This monograph presents principles and insights drawn from interviews and scholarly sources on the development of friendships between persons with disabilities and the nondisabled. Vignettes at the end of each chapter illustrate the chapter's principles. The first chapter looks at why friends are important and discusses intimacy and affection, feeling valued, companionship, taking risks, breaking away from services, support and advocacy, and friendship's contribution to a normal life. The next chapter looks at obstacles to friendship. These include misperceptions, few opportunities to develop friendships (e.g., how services may be an obstacle to developing friendships and may contribute to role confusion); inadequate supports; and other aspects of friendship such as the qualities of friendship, reciprocating friendship, conditions enhancing friendship, availability, and chemistry. The fourth chapter looks at different approaches to building friendships. Discussed are a University of Alberta matching program, a British Columbia program fostering community development with self advocacy, the use of social networks to build friendships and bridges to the community (e.g., being in integrated settings, finding bridgers, and building bridges for disabled individuals to their communities). Includes 79 references. (DB)
This examination of the use of aversive techniques as a form of "therapy" for people with mental handicaps includes 12 articles by specialists who argue that the use of aversive procedures is socially, ethically, legally, and scientifically untenable as well as 3 ancedotal case studies by a patient advocate and 2 personal accounts by persons who have suffered from aversive therapies, one of them a patient and the other a parent. The 12 articles have the following titles and authors: "Aversive Conditioning: Necessity or Failure?" (Tim Stainton); "The Use of Aversives: One Psychologist's Viewpoint" (Carole Sinclair); "Redefining the Problem: An Alternative View of Difficult Behavior" (Douglas Logan); "My Sister Kelly" (Mary Collins); "The Efficacy of Behaviour Modification Techniques for Persons Labelled Mentally Handicapped" (Bill Downer); "Aversive Therapy" (Dot Ewen); "This May Hurt a Bit" (Orville Endicott); "'The Therapy of Despair': A Family Medicine Perspective" (Yves Talbot); "Legal Advocacy and the Use of Aversives" (Brian Weagant and Dorothy Griffiths); "Aversives: Differential 'Treatment' for People with a Mental Handicap" (S. Dulcie McCallum); "Equality Rights and Aversive Therapy" (Catherine Frazee); "A Self-Advocate's Perspective" (Pat Worth). The personal accounts are: "Something I Would Like To Forget," by Peter Park, and "Speaking as a Parent," by Margaret Price. The three case studies, by Jill Leach, each concern an individual in successful transition from a punitive institutional environment to "living in the community." (DB)
This collection of readings contains discussions of current professional debates on the issue of integrating students with disabilities, as well as stories of children's and families' experiences with integration and segregation, descriptions of Canadian school districts that have created model integration programs, and essays about new ways of planning for students. Titles and authors of selected papers include: "A Crime against Childhood--Uniform Curriculum at a Uniform Rate: Mainstreaming Re-examined and Redefined" (Donald Little); "Integration: Being Realistic Isn't Realistic" (Norman Kunc); "With a Little Help from My Friends: The Integration Facilitator at Work" (Annmarie Ruttimann and Marsha Forest); "One System, One Purpose: The Integration of Special and Regular Education" (William Stainback and Susan Stainback); "Keys to Integration: Common Sense Ideas and Hard Work" (Marsha Forest); and "A Two-Way Street: Integration through Peer Support" (Aleda O'Connor). Several articles describe integration in particular regions or school districts in Canada, focusing on Edmonton, Alberta; Mississauga, Ontario; New Brunswick; Northwest Territories; Hamilton-Wentworth, Ontario; and Waterloo, Ontario. Two articles describe the development of support circles to assist in the integration of students with disabilities: "The Circle: Making a Dream Come True" (Annmarie Ruttimann Hoskins) and "Circles" (Judith Snow and Marsha Forest.) (JDD)
This parent guide and accompanying discussion guide were developed to help parents of children with mental handicaps learn how to teach their sons and daughters about relationships and sexuality. The book is written from the point of view that sexuality education involves three things: developing self-esteem, teaching social skills, and giving sexual information about bodies and feelings. It contains ideas that help parents to talk to their chid about body changes and sexual feelings and gives facts about varieties of sexual expression. It encourages parents to talk about sexual issues in the context of the family's values. The book contains chapters on making decisions about marriage, parenthood, sex without marriage, and birth control. It also offers facts about sexually transmitted diseases and sexual abuse. A section of additional readings lists 14 English-language items for parents, 22 English-language items for children and youth, 11 French-language items for parents, and 15 French-language items for children and youth. The accompanying discussion guide is designed to facilitate discussion by small groups of parents. It offers discussion points and group exercises for seven sessions which are correlated with chapters in the parent guide. (JDD)
The manual offers a process and suggestions to help support groups working to make disabled individuals less dependent on professional recreationists and segregated programs. The manual is divided into 10 steps and can be completed in a 1-day meeting or over a period of weekly meetings. Step 1 focuses on leisure, what it is and how it happens. Step 2 helps the group to establish goals for the future with the supported person. Step 3 takes the group through the difficulties possibly encountered in achieving the goal; Steps 4, 5, and 6 all examine aspects of the connections between friendship and leisure. Step 7 focuses on a plan which allows for the individual's needs, strengths, gifts and desires. Step 8 takes the group from planning to action, while Step 9 looks at the group's own future roles and directions. The final step, 10, is a concluding exercise and considers ramifications of achieving the plan. The book ends with a number of resource lists. Includes 8 references. (DB)
