Approximately 2.5 million people in the United States--one percent of the population--have an intellectual disability (previously referred to as mental retardation). These conditions range from genetic disorders such as Down syndrome to disabilities caused by infectious diseases and brain injury. Intellectual Disability: A Guide for Families and Professionals, by one of the country's foremost authorities on intellectual disability, is a comprehensive resource that will be of importance to anyone with a personal connection to a child or adult with a neurodevelopmental disorder.
Emphasizing the humanity of persons with intellectual and related developmental disabilities, psychiatrist and pediatrician James Harris provides essential information on assessment and diagnosis of intellectual disability, treatments for specific disorders, and ways to take advantage of the wide array of services available today. The focus throughout is on the development of the person, the positive supports necessary for self-determination, and, to the extent possible, independent decision making. Harris also surveys historical attitudes toward intellectual disability, the medical community's current understanding of its causes and frequency, and the associated physical, behavioral, and psychiatric conditions (such as seizure disorder, depression, and autism) that often accompany particular types of intellectual disability. The book addresses legal, medical, mental health, and research-related issues as well as matters of spirituality, highlighting the ways in which individuals with intellectual disability can meaningfully participate in the spiritual lives of their families and their communities. Each chapter ends with a series of key points to remember, and the book concludes with a list of additional resources of further interest.
Intellectual Disability is a must-read for parents and families of those with neurodevelopmental disorders, providing guidance and essential information to help their family members effectively, and to make a significant, positive difference in their lives now and in the future.

Efforts to reduce discrimination and increase diversity on campuses, coupled with shrinking budgets causing administrators to devote more resources toward recruiting and retaining students with disabilities, are fuelling an explosion of research in the area of inclusive education. An important focus that has been largely neglected is the place of teachers with disabilities in academe. International Perspectives on Teaching with Disability brings together 25 multi-disciplinary scholars with disabilities from Africa, Canada, the Caribbean, the UK, Israel and the United States to share their struggles and successes in teaching with disability. The 18 chapters are written largely from autoethnographic perspectives grounded in solid academic research but full of anecdotes and self-reflexive narratives that provide insights into the lived experiences of the authors. Woven into the narratives are discussions of the complexities of self-disclosure and self-advocacy; the varied-and often problematic-ways disability is experienced, perceived and discussed in society and in the classroom; the challenges of navigating academe with disability, the value of disability pedagogy, the positive student outcomes achieved by teaching through disability, as well as practical applications and lessons learned that will benefit educators, administrators and students preparing to become teachers. This book is written to champion the integral place and role of disabled educators in academe. Current educators with disability will be affirmed. Those with disability aspiring to become teachers will be encouraged. Temporarily able-bodied administrators and educators will be challenged. Everyone will be informed. This book will be a welcome addition to reading lists in a wide array of academic fields including: Education, Pedagogy, Disability Studies, Human Resources Management, and Sociology.

* This anthology has been curated by a seasoned playwright, academic, director and actor who has lived experience of being deaf. * Would be recommended reading in deaf studies and deaf culture courses across the world. * This book is the first anthology of its kind.

"To think of PDA as merely involving demand avoidance is to me akin to thinking of tigers as merely having stripes." This book is a unique window into adult Pathological Demand Avoidance (PDA), exploring the diversity of distinct PDA traits through the voices of over 70 people living with and affected by the condition. Sally Cat, an adult with PDA, has successfully captured the essence of a popular online support group in book form, making the valuable insights available to a wider audience, and creating a much-needed resource for individuals and professionals. Candid discussions cover issues ranging from overload and meltdowns, to work, relationships and parenting. This is a fascinating and sometimes very moving read.

Locates social attitudes towards blindness in a personal and cultural landscape. Is interdisciplinary in its crossing of lines among education, the humanities, and the social sciences. Includes case-studies from Canada, Cyprus, India, Indonesia, Italy, Poland, the United States, the United Kingdom, South Africa, South America, and Spain.

