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Compare and contrast medical and social models of disabilities
Compare and contrast medical and social models of disabilities
Introduction of research methodology
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What are the effects on teenagers that grew up with older siblings with disabilities? The concepts included in this proposed research are, effects, teenagers, grew up with, and disabilities. According to Webster’s Third New International Dictionary, an effect is something that is produced by and agent or cause (Merriam-Webster, 1961). For this proposed research an effect will be any physical or mental differences, which is directly or indirectly caused through growing up with a disabled older sibling, between teenagers who fit this criterion and teenagers who do not. Teenagers, for this proposed research, will be defined as anyone from the age of 13 to the age of 18. Grew up with, will mean the disabled older sibling was living in the same home as the studied individual at their time of birth, continued to live in the same home with the studied individual for at least twelve years, and had frequent interactions with the studied individual throughout the twelve years. For this proposed research, disabled siblings will include anyone has the inability to be independent due to a birth defect, and will never be able to gain the skills necessary to become independent in the future. In Disabilities Vol. 2 a theory is presented on the effects experienced by the siblings of autistic children. This theory states that parents of children with autism typically give more time and energy to their autistic child than their other children. It also theorizes that although no formal expectations of the non-autistic child are established, they feel a responsibility to take over the role of care giver for the autistic sibling once the current care givers, in this case the parents, are gone. Another theory presented in this publication is... ... middle of paper ... ...oped mentally their comprehension level of what will be asked of them, may be low enough to effect answers to questions or behavior in un-desired ways. Lastly a huge limitation is other variables, data and results could possibly be skewed by other variables that effect teens, and happen to be present in many of the families studied. Works Cited Hogan, D. (2012). Family Consequences of Children's Disabilities. New York: Russell Sage foundation. Houghton Mifflin Harcourt. (2013). Three Major Perspectives in Sociology. Retrieved from Cliff Notes: http://www.cliffsnotes.com/sciences/sociology/the-sociological-perspective/three-major-perspectives-in-sociology Marshall, C. A., Kendall, E., Banks, M. E., & Gover, R. S. (2009). Disabilities Vol. 2. Westport: Greenwood Publishing Group, Inc. Merriam-Webster. (1961). Webster's Third New International Dictionary.
What comes into one’s mind when they are asked to consider physical disabilities? Pity and embarrassment, or hope and encouragement? Perhaps a mix between the two contrasting emotions? The average, able-bodied person must have a different perspective than a handicapped person, on the quality of life of a physically disabled person. Nancy Mairs, Andre Dubus, and Harriet McBryde Johnson are three authors who shared their experiences as physically handicapped adults. Although the three authors wrote different pieces, all three essays demonstrate the frustrations, struggles, contemplations, and triumphs from a disabled person’s point of view and are aimed at a reader with no physical disability.
Dillon, P., & Grammer, E. (2001). Success stories of students with disabilities noted in new book. Science, 294(5543), 879.
I was responsible for implementing intervention for one child with autism, while also working with his typically developing sibling and interacting with their parents. Often times, this child had temper tantrums which taught me to quickly and effectively respond to his outbursts. This hands-on experience expanded my understanding as to how people adapt to a lifestyle when they have a family member that is not typically developing. Having the parents’ approval and trust in working with their child showed me the crucial importance of having a strong connection with individual
‘“Now it’s my turn to make it better for generations that come after, which is why I’ve become, involved in disabilities issues”’ (Open University, 2016a).
This Clinical Research Paper defines autism, the various impacts of the disorder, and the theories that can be applied to this type family dynamic. The basis of this research project stems from the semi- structured interviews that Ashley Hartmann conducted. She studied half on the perspectives of the siblings and that of the parent’s perspective and discovered various themes that arose from this study. In findings a total of 12 themes emerged between the siblings and parents; in the sibling interviews; knowledge of Autism, affect on relationships, feelings of sibling’s autism diagnosis, future care for sibling, meaning, acceptance and advice and extended family. In the parent’s interviews, feelings around autism, knowledge around autism, life changes, affect on relationships, support systems and acceptance, meaning and advice. She also highlights the stress that affects the family system, but also reveals the many resources and services to better assist these individuals and their family.
