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School

Northern Arizona University *

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530

Subject

Philosophy

Date

Dec 6, 2023

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docx

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Uploaded by MateTapir3734

After reviewing all of the links, make sure you provide a concise summary and respond to the following questions: 1) What patterns, similarities, or differences in practices/services do you notice from historical to current day practices (do not write about attitudes and perceptions because that is the focus for Reaction #2. Instead, please focus on the practices and services)? For example, what do we still do the same as far as how we provide services to people who have disabilities? 2) What surprised you? Again, please remember, the focus of this first reaction is on services and practices, not attitudes towards people with disabilities. Finally, I really enjoyed reading "Told in the Drooling Ward." I thought it was refreshing to get the perspective of someone in the institution about the institution. I can see how different it was from Pennhurst (I'm making the assumption that this is a more recent situation) because Tom talked about how the nurses and doctors treated the patients. While his perspective may be skewed, in my experience with those with significant disabilities, they are typically pretty observant and honest. What surprised me most during this read was his straightforwardness in regards to the others with disabilities. He said things like he saw them, and didn't hold back. He discusses how the doctors change a lot because it's a political position, and change is based on who's on the outside calling the shots. He talks about how he'd pretend to not understand conversations so he could hear more information- and I couldn't believe that after the running away attempt he was reprimanded but no physical discipline! Very different than Pennhurst. I am happy to say that we have grown and changed our views on those with disabilities, and that they now have rights, and I hope we are able to find even more ways to involve them in society, the same as anyone without a disability. I also enjoyed the short story, “Told in the Drooling Ward.” I enjoyed the part where he was talking about the things he knows and how he tricks the doctors and nurses when he doesn’t want to do the things that they ask of him, “I know a lot. If I told you all I know, you'd be surprised. But when I don't want to know, or when they want me to do something don't want to do, I just let my mouth lop down and laugh and make foolish noises.” What surprised me the most, was in the Parallels in Time website, not just how people treated individuals with disabilities (I don’t even want to get started on this) but how it felt like we would get one step forward and for some time make progress and then there would be a slide back. Did you notice that as well? Module 1 focused on the traditional knowledge of disability, medical causes, and effects on development that forms the framework for special education. This view is often called the "medical model" or "medicalized view" of disability. Most special education practice is based on the information presented from this medicalized view. However, there is a trend towards viewing disability from a different paradigm.

And, because this is a "foundations" course, this module will explore some of the underlying philosophical ideas that frame the field of disabilities services, including special education, from this new view (or paradigm). The idea is to have an understanding of the theories that have led to how we educate children with disabilities as well as the services provided to adults with disabilities. I would encourage all of you to examine your own beliefs about disability and how this influences your practice. This module also presents important events in history related to disabilities. It's important in a foundations course to have knowledge of these historical events, because this knowledge helps us to have an understanding of our current practices and issues in the field of disabilities and special education. This module will focus on historical events related to the disability field as a whole. Much of this module includes videos, so the textbook reading content is shorter, but it will take time to view all the videos provided. I have expanded upon my thoughts in the module 2 overview, so please read this item first. This week, you are also to review your classmates' IDEA Disability Summary Guides as well as the first three modules in preparation for the midterm exam. The midterm is available this week and must be completed by the end next week’s module! I am excited to be working with you and look forward to addressing any questions you may have through our discussion forum or privately. Have a great week! There is room for growth in every aspect of life. It is within human nature to peak curiosity and learn and grow from that. There seems to be an interest, and need, to learn more about people with disabilities. With that being said, there is quite a history of excluding people with disabilities in general as well as in education. Here are a few things that I find to be of importance to note from historical to present day practices with people with disabilities. Before the 17 th century there was an absence of services for people with disabilities as there was a lack of understanding disabilities overall. The idea was that people that were born with disabilities are not capable of learning, so in turn, these people were treated inhumane, sometimes killed. Early philosophers thought that there was hope in teaching people with intellectual disabilities because the mind is a blank slate. There was an example of the boy that was abandoned at a young age who had severe mental retardation, seeing this as an individual with a, “blank slate,” free from society, there were hopes that he could be shaped into whatever they wanted. However, with the hinderance of being away from society, he was deprived of language, guidance and human affection. Even though there was very little growth, it was finally seen that children with disabilities are capable of learning. With this in mind, curiosity about disabilities and psychology grew. During the French Revolution, is when people started recognizing that all human beings, should be treated as such, because we are all human. With this in mind, people started changing their judgement on people with disabilities and started treating them more patience, instead of

treating them with abuse or as prisoners. Types of mental illnesses started to be named and record keeping was kept, which are similar to practices today. Another idea arose in the field of disabilities, this was that mental deficiency was caused by a weakness in the nervous system and can be cured through motor and sensory training. It was perceived that with “proper training,” people with disabilities could be educated and lead productive lives. This is similar to some of the focus that we teach now. Training schools were opened to offer help to families with children with disabilities. These schools became large institutions with strong educational focus. They focused on motor and sensory skills and basic academic training and social and self-help skills. Then things shifted into fear of people with disabilities. As the institutions became overpopulated, the focus on education shifted to segregation of individuals with disabilities. Institutions became overcrowded causing conditions to worsen. These conditions were evident in the website about Pennhurst State School and Hospital. There was evidence of abuse and neglect toward the individuals housed at Pennhurst, which later led to many families opening up about the lack of care and abuse. The rise of special education started in 1800-1950’s. The first public special education class was opened in 1896. Institutions then helped train teachers for the purpose of teaching children with disabilities. But shortly after, special education was seen as something that could not improve mental retardation. During the 1950’s to the 1980’s parents were actively advocating for their children with disabilities as they saw that there was hope for them, and frustration for the lack of services. With the effort, there was a shift in methods and approaches and services for people with disabilities. Along with the idea stated earlier, human beings should be treated equally because we are all human first and foremost, brought about self-advocacy. Inclusion is what was sought. I was kind of shocked to learn that instead of moving forward with the advancement of education and services for people with disabilities, it seemed to have gone back and forth. Some points in history people were on board for what individuals with disabilities are capable of and then it was almost like that idea regressed back and forth. Hopefully, our society will continue to be optimistic and accepting of differences in people and we can all be treated equally and included, despite disabilities.

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