No matter how high-functioning children with autism or Asperger's may be, they are going to have trouble with their sensory issues. Enter Jennifer McIlwee Myers, Aspie at Large Co-author of the groundbreaking book "Asperger's and Girls," Jennifer's personal experience with Asperger's Syndrome and SPD makes her perspective doubly insightful. Jennifer's straightforward and humorous delivery will keep caregivers turning the page for the next creative solution

The social position of learning disabled people has shifted rapidly over the last 20 years, from long-stay institutions, first into community homes and day centres, and now to a currently emerging goal of "ordinary lives" for individuals using person-centred support and personal budgets. These approaches promise to replace a century and a half of "scientific" pathological models based on expert assessment, and of the accompanying segregated social administration which determined how and where people led their lives, and who they were. This innovative volume explains how concepts of learning disability, intellectual disability and autism first came about, describes their more recent evolution in the formal disciplines of psychology, and shows the direct relevance of this historical knowledge to present and future policy, practice and research. Goodey argues that learning disability is not a historically stable category and different people are considered "learning disabled" as it changes over time. Using psychological and anthropological theory, he identifies the deeper lying pathology as "inclusion phobia", in which the tendency of human societies to establish an in-group and to assign out-groups reaches an extreme point. Thus the disability we call "intellectual" is a concept essential only to an era in which to be human is essentially to be deemed intelligent, autonomous and capable of rational choice. Interweaving the author's historical scholarship with his practice-based experience in the field, Learning Disability and Inclusion Phobia challenges myths about the past as well as about present-day concepts, exposing both the historical continuities and the radical discontinuities in thinking about learning disability.

This practical resource is designed to help professionals, parents, and carers on their journey to independence with children and young people with vision impairments. Building on the ideas and practices introduced in Supporting Life Skills for Young Children with Vision Impairment and Other Disabilities, this book addresses middle childhood, the period from when the child starts school, through to the onset of puberty. It offers a wealth of practical strategies and activities to enhance key skills, including personal safety, advanced dressing, personal hygiene, dealing with puberty, social skills, time, money and organisational skills, eating, drinking and food preparation skills, and the transition to secondary school. This book: Addresses the main independent living skills areas for vision impaired children in middle childhood, by providing simple explanations of skills and offering practical strategies and techniques to support progression onto the next stage Is written in a fully accessible style, with photocopiable pages and additional downloadable eResources Provides a variety of documentation to chart the child's development and show progress over time This invaluable resource puts the changes that occur during middle childhood into context and will help busy professionals, families and carers start preparing children with a vision impairment for adulthood, allowing them to become confident and independent individuals.

First published in 1985, this book considers the financial consequences of parents and other relatives caring for severely disabled children at home. At the time of publication little reliable information was available on the costs incurred by 'informal carers', which this book set to rectify. The volume interweaves hard statistical material about money with the detailed personal responses of parents. It examines the claim that disablement in a child reduces parents' earnings while simultaneously creating an extra expense. The author compares the incomes and expenditure patterns of more than 500 families with disabled children and 700 control families of the time showing that the financial effects of disablement in a child can be far-reaching and pervasive. This book discusses contemporary policy implications of these findings in a chapter dealing with the rational for compensating families with disabled children, and in the final chapter. Although the book was original published in 1985, it references issues that are still important today and, whilst its main concern is families with disabled children, it will also be useful to anyone caring for other kinds of dependent people, such as the elderly.

First published in 1990, this book was the first informed study to focus on care within the voluntary sector. Written with the child in mind, it is a sensitive work which explores the administration, strategy, and problems facing carers in children's homes, at that time. Centring on small, community-based facilities, the authors discuss the processes involved in setting up and running such facilities. They examine the difficulties of evaluating progressive services that are influenced by the philosophy of normalisation, and highlight the lessons from which other providers of services are able to learn. Written by experienced researchers with contributions from service managers, Normalisation in Practice offers pragmatic advice on managing innovation efficiently without neglecting the needs of the child. Detailed interviews are combined with theoretical insight to provide an important guide for students and practitioners and a model for academics undertaking evaluative research. Although written at the start of the 1990s, this book contains discussions and material that are still very relevant to the subject today.

