Mosaic's Intellectual Disabilities Case Study

There are several legal and social foundations that are related with the Individuals with Disabilities Act. (Legal: constitution, 10th and 14th amendment) social foundations (what people thought about disabilities in the past) connect Willowbrook, early researches from 17-1800.

Federal laws governing special education students require that they receive a free and appropriate public education (FAPE) in the least restrictive environment (LRE). The Individuals with Disabilities Education Act (IDEA) protects the rights of students with disabilities and allows parents to develop an appropriate education for their child. Under this act, schools also receive funding for special educational services. The state of Texas has its additional set of guidelines that schools must follow. These rules are established in the Texas Education Code (TEC) and the Texas Administrative Code (TAC) (Texas Education Agency, n.d.). TEC provides details about the process of creating an Individualized Education Program (IEP), student criteria

“A Place to Call Home: Intellectual Disabilities and Residential Services in Nova Scotia,” is an article written by Rachel Barken (PH.D Candidate) from the Department of Sociology at McMaster University. This article is about how Nova Scotia still continues to institutionalize people with intellectual disabilities when other provinces across Canada are working on deinstitutionalizing. Provinces in Canada are moving towards the approach of community living based group homes for people with intellectual disabilities. Barken (2013) based this article on participant observation, document analysis, and qualitative research. She discovered that implicated community members which include policy makers, residential service providers and workers, and advocates have conflicting beliefs about institutionalized and community living based group homes that could be slowing the process down of still have institutions in Nova Scotia. (Barken, 2013)

Both anti-discrimination laws and other legislation regulate the practice of school psychology. The Individuals with Disabilities Education Improvement Act (IDEIA) – 2004 provides the rights and responsibilities of the children, parents, schools, and states in evaluation, assessment, and placement of individuals in special education. Informed consent is required prior to both evaluation and placement. Nondiscriminatory and appropriate evaluation in the child’s native language is required by IDEIA. School must place the student in the least restrictive environment. Reevaluation of the student and the placement must be occur every three years, with the Individualized Education Plan (IEP) being reviewed annually. IDEIA includes a provision referred

…“Children with disabilities should be educated in the most open and normal environment possible (the least restrictive environment); when needed, evaluations, diagnose, and treatments should be done without stigmatization and discrimination.”… (Pg. 176)

food. Functional limitations are usually associated with health problems and may include vision loss, hearing loss and the inability to use one of the parts of the body. Activity limitations include not being able to complete simple adult daily living activities, such as hygiene and self-care. People with disabilities may be restricted from participating in events in society because of their functional disabilities. Environmental and personal factors also play a role in affecting people’s lives (CDC, 2014).

The Individuals with Disabilities Education Act (IDEA) is a federal law where schools must meet educational needs of eligible students with disabilities. At no cost to the parents, schools are required to find students and have them evaluated if a disability is suspected. IDEA makes sure that such children are provided special education and related services to meet their needs. It also makes sure children with disabilities are prepared for employment and independent living. IDEA gives assistance to educational service agencies for providing services to children with disabilities. It also makes sure the rights of children with disabilities and their families are protected under the law.

The individuals shown in the video with multiple disabilities have difficulties communicating in the normal ways, instead they use nonverbal movements or behavior to disseminate information. These unique methods include behaviors, gestures and other means of expressing themselves. Since they are nonverbal, these are the only ways they have to communicate. Furthermore, they must have close bonds with others in order to be understood. This is accomplished by the time consuming process of establishing a relationship between client and caregiver, which provides them with a means to communicate through their own special way.

Disabilities were viewed in many different ways by different societies and even differently by different families within a society. After WWII the view of different types of people changed. Views on people with disabilities changed because of the number of veterans who returned with physical and mental disabilities and because the number of people with disabilities who were employed for the first time in the war effort. Another reason that people with disabilities were viewed differently was because President Roosevelt was unable to walk because of polio. President Kennedy had a sister that had an intellectual disability. So people began to view people with disabilities differently. My family also viewed disabilities differently than most families. My brother, Sammy, who was born in 1955 had Down’s syndrome. My grandmother had a sister named “Bam” that had an intellectual disability. This caused our family to view intellectual

Citizens with disabilities are neglected by law enforcement. Usually encounters with police can result in unnecessary violence for citizens with disabilities due to misunderstandings.4. This can result in the criminalization of citizens with disabilities, even unintentionally. The disabled community rely on law enforcement for defense and protection. There needs to be more trust for both law enforcement and citizens with disabilities so that the environment remains safe and positive.5. Recently Canadian Steven Stairs who is legally blind was tackled to the ground without warning. Steven feared that he was being kidnapped by police. Police officers mistook the cane on his hip for a weapon. He was told that he fit the description of someone with

In America, almost one in five people live with a disability (US Census Bureau, 2015). There are 6.4 million children between the ages of 3 to 21 that are receiving special education services (National Center for Education Statistics, 2014). In Georgia, 23.4% of the population are people under the age of 21 living with a disability (Erickson & Schrader, 2014). Bulloch County has a population of 71,214 and of the entire population, 16% of them are living with a disability (Cornell, 2012).

In order to protect the rights of children with disabilities there have been many legislative acts since the 1960’s. One of these is the American with Disabilities Act which was passed in 1990 in an attempt to provide equal opportunities to people with disabilities (American, 2010). Children with disabilities are guaranteed the same access to education as children who do not have disabilities thanks to the Individuals with Disabilities Education Act (IDEA) (Motwani, 2007). Under IDEA, students can get the early intervention and special education services that they need in order to be successful in school (Motwani, 2007). Also, children will receive a “free appropriate public education (FAPE) in the least restrictive environment (LRE)” (Wright

Inclusions is when children with a IEP are included in a general educational classroom with assistants. “Being with typical peers provides children with disabilities role models for age appropriate behaviors, conversations partners and motivation for communication.” (Yang P54) Where in other cases, some children are severely impacted by their disability and unable to be in an inclusion classroom therefore need to be put in special education classes (SED) in order to meet their educational need. “Research has shown that programs personnel are less likely to place children with severe disabilities in inclusion setting than children with mild disabilities.” (Yang P54) Children that has moderate to serve disabilities need more assists and can not

Eloise, a supervisor at the Federal Administration Agency (FAA), was faced with trying to ensure productivity when one of her workers became ill, and was not maintaining her level of work. Brenda, who had been a computer programmer for the Management Information Systems Support Division of the FAA for nine years, was diagnosed with breast cancer in January of 1991. She left work immediately to have an operation and to start treatments. Brenda was supposed to return to work after the medical procedure so Eloise reached out to her in February. Brenda stated that she did not feel up to it, that she would continue to use her sick leave and would return in March. Seeing that Brenda would not be

Behavioral principles have long been employed to achieve educational progress with children who have intellectual disabilities (Drew & Hardman, 2007). An issue of substantial concern is behaviors that may be self-injurious or dangerous to those surrounding the individual. In order to prevent occurrences of inappropriate behavior, family members and the educational staff must put effective interventions into place. These behavior procedures include the use of punishment and aversive consequences, and are sometimes put forth by professionals to change inappropriate behavior (Drew & Hardman, 2007). However, controversy exists over the social and ethical issues involved with the implementation of aversive procedures, especially when working with young children.