are not getting appropriate, specialized attention and care, and the regular students’ education is disrupted constantly. For inclusion to work, educational practices must be child-centered. This means that teachers must discover where each of their students are academically, socially and culturally to determine how best to facilitate learning. Indeed, child-centered teachers view their role more as being facilitators of learning rather than simply transmitters of knowledge (Hocutt, 1996).
Lieberman (1992) points out that many advocates (primarily parents) for those with learning disabilities also have significant concerns about the wholesale move toward inclusion. Their concerns stem from the fact that they have had to fight long and hard for appropriate services and programs for their children. They recognize that students with learning disabilities do not progress academically without individualized attention to their educational needs. These services have evolved primarily through a specialized teacher working with these students individually or in small groups, usually in a resource room setting. Students with disabilities need an education that is appropriate to their needs. It is not enough to just include students with disabilities in a regular classroom if their disabilities prevent them from obtaining education. Appropriateness must be individually determined. Differences in disabilities, severity, and individual strengths means that the federal government and states cannot legislate specific services for students by category alone.
References
Hocutt, A.M. (1996). Effectiveness of special education: Is placement the critical factor? Special Education for Students with Disabilities, 6 (1), 78-102. Retrieved September 20, 2008 from www.futureofchildren.org.
Lieberman, L. M. (1992). Preserving special education for those who need it. In W. Stainback, & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives. Boston: Allyn and Bacon.
Tornillo, P. (1994). A lightweight fad bad for our schools? Orlando Sentinel.
Weber, M.C. (2007). Inclusive education in the united states and internationally: Challenges and response. The Review of Disability Studies: An International Journal, 3(1&2), 19-33. Retrieved September 20, 2008 from http://www.rds.hawaii.edu/downloads/issues/pdf/RDSv03iss01.pdf
Students with disabilities need access to education. Thirty-five years ago, the educational rights of students with disabilities were dramatically and firmly established in law and practice. Prior to that time, many students were refused enrollment or special education services. Only since a federal court case in 1972 and the passage of federal legislation in 1975, have all states been mandated to provide a free, appropriate public education to all students with disabilities. In 1975, the Individuals with Disabilities Education Act (IDEA) were passed. Under the IDEA, states and local districts were given a mandate to provide specialized educational programs for students with special needs, and students and parents were given a mechanism for enforcement of their rights (Weber, 2007).
Special education is a large and expensive system currently serving one in ten students in public school. Many students are placed in special education because of the inability of regular education to accommodate their needs. Research has shown that regular education, if properly modified, can meet the needs of many more students with disabilities, but doing so is challenging (Hocutt, 1996). Of students found to be eligible for special services under the IDEA, only a small percentage (about 5%) are now served in locations entirely separated from the regular school building. Of the remaining students, about one-third spend most of their day in a regular classroom, one-third in the regular school building but in separate classroom and one-third spend roughly half the day in each setting (Hocutt, 1996).
When we talk about education for children with disabilities, the topic of inclusion often comes up. Inclusion remains a controversial concept in education because it relates to educational and social values, as well as to our sense of individual worth (Weber, 2007). Not everyone is excited about bringing students with disabilities into the mainstream classroom setting. Tornillo (1994), president of the Florida Education Association United, is concerned that inclusion, as it all too frequently is being implemented, leaves classroom teachers without the resources, training, and other supports necessary to teach students with disabilities in their classrooms. Consequently, these students are not getting appropriate, specialized attention and care, and the regular students’ education is disrupted constantly. For inclusion to work, educational practices must be child-centered. This means that teachers must discover where each of their students are academically, socially and culturally to determine how best to facilitate learning. Indeed, child-centered teachers view their role more as being facilitators of learning rather than simply transmitters of knowledge (Hocutt, 1996).