First published in 1986, this study explores the increased public concern with policies of 'community care' and their effects on informal carers, at that time. It looks at the widespread evidence that one particular group of informal carers- parents looking after their severely disabled child- lack information, advice and a co-ordinated pattern of supporting services. The author, who carried out research on disabled children and their families for a number of years, describes in detail a low-cost experimental project in which specialist social workers set out to remedy these shortcomings. Drawing on the results of this particular study, the author argues strongly for widespread assignment of 'key' social workers to this and other groups of informal carers. Despite being written in the mid-1980s, this book discusses topic that will still be of interest and use today.

First published in 1989, this book is about integrating or mainstreaming policies, looking specifically at how to improve circumstances for schoolchildren with disabilities or handicaps, and their teachers. The author draws on her experiences, both within and outside the academic institution, to conceptualise and theorise policy, so as to place this policy in a political framework and locate it in a wider model of social life. This model is then used to disentangle the nature and effects of policy practices surrounding integration and mainstreaming, looking at practice in various parts of Europe, the US and Australia, at that time. Although written at the end of the 1980s, this book discusses topics that are still relevant today.

Deep inside everyone, a red beast lies sleeping. When it is asleep, the red beast is quite small, but when it wakes up, it begins to grow and grow. This is the story of a red beast that was awakened. Danni is in the school playground when his friend, Charlie, kicks a ball that hits him in the stomach, waking up the sleeping red beast: `I hate you - I'm gonna get you!'. The red beast doesn't hear the teacher asking if he's okay. It doesn't see that Charlie is sorry - how can Danni tame the red beast? The second edition of this vibrant fully illustrated children's storybook is written for children aged 4-9, and has been updated with inclusive up-to-date language and new illustrations to make sure every child's red beast can learn to be tamed! This is an accessible, fun way to talk about anger, with useful tips about how to 'tame the red beast' and guidance for parents on how anger affects children who struggle to regulate their emotions.

A thorough and comprehensive guide for both education professionals and those affected by dyslexia, this book is predominantly a guidebook. It includes lots of practical advice and is based on the authorsa (TM) sound knowledge of current theory and practice.

It includes:

• photocopiable materials
• contact and reference details
• personal organisation advice
• ways forward for potential problems
• information on secondary or associated difficulties.

For people with ASDs, depression is common, and has particular features and causes. This outstanding book provides a comprehensive review of these aspects, and an effective self-help guide for anyone with an autism spectrum disorder (ASD) affected by depression. Written by the leading experts in the field, the book explains and describes depression, the forms it can take, and how it looks and feels for a person on the autism spectrum. The authors draw on the latest thinking and research to suggest strategies for coping with the effects of depression and provide a complete step-by-step CBT self-help programme, designed specifically for individuals with ASDs. The programme helps increase self-awareness, including identifying personal triggers, and provides the tools to combat depression.

A leading theologian recounts her journey of faith, shaped as it has been by caring for a profoundly disabled son for forty-five years, while also being a writer, university teacher and Methodist minister.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

There are more opportunities than ever before for young people with disabilities to participate in sport and adapted physical education. For example, there are more than 3.7 million athletes worldwide aligned to the Special Olympics organisation, with national associations active in more than 200 countries worldwide. Despite this rapid growth, all too often coaches and teachers lack adequate knowledge of the particular challenges faced by people with intellectual disabilities. The principal aim of this book is to improve the understanding and professional skills of coaches, teachers, practitioners and researchers, to promote awareness of successful programmes addressing the needs of such young people, and to challenge the prevailing myths and stereotypes surrounding their abilities. With contributions from leading researchers and practitioners around the world, this book is the first to explore in depth the topic of sport and intellectual disability from a coaching perspective. Including both theoretical discussion and empirical case-studies, the book covers a full range of contemporary issues and themes, including training and coaching, family support, perceptions of disability, athlete motivation, positive sport experiences, motor development programmes, and social and cultural aspects of disability. Sport Coaching and Intellectual Disability is important reading for any student, researcher, coach, teacher, manager or policy maker with an interest in disability sport, physical education, coaching, or mainstream disability studies.

