The disability rights movement is a global social movement that seeks to secure equal opportunities and equal rights for all people with disabilities.
Developmental disability is a diverse group of chronic conditions, comprising mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.
The Rehabilitation Act of 1973 is a United States federal law, codified at 29 U.S.C. § 701 et seq. The principal sponsor of the bill was Rep. John Brademas (D-IN-3). The Rehabilitation Act of 1973 replaces preexisting laws to extend and revise the authorization of grants to States for vocational rehabilitation services, with special emphasis on services to those with the most severe disabilities, to expand special Federal responsibilities and research and training programs with respect to individuals with disabilities, to establish special responsibilities in the Secretary of Health, Education, and Welfare for coordination of all programs with respect to individuals with disabilities within the Department of Health, Education, and Welfare, and for other purposes.
Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
The term self-advocacy, which means speaking up for oneself and one's interests, is used as a name for civil rights movements and mutual aid networks for people with intellectual and developmental disabilities. The term arose in the broader civil rights movements of the 1960s and 1970s, and is part of the disability rights movement. Today there are self-advocacy organizations across the world.
Supported living or supportive living refers to a range of services and community living arrangements (CLAs) designed with individuals with disabilities and their families to support disabled citizens to attain or retain their independence or interdependence in their local communities. Supported living is recorded in the history of the NASDDDS, celebrating its 50th Anniversary. Community Supported Living Arrangements (CSLA) was a landmark federal multi-state demonstration to illustrate the federal role in community living in the US. Supported living is considered a core service or program of community living programs funded through federal-state-local partnerships.
A group home, congregate living facility, care home, adult family home, etc., is a structured and supervised residence model that provides assisted living and medical care for those with complex health needs. Traditionally, the model has been used for children or young people who cannot live with their families or afford their own homes, people with chronic disabilities who may be adults or seniors, or people with dementia and related aged illnesses. Typically, there are no more than six residents, and there is at least one trained caregiver there 24 hours a day. In some early "model programs", a house manager, night manager, weekend activity coordinator, and four part-time skill teachers were reported. Originally, the term group home referred to homes of 8 to 16 individuals, which was a state-mandated size during deinstitutionalization. Residential nursing facilities, also included in this article, may be as large in 2015 as 100 individuals, which is no longer the case in fields such as intellectual and developmental disabilities. Depending on the severity of the condition requiring one to need to live in a group home, some clients are able to attend day programs and most clients are able to live normal lifestyles.
The Council on Quality and Leadership offers accreditation, training, certification, research, and consultation services to agencies.
Supported employment refers to service provisions wherein people with disabilities, including intellectual disabilities, mental health, and traumatic brain injury, among others, are assisted with obtaining and maintaining employment. Supported employment is considered to be one form of employment in which wages are expected, together with benefits from an employer in a competitive workplace, though some versions refer to disability agency paid employment. Companies such as Skilcraft in the United States are an example of "supported employment" which is defined in law for state and federal reimbursements.
Intellectual disability (ID), also known as general learning disability in the United Kingdom and formerly mental retardation, is a generalized neurodevelopmental disorder characterized by significantly impaired intellectual and adaptive functioning. It is defined by an IQ under 70, in addition to deficits in two or more adaptive behaviors that affect everyday, general living. Intellectual functions are defined under DSM-V as reasoning, problem‑solving, planning, abstract thinking, judgment, academic learning, and learning from instruction and experience, and practical understanding confirmed by both clinical assessment and standardized tests. Adaptive behavior is defined in terms of conceptual, social, and practical skills involving tasks performed by people in their everyday lives.
The Kessler Foundation, established in 1985, is a public charity in the United States supporting people with disabilities. Kessler Foundation has its roots in the Kessler Institute, founded in 1949 to improve medical outcomes and employment of people disabled by brain or spinal injury. Kessler Foundation conducts rehabilitation research with the goal of increasing function for cognition, mobility, and long-term outcomes, including employment, for people with neurological disabilities caused by diseases and injuries of the brain and spinal cord.
Customized employment (CE) is a way of personalizing the employment relationship between a candidate and an employer in order to meet the needs of both. It applies in particular to employees with disabilities. The individual employee's skills, interests and needs are identified in a process of "discovery", and job content and environment are tailored to these in a process of negotiation.
Frank R. Rusch is an American educational psychologist. He researches self-instructional strategies, coworker and natural supports, benefit-cost analysis, and model program evaluation as well as his contributions to the conceptualization and implementation of supported employment and secondary transition services. His contributions to supported employment include the establishment of the first "supported work" model in the fall of 1975 at the University of Washington while a doctoral student.