Lieberman (1992) points out that many advocates (primarily parents) for those with learning disabilities also have significant concerns about the wholesale move toward inclusion. Their concerns stem from the fact that they have had to fight long and hard for appropriate services and programs for their children. They recognize that students with learning disabilities do not progress academically without individualized attention to their educational needs. These services have evolved primarily through a specialized teacher working with these students individually or in small groups, usually in a resource room setting. Students with disabilities need an education that is appropriate to their needs. It is not enough to just include students with disabilities in a regular classroom if their disabilities prevent them from obtaining education. Appropriateness must be individually determined. Differences in disabilities, severity, and individual strengths means that the federal government and states cannot legislate specific services for students by category alone.
References
Hocutt, A.M. (1996). Effectiveness of special education: Is placement the critical factor? Special Education for Students with Disabilities, 6 (1), 78-102. Retrieved September 20, 2008 from www.futureofchildren.org.
Lieberman, L. M. (1992). Preserving special education for those who need it. In W. Stainback, & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives. Boston: Allyn and Bacon.
Tornillo, P. (1994). A lightweight fad bad for our schools? Orlando Sentinel.
Weber, M.C. (2007). Inclusive education in the united states and internationally: Challenges and response. The Review of Disability Studies: An International Journal, 3(1&2), 19-33. Retrieved September 20, 2008 from http://www.rds.hawaii.edu/downloads/issues/pdf/RDSv03iss01.pdf
Parent Awareness
Duggal, a student in the Disability and Diversity Studies Certificate Program writes:
Lack of awareness about disability can lead to distress for many parents who have a child with a disability. In the twenty first century, one way to exercise equality of rights and bring about peace could be by creating awareness and educating people about disabilities. Guardians and parents of children with disabilities play an important role in safeguarding their child’s development.
Gregg Roger, an English Professor from Penn State University, learned about is soon to come baby through prenatal diagnosis. Although Roger and his wife were unsure about how they would raise their daughter, who was diagnosed with Down syndrome, they managed to pull it off. Not only did they learn to raise their daughter and take care of her needs but also found happiness for themselves as a family. Education and awareness about disability came about through support groups and other sources. However, the first and foremost step was acceptance. They accepted their child and did not fear for the challenges they might face in raising her.
Joanne Hill, in the United Kingdom, killed her daughter, Naomi. The reason given for why she killed Naomi, although uncertain, was that Naomi had mild cerebral palsy. Joanne had a history of depression and mental illness. Again, raising awareness and providing support to society through education and awareness campaigns can help change and often save lives.
In the RDS article “Working and Caring for Children with Chronic Illness/Disability: Stories of Disconnection, Cruelty and Clayton’s Support” the parents of children with disabilities feel disconnected from family, friends, neighbors and community members. Parents cited in the article state that understanding and support from others about their child’s disability is a significant barrier for their families.
Sources that can help parents learn about Disability Culture, Education and Awareness:
http://www.patriciaebauer.com/2007/11/28/more-emails-two-prenatal-diagnosis-of-down-syndrome/
http://www.america.gov/st/health-english/2008/April/20080527003343SrenoD5.163211e-02.html
http://www.miusa.org/newsitems/matreq
Lack of awareness about disability can lead to distress for many parents who have a child with a disability. In the twenty first century, one way to exercise equality of rights and bring about peace could be by creating awareness and educating people about disabilities. Guardians and parents of children with disabilities play an important role in safeguarding their child’s development.
Gregg Roger, an English Professor from Penn State University, learned about is soon to come baby through prenatal diagnosis. Although Roger and his wife were unsure about how they would raise their daughter, who was diagnosed with Down syndrome, they managed to pull it off. Not only did they learn to raise their daughter and take care of her needs but also found happiness for themselves as a family. Education and awareness about disability came about through support groups and other sources. However, the first and foremost step was acceptance. They accepted their child and did not fear for the challenges they might face in raising her.