First published in 1979, this book concerns itself primarily with the mothers of mentally handicapped children. It discusses the problems of assistance that they may have experienced from their families, the community, or the available services. Whilst arguing for far more support for mothers when they are the main carer, this book also suggests reasons why some families are more easily able to cope with the problems of caring for severely handicapped children. This study is based on research that was conducted for and funded by the Department of Health and Social Security between 1973 and 1976.

Agonize no more, frustrated moms Moms with ADD is here to help. Rather than pathologize ADD or speculate on causes or medical rationales, Moms with ADD enables readers to recognize ADD and optimize their parenting skills. Filled with anecdotes, quotations, and examples, Christine A. Adamec, coauthor of Do You Have Attention Deficit Disorder?, offers practical coping strategies for family- and job-related concerns. This easy-to-read manual is guaranteed to make moms with ADD happier at home and in the office

This volume analyzes representations of disability in art from antiquity to the twenty-first century, incorporating disability studies scholarship and art historical research and methodology. This book brings these two strands together to provide a comprehensive overview of the intersections between these two disciplines. Divided into four parts: Ancient History through the 17th Century: Gods, Dwarfs, and Warriors 17th-Century Spain to the American Civil War: Misfits, Wounded Bodies, and Medical Specimens Modernism, Metaphor and Corporeality Contemporary Art: Crips, Care, and Portraiture and comprised of 16 chapters focusing on Greek sculpture, ancient Chinese art, Early Italian Renaissance art, the Spanish Golden Age, nineteenth century art in France (Manet, Toulouse-Lautrec) and the US, and contemporary works, it contextualizes understandings of disability historically, as well as in terms of medicine, literature, and visual culture. This book is required reading for scholars and students of disability studies, art history, sociology, medical humanities and media arts.

There are more opportunities than ever before for young people with disabilities to participate in sport and adapted physical education. For example, there are more than 3.7 million athletes worldwide aligned to the Special Olympics organisation, with national associations active in more than 200 countries worldwide. Despite this rapid growth, all too often coaches and teachers lack adequate knowledge of the particular challenges faced by people with intellectual disabilities. The principal aim of this book is to improve the understanding and professional skills of coaches, teachers, practitioners and researchers, to promote awareness of successful programmes addressing the needs of such young people, and to challenge the prevailing myths and stereotypes surrounding their abilities. With contributions from leading researchers and practitioners around the world, this book is the first to explore in depth the topic of sport and intellectual disability from a coaching perspective. Including both theoretical discussion and empirical case-studies, the book covers a full range of contemporary issues and themes, including training and coaching, family support, perceptions of disability, athlete motivation, positive sport experiences, motor development programmes, and social and cultural aspects of disability. Sport Coaching and Intellectual Disability is important reading for any student, researcher, coach, teacher, manager or policy maker with an interest in disability sport, physical education, coaching, or mainstream disability studies.

Zip Zip my brain harts is the result of collaboration between Buckland (a photographer) and HSRC researchers concerned with disability issues. There is a tendency for disability to be a secret. The challenges that face families of people with disabilities are also often hidden away. Part of the reason is that disability is still largely seen as a shame, a disgrace, and a source of stigma. Angie Buckland, the mother of a disabled child, Nikki, provides us with a personal account of how she has dealt with the challenge of disability. Some of the key issues considered are - what if disability was considered ordinary or everyday? What if disability were seen as just one among many differences that there already are between people? What if disability were defined not simply as a physical or mental medical state, but were understood to be a societal problem - in terms of the reaction of other people to disability, or how geographical and social spaces can be discriminatory? Zip Zip my brain harts hopes to open up a space for dialogue about the issue of disability and also to provide families and healthcare professionals with a compassionate, understanding and inspiring guide to ordinary people's real experiences.

First published in 1986, Handicapping Conditions in Children provides an accessible overview of a wide range of handicapping conditions and their remediation, and gives a balanced perspective on the medical, educational and social issues. It will therefore be of value to a wide audience in these professions as well as to students and parents. Each chapter deals with one specific area but is presented to cover: description of the condition and its aetiology; its prevalence in the population and relatives; developmental characteristics; special problems and needs; educational and social provision; the potential for the future; and further reading lists. The book does not include every possible condition, but concentrates on those that are most frequent or problematic. This book is a reissue originally published in 1986. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this republication