ASD individuals may find it hard to communicate and socialize with others around them. However, because each child is unique, they have their own unique abilities and ways of responding to new experiences. Other issues children with ASD have include; anxiety, sleeping problems, and learning disabilities. Those who are diagnosed with ASD or any other disability are usually judged and bullied. In the documentary Violet’s mother says she is afraid of her child being labeled and underestimated because she is diagnosed with autism. A child’s disability can also affect their family members. Family members may have a difficult time understanding and getting to know the autistic child in order to provide for them. They struggle to find interventions such as treatment and therapy for them, the right medical care, and trying learn to cope with all this. At times parents and caregivers can also feel stressed or irritated knowing they have to fulfill all of the child’s needs. Siblings on the other hand, may find it unfair that the autistic child gets the most attention and
Sibling relationships, which play such a critical role in a child’s overall development, take on special significance when one of the siblings has a disability (Gallagher, Powell & Rhodes, 2006). Often, as children develop, they may choose behaviors they experienced at home, while others emulate the socialization in which they were so familiar. Regardless of how the socialization plays out, it is an influential factor in the way adults live. The relationship a child develops with his or her parents can serve as a model for subsequent relationship with siblings. Whiteman, Becerra, & Killoren (2009), found research to support that a theory of sibling influences: sibling social learning is directly linked to how siblings develop similar and different attributes, attitudes, and behaviors. These demonstrations that children perform for a sibling can provide them with the skills and habits necessary for participating in today’s society. However, many different circumstances can affect this performance in siblings. Factors include parent divorce, a loss of a family member and a child with a disability. (Conger, Stocker, McGuire, 2009).
The Sibling Society by Robert Bly is a moving call for the rediscovery of adulthood. It is not about siblings in a family. Robert Bly has used the term “sibling society” as a metaphor to suggest that we are in a culture that doesn't look up to parents or to grandparents. What are these siblings like? The description of the “sibling society” builds throughout the book. They are a society of half-adults who lack dedication to causes, justices and caring. At what point do they become full-fledged adults? We are all perpetual half-adults pursuing our own pleasure. This pleasure has become the disease of our society. The need to stay young for adults has corrupted our society.
The number of children that display autistic traits keeps rising and the need for services is at an all-time high. Out of 10,000 children born, 60 to 100 children and families will be affected by autistic spectrum disorder (Gulberg, 2010). Autism is characterized by a lack of connection to other people, even parents, and an avoidance of interpersonal situations (Feldman, 2011). Children with autism also show limited, repetitive and stereotypical patterns of behavior, interest, and activities. Not one child with autism is the same as the next; each child has their own severity and indicators of autism. A child with intellectual disabilities and a gifted child can both be given the diagnosis of being on the autism spectrum, because of the wide range of severities. Many of these children will not attend special schools, but instead be included in the general education population by inclusion. Inclusion has been found to have a number of benefits for children with autism. In addition, negative perspectives have also come into play when discussing autism and inclusion. Furthermore, parents have the right to make decisions for their child on an individual basis.
Routines are related to family health; however, following routines in the families of children with autism are difficult due to factors associated with the child such as lack of flexibility, problematic behaviors and sensory-processing problems, factors associated with carers, such as parents anxiety or marital problems and environmental factors such as the lack of access to autism healthcare services in less populated and remote areas and parents of children with autism face the challenge of creating and maintaining the routines. The placement of a child with autism at the center of family structure and activities and the formation of the entire family's life around the child, causes autism to control the daily lives of families. A significant portion of the daily life of the family is linked to the needs of the child with autism.
In his 1943 paper, he stated that the eleven children with “autistic disturbances of affective contact” appeared intelligent but showed obsessive behavior. He documented every move that each child made in an attempt to diagnose and effectively control the condition. He concluded that Kanner continued to work with the eleven children and after three years, he made observations that the autistic children were exposed to parental coldness right from the start. As a result, they developed an obsessive behavior and mechanical type of materialistic attention. In the whole study group, there were very few parents who were warmhearted to their children.
Shah, Sonali. “Podium: Don’t hold back the disabled.” 6 January 1999. COMMENT pg. 4. 4 November 2008.
Galbally, R. (2009, August 10). No longer shut away, people with a disability still shut out [Press release]. Retrieved from
Students with developmental disabilities face many challenges in receiving a quality and appropriate education. Jobs for people with developmental disabilities continues to be a serious issue because wages, training and supports lack significantly. Health care issues are a major concern for people with developmental disabilities and their families, as they fight with discrimination, quality of care and affordability. Housing is also an issue that people with developmental disabilities are fighting for. There is a lack of funding for Section 811 Housing, and they are struggling to find safe, disability accessible and affordable households. They often need long term care to address their health conditions and they struggle to get the appropriate care they need, where they are then placed on waiting lists or are given the option of institutional care. Many people with developmental disabilities depend on their Social Security programs to live, but most of the programs fail to meet their needs. Advocates need be knowledgeable on all of these issues and what is available to the individual to help
French, S. & Swain, J. 2008. Understanding Disability: A Guide for Health Professionals. Philadelphia: Churchilll Livingstone Elsevier: 4