Willowbrook Analysis

During the 1950s, people who had a disability had two options of housing which included living with their families or living in an institution. However, families did not receive much support since most public welfare services were used towards institutional care, such as mental hospitals and orphanages. Throughout the 1960s there were movements to deinstitutionalize, which at that time basically led to smaller institutions. The 1970s allowed for even smaller community-based residential services that were typically designed for not more than 12 people that were similar in terms of age, independence, or ability. Even though different funding was available, many standards were violated in most of the institutions. Throughout the 70s there were movements to close state institutions and provide more community residential services as well as family support. During the 1980s groundwork for families was laid to expand their control of the nature of the support they received and more options were available to help out with living outside an institution. People with developmental disabilities began to gain increased support to having homes of their own during the 1990s and funded had dramatically increased to over $735 for family support programs in 1998. In 2001 the federal government began a new freedom initiative to “remove barriers to community living for people of all ages with disabilities and long-term illness.” In 2011 the decision that the isolation of people with

These homes were created to provide a caring family environment for children whom Truett Cathy described as "victims of circumstances.”

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

Caswell tributes the Revolutionary War leader and the State’s first Governor, Richard Caswell. It serves people with mental retardation and other developmental disabilities. Over the years Caswell’s patients have declined. It is also the states oldest residential facility for people with intellectual disabilities. Dr, Hardy had a lot to do with the development of Caswell. He had a daughter that was mentally retarded, it was then when he realized he needed a school for the “feebleminded.” In 1914, The Stroud House, which is no longer used to my knowledge, was home to 15 young women known as the first admissions.

EREPORT # 18782 stated the following: The incident happened on 1/20/2016, evening. Joshua stated that his adoptive mother choked him when he accidentally closed the door on her foot in the doorway. When she heard her husband walking into the room, she turned on Joshua and said for him to stop - as if he had tried to harm her. I found out about the situation because the student confided. The child told the school personnel. This couple holds a current DHS Foster Home license. They have previously had children removed from the home due to similar incidents. (Leah & John Stanley, former foster children) Also, another foster child was removed this home last week because he had used a horse needle to stab another student while at school. (Christopher

As a former foster child once said, every child is innocent, therefore we need to, “Save them from the fear.” There are, on average, four out of five kids a day die from child abuse in these hazardous homes; while others worry about grades in school, these kids fear abuse. These children were put into these homes by the government because no one else “wants” them. The children never get a say on where they go.

Willowbrook was designed in 1958 as an idea to build a school for the developmentally disabled. The New York legislature approved more than 5 million dollars to purchase 375 acres of land in the Northern part of Staten Island. Thirty building were erected completely surrounded by woods. When it was finished in 1941 the World War II was ending and veterans were just returning home. Veterans Administration took over the building to care for their wounded. The temporary name was Halloran General Hospital. It wasn’t until 1951 that Willowbrook opened its doors as “Willowbrook State School for people with disabilities.” Within the first 4 years Willowbrook surpassed its capacity of 2,950 by housing about 3,600 residents. Parents during that time were pressured by society, doctors, and even the court system to place their children who did not meet society’s standards of “normal.” By 1965 Willowbrook housed over 6,000 residents. This institution had the highest population in all of New Your State of disabled people along with the highest population of African Americans and Puerto Ricans. More than 200,000 people with disabilities nation wide were dumped into different institutions. The first legislative social reform gave families no other choices. The Federal Government did not provide any assistance to help keep their children stay home. Willowbrook became a dumping ground for the developmentally disabled where they were subjected to deplorable conditions, abuse and even

Children were abused sexually, mentally, and physically regularly, for simple things such as speaking their native tongue. The abuse that the children withheld stood with them for life, causing them to have permanent trauma. Some of the students grew up with problems such as depression and anxiety disorders, as well as high-stress levels and PTSD. Many students left the residential schools with others conditions such as Tuberculosis, HIV and other STI’s. The source is wrong because it states that children were given better housing and better opportunities for the future ,where they were cared for when clearly, they were not cared for at

Kaysen was only eighteen-years-old on April 27, 1967 when she was first admitted into the medium-security ward of McLean. Her voluntary admission came after an attempted suicide using fifty aspirin. During her time in McLean, Kaysen received treatment in many forms including- medication, therapy and analysis. She met a variety of all suffering from different psychological and psychiatric illnesses. A few of these fellow patients include: Lisa, Georgina, Polly, Lisa Cody and Daisy to name a few. Not only does Kaysen share stories with these fellow patients, but she also discusses everyday routines. For example, she went into detail about the “checks” that occurred at five, fifteen and thirty minute intervals to ensure the safety of the patients. She also described the weekly trips to the ice cream shop. Kaysen also went into detail about the staff that worked at McLean, including head nurse Valerie who was the nurse patients felt the most comfortable with. It was clear from her anecdotes that McLean had become a sense of home for Kaysen.