Joanne Hill, in the United Kingdom, killed her daughter, Naomi. The reason given for why she killed Naomi, although uncertain, was that Naomi had mild cerebral palsy. Joanne had a history of depression and mental illness. Again, raising awareness and providing support to society through education and awareness campaigns can help change and often save lives.
In the RDS article “Working and Caring for Children with Chronic Illness/Disability: Stories of Disconnection, Cruelty and Clayton’s Support” the parents of children with disabilities feel disconnected from family, friends, neighbors and community members. Parents cited in the article state that understanding and support from others about their child’s disability is a significant barrier for their families.
Sources that can help parents learn about Disability Culture, Education and Awareness:
http://www.patriciaebauer.com/2007/11/28/more-emails-two-prenatal-diagnosis-of-down-syndrome/
http://www.america.gov/st/health-english/2008/April/20080527003343SrenoD5.163211e-02.html
http://www.miusa.org/newsitems/matreq
Disability Studies Student Blogfest
Students in our Disability and Diversity Studies Certificate Program are trying their hand at blogging. So check out their postings over the next few posts and let them know what you think by posting comments!
Thursday, September 11, 2008
On Being Invisible
The lead article of Volume 4, Issue 3 of RDS talks about "virtually invisible women" - women with disabilities who are largely absent from mainstream psychological research. This is shocking. You would think that the combination of Woman + Disability + Psychological Issue would be fertile ground for researchers, but apparently not. People with disabilities are noticeably absent from research in just about any field of study you can think of. Its as if disability has no more significance then having brown hair. Yet when it comes to employing someone with a disability, or educating them, or talking to them, disability suddenly becomes their most important characteristic.
Unfortunately, being invisible is not just a metaphor. Just this week in my Introduction to Disability and Diversity Class we were discussing the protests surrounding implementation section 504 of the Rehab Act in the 1970's, specifically the takeover of the Federal Building in San Francisco. We asked, "Why do people with disabilities have to make such a big fuss when they want something?" Because they are invisible. If you don't make a "big fuss", no one will see you.
Post a comment and let us know what you think about the under-representation of people with disabilities in "mainstream" research. Should we be seen as distinct? How can we convince researchers to see us as a group worth considering?
Unfortunately, being invisible is not just a metaphor. Just this week in my Introduction to Disability and Diversity Class we were discussing the protests surrounding implementation section 504 of the Rehab Act in the 1970's, specifically the takeover of the Federal Building in San Francisco. We asked, "Why do people with disabilities have to make such a big fuss when they want something?" Because they are invisible. If you don't make a "big fuss", no one will see you.
Post a comment and let us know what you think about the under-representation of people with disabilities in "mainstream" research. Should we be seen as distinct? How can we convince researchers to see us as a group worth considering?
Monday, June 23, 2008
Music Forum
This in from Alex Lubet:
I'm extremely proud to have had the privilege of editing /To Dance beneath the Diamond Sky with One Hand/, along with my Israeli colleague Na'ama Sheffi. We have a terrific group of contributors writing on a multitude of musical subjects. My own contribution is a brief essay/review of a performance by guitar great and genius inventor Les Paul, who turned 93 Monday, June 9, and is still playing a weekly gig at the Iridium in New York. In addition to both being arm-injured guitarists (and I'm just starting to develop the arthritis he's played with for years), Paul and I share that birthday. Happy Birthday, Les, and I hope you all enjoy the article and Volume Two of this forum.
I'm extremely proud to have had the privilege of editing /To Dance beneath the Diamond Sky with One Hand/, along with my Israeli colleague Na'ama Sheffi. We have a terrific group of contributors writing on a multitude of musical subjects. My own contribution is a brief essay/review of a performance by guitar great and genius inventor Les Paul, who turned 93 Monday, June 9, and is still playing a weekly gig at the Iridium in New York. In addition to both being arm-injured guitarists (and I'm just starting to develop the arthritis he's played with for years), Paul and I share that birthday. Happy Birthday, Les, and I hope you all enjoy the article and Volume Two of this forum.
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