Community integration, while diversely defined, is a term encompassing the full participation of all people in community life. It has specifically referred to the integration of people with disabilities into US society from the local to the national level, and for decades was a defining agenda in countries such as Great Britain. Throughout recent decades, community integration programs have been increasingly effective in improving healthcare access for people with disabilities. They have been valued for providing a "voice for the voiceless"
The Virginia Commonwealth University (VCU) Center for Rehabilitation Science and Engineering (CERSE) is a comprehensive, interdisciplinary, University-approved Center of Excellence furthering the science and serving the needs of persons with disabilities. CERSE is administrated and coordinated by the Department of Physical Medicine and Rehabilitation, funded through the VCU Office of Research, the School of Medicine, the Department of Physical Medicine and Rehabilitation (PM&R), and the Virginia Department of Rehabilitative Services (DRS). CERSE serves as the mechanism for coordination, consolidation, and support of evidence based disability research endeavors from multiple schools and departments at VCU and a number of affiliate organizations. In partnership with the clinical services provided through the VCU Medical Center, the Hunter Holmes McGuire VA Medical Center (VAMC), Sheltering Arms Rehabilitation Programs, VCU Children’s Hospital of Richmond, the U.S. Navy, the U.S. Marine Corps and other affiliated programs, CERSE has brought together researchers, clinicians, rehabilitation specialists, therapists, and academicians from the numerous backgrounds and specialties. These collaborations optimize resources, avoid duplication of effort, and increase the capacity to successfully compete for high-level grant and foundation funding. CERSE is currently composed of seven Research Cores built on the strength of existing disability research and training:
- Neurorehabilitation
- Musculoskeletal and Pain Rehabilitation
- Employment and Economic Outcomes
- Defense and Veterans Rehabilitation
- Pediatric Rehabilitation
- Rehabilitation Engineering and Technology
- Health Disparities
Michael Lee Wehmeyer is the Ross and Marianna Beach Distinguished Professor in Special Education in the Department of Special Education at the University of Kansas. His research focuses on self-determination and self-determined learning, the application of positive psychology and strengths-based approaches to disability, and the education of students with intellectual or developmental disabilities. He is Director and Senior Scientist at Kansas University's Beach Center on Disability. He formerly directed the Kansas University Center on Developmental Disabilities.
Family support is the support of families with a member with a disability, which may include a child, an adult, or even the parent in the family. In the United States, family support includes "unpaid" or "informal" support by neighbors, families, and friends, "paid services" through specialist agencies providing an array of services termed "family support services", school or parent services for special needs such as respite care, specialized child care or peer companions, or cash subsidies, tax deductions or other financial subsidies. Family support has been extended to different population groups in the US and worldwide. Family support services are currently a "community services and funding" stream in New York and the US which has had variable "application" based on disability groups, administrating agencies, and even, regulatory and legislative intent.
Eloísa García Etchegoyhen (1921-1996) was a pioneering Uruguayan educator and disability rights activist. She not only created the first educational facilities in Uruguay to teach those with disabilities, but she developed job placement programs and parent support groups to help children integrate into the larger society. She spearheaded training for teachers and psychologists leading to the creation of research programs into the cause of intellectual disability and led a public awareness campaign to encourage acceptance of disabled people by their families and communities. She began the first school for students with multiple disabilities and began the first pre-school for early assessment and intervention for disabled children in Uruguay. She brought the Special Olympics to Uruguay and worked throughout Latin America and the Caribbean for inclusive policies for disabled citizens.
In previous years, students in the United States who have been diagnosed to have intellectual disabilities (ID) cannot have access or have difficulty having access to post-secondary education (PSE). One significant reason why these students have been marginalized from continuing their education is their being denied federal student aid. Many were disqualified due to the lack of having a high school diploma while others were not able to pass standardized tests which should indicate if their claim to secure aid is justified. With the legislation of the Higher Education Opportunity Act of 2008, students with ID can now qualify for student grants and work-study programs.
Arie Rimmerman is an Israeli academic in disability policy research. As of 2018, he is the Richard Crossman Professor of Social Welfare and Social Planning at the University of Haifa, Israel and was the founder Dean of the Social Welfare and Health Sciences faculty. He has been a distinguished Professor at the Newhouse School of Public Communication, Syracuse University, and has also lectured at Harvard University, University of Pennsylvania, and Charles University, Prague.