This report evaluates how effective the brokerage system operated by the Community Living Society in Vancouver (British Columbia) has been in meeting the needs of individuals with a mental handicap living in the community. The program stresses service brokerage, a mechanism to deliver the planning resources required to arrange and purchase community services, and individualized funding, under which individuals receive funding directly or have status in determining how funding will be spent on their behalf. Chapter 1 presents a framework for evaluation and identifies the decision-making criteria used in the study involving 20 interviews. Chapters 2 through 6 examine the impact that service brokerage and individualized funding have had in terms of each of these criteria. Accordingly, Chapter 2 examines access to planning resources; Chapter 3, access to funding according to individual need; Chapter 4, accountability to individuals in decision-making; Chapter 5, the range of alternatives for community-based services; and Chapter 6, securing the status of individuals' close family and friends in the decision-making process. Chapter 7 assesses the applicability of service brokerage and individualized funding to other groups, and Chapter 8 outlines conclusions. Among appendixes are details of the study methodology and an article, "Individualized Funding in Relation to the Canada Assistance Plan," by Sherri Torjman. Includes 37 references. (DB)
This book examines disability related housing and support services in Canada. It describes the major sources of funding supporting these services and analyzes associated problems. A variety of policy options for improving the availability and quality of disability-related housing and support services is offered. The first chapter briefly describes the focus of the study and the second one describes funding arrangements including funding auspices and methods of transferring funds. Covered in chapter 3 on funding sources are programs funded by the Canada Mortgage and Housing Corporation (e.g., the Residential Rehabilitation Assistance Program, the Rent Supplement Program, the Non-Profit Housing Program, and the Cooperative Housing Program); the Canada Assistance Plan; and other established programs. Discussed next is the interaction of funding sources. Chapter 5 provides an analysis of such topics as fragmentation of service, restrictive criteria, rigid rules, lack of service, residual orientation, service income linkages, administrative barriers, attitudinal barriers, standards, lack of control, lack of privacy, and need for changes. Chapter 6 identifies policy options in the areas of affordable housing, support services, and personal supports. Recommended are more funds for the provision of generic services, increased funding for housing assistance programs, and restructuring of funding arrangements. (DB)
This parent guide and accompanying discussion guide were developed to help parents of children with mental handicaps learn how to teach their sons and daughters about relationships and sexuality. The book is written from the point of view that sexuality education involves three things: developing self-esteem, teaching social skills, and giving sexual information about bodies and feelings. It contains ideas that help parents to talk to their chid about body changes and sexual feelings and gives facts about varieties of sexual expression. It encourages parents to talk about sexual issues in the context of the family's values. The book contains chapters on making decisions about marriage, parenthood, sex without marriage, and birth control. It also offers facts about sexually transmitted diseases and sexual abuse. A section of additional readings lists 14 English-language items for parents, 22 English-language items for children and youth, 11 French-language items for parents, and 15 French-language items for children and youth. The accompanying discussion guide is designed to facilitate discussion by small groups of parents. It offers discussion points and group exercises for seven sessions which are correlated with chapters in the parent guide. (JDD)
The 15 papers in this collection present a Canadian perspective on providing services to children with disabilities in regular classes and schools. The papers are grouped into three sections: Philosophical, Legal and Historical Overview; Parent and Self-Advocacy; and Innovations and Practical Applications. Chapters have the following titles and authors: "Changing Special Education Practice: Law, Advocacy and Innovation" (Gordon L. Porter and Diane Richler); "Inclusive Education as Social Policy" (Diane Richler); "Education: A System of Social Disempowerment" (Marcia H. Rioux); "Access to Equality in Education: The Power of Parents" (S. Dulcie McCallum); "Principles of Change: A Parent's Perspective on the Education System" (David Jory); "The Road to Inclusion: One Family's Story" (Alene Steinbach); "A Will To Learn: The Experiences of a Self-Advocate in the Education System" (Marcia Marcaccio); "The Methods and Resource Teacher: A Collaborative Consultant Model" (Gordon L. Porter); "Leading the Way: The Role of School Administrators in Integration" (Darlene E. Perner); "The Role of the Classroom Teacher" (Margaret Murray); "Implementing Multi-Level Instruction: Strategies for Classroom Teachers" (Jean Collicott); "Problem Solving Teams: A Thirty-Minute Peer-Helping Model" (Gordon L. Porter et al.); "Student to Student: Curriculum and the Development of Peer Relationships" (Julie Stone and Charlotte Campbell); "Beyond Behaviour: A Case of Social Intervention Strategies for a Student with Challenging Behaviours" (Brian Kelly and Jeff den Otter); "On Campus: Integrated Post-Secondary Education" (Melanie Panitch). (80 references) (DB)
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