Upon arrival, I spoke with visitor Robin Sharpe who slipped and fell while taking her grandson Caleb Barnette out of patient Brandan Barnette's room, 211. Ms. Sharpe stated that while visiting Mr. Barnette, Caleb began to become restless and she began to take him out to her car, resulting in Ms. Sharpe to slip and fall into the right hall corner of the nurse's station, landing on Caleb. Upon hearing Ms. Sharpe falling,Mr. Barnette came out of his room to assist her up. Mr. Barnette along with his assigned nurse, Tiffany Stamps, assisted both Ms. Sharpe and Caleb up from the floor in which they

I knew close to nothing and I was determined to discover more information before I turned this into an obsession of mine. Across the office were all of the files of cases, present and past, that ranged from the notorious mass murderer, Jeffrey Dahmer, to Al Capone. With luck, there would hopefully be a file on Curtley Sanitarium (REWORD THIS SENTENCE). I searched through all the files in alphabetical order until I came across a file with CURTLEY SANITARIUM written in bold with a confidentiality stamp across the top of the folder. The file was rather thin but it contained the information my mind craved to read. Inside were reports from numerous families with children as patients, complaining about the lack of communication between the doctors and families and reported cases of patients going missing while in recovery at Curtley. I slowly shut the folder with shaky hands. ‘How had no one heard of this place before, and why wasn’t anyone trying to shut down the facility?’ I thought to myself. Despite the strangeness of the place, I was still intrigued and as a lawyer I was driven to get to the bottom of the mystery of the hospital. The next day, I called my boss to inform him that I was taking a leave from work to travel to Oregon, but little did I know this absence would last longer than

My practicum placement took place at Lincoln High School, located in the Wisconsin Rapids School District. The school serves roughly 1,143 students, ranging from 10th-12th grade. In my practicum classroom, there were 16 students; the class was a mixture of students identified as having a sever Intellectual Disability (ID) and the 18-21 year-old program. The classroom was large, housing 5 tables, a full kitchen, handicapped bathroom, and attached access to the school sensory room. At times, the classroom was extended out into the community. This was most often witnessed when the class took the opportunity to go to lunch at a community restaurant (about once a month).

Due to the sudden birth rate, the country’s economic growth sank. Parents, who were unable to take care of their own, abandoned thousands of children, leaving them in state’s care. Children were also institutionalized into inhumane orphanages. These institutionalized children, who often had inadequate sanitation, nutrition, medical care and an ineffective nurturing environment, were at high risk for impaired health, development difficulties, behavioral aberrations and attachment problems. The orphanage director In the program ABC's 20/20 explained that the children were bound to prevent self-mutilation. It was a necessary measure, he said, “Because the facility did not have staffing to provide individual caretakers for each child and had little

On February 26th, I visited the Grandfather Home for Children with the intention of learning about the policies that affect children and adolescents in situations of family distress as well as the overall processes that this organization goes through. This facility is categorized as a residential service through the organization known as Children’s Hope Alliance (citation). The goal of this facility is to provide a safe space to children that are struggling with psychological issues where they can be assessed and treated in a way that will increase their future quality of life in the community and possibly with their families. This service is primarily funded through both state funding and private donations. Although with state funding, that

The Justice Department in 2016 informed State of Georgia are alleging of mistreated and segregated students with disabilities in the Georgia Network and Educational and Therapeutic Support program, which violated the Americans Disabilities Act (ADA). These students were housed in a tumbledown building that were once occupied as an all black school during the Jim Crow age (Judd, 2015). The Department of justice found that students were placed in building that are far from their normal peers, which prevent interaction between them. Judd (2015) found about 5000 students from various age group were place in a separate program from their non-disable peers. According to the Justice Department in 2016, segregating disable students prevent meaningful and therapeutic interaction with other peers. According to some parents and students whom were interviewed said the GNETS is in comparison to prison due to they were denies interaction with non-disable students and often felt confine. In order to address the illegal finding in segregation, the district of Georgia need to mandate laws that all children, including those with behavioral disabilities, must have equal opportunities in education, programs, support, and services, so these students can enjoy great therapeutic and integration with their peers (the Justice Department).