Auch Deutschland ist mit der Region wirtschaftlich eng verflochten. Aber welche Rolle spielt Deutschland eigentlich in Amazonien? Versucht Deutschland den Regenwald zu erhalten, oder ist Deutschland mitverantwortlich für die immer weiter voranschreitende Waldzerstörung? Unterstützt Deutschland die nachhaltige Entwicklung der Region, die Bekämpfung der Armut und die Erhaltung indianischer Kulturen, oder fördert Deutschland die schonungslose Ausbeutung Amazoniens durch große multinationale Unternehmen?
{"title":"Ben.","authors":"T. Boisot","doi":"10.2307/j.ctvmd83xp.15","DOIUrl":"https://doi.org/10.2307/j.ctvmd83xp.15","url":null,"abstract":"Auch Deutschland ist mit der Region wirtschaftlich eng verflochten. Aber welche Rolle spielt Deutschland eigentlich in Amazonien? Versucht Deutschland den Regenwald zu erhalten, oder ist Deutschland mitverantwortlich für die immer weiter voranschreitende Waldzerstörung? Unterstützt Deutschland die nachhaltige Entwicklung der Region, die Bekämpfung der Armut und die Erhaltung indianischer Kulturen, oder fördert Deutschland die schonungslose Ausbeutung Amazoniens durch große multinationale Unternehmen?","PeriodicalId":76152,"journal":{"name":"Mental retardation","volume":"38 4 1","pages":"375-7"},"PeriodicalIF":0.0,"publicationDate":"2019-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45496410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-12-01DOI: 10.1352/0047-6765(2006)44[447:BR]2.0.CO;2
A. Donnellan
{"title":"Autism and the Myth of the Person Alone, by Douglas Biklen","authors":"A. Donnellan","doi":"10.1352/0047-6765(2006)44[447:BR]2.0.CO;2","DOIUrl":"https://doi.org/10.1352/0047-6765(2006)44[447:BR]2.0.CO;2","url":null,"abstract":"","PeriodicalId":76152,"journal":{"name":"Mental retardation","volume":"44 1","pages":"447-449"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1352/0047-6765(2006)44[447:BR]2.0.CO;2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66564554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-12-01DOI: 10.1352/0047-6765(2006)44[393:JASAPW]2.0.CO;2
Susan L Parish
A focus group study was conducted to develop an understanding of the experiences of mothers who are trying to balance employment with caring for an adolescent with developmental disabilities. Mothers reported facing considerable difficulties balancing work and caregiving responsibilities because support services rapidly declined when their child reached adolescence. Service cuts were related to the fact that adolescents are expected to be able to care for themselves, despite the fact that for many adolescents with disabilities, this is not possible. The mothers also reported that the preponderance of the responsibility for arranging care for their children was theirs and was not shouldered by their partners. Policy implications are discussed.
{"title":"Juggling and struggling: a preliminary work-life study of mothers with adolescents who have developmental disabilities.","authors":"Susan L Parish","doi":"10.1352/0047-6765(2006)44[393:JASAPW]2.0.CO;2","DOIUrl":"https://doi.org/10.1352/0047-6765(2006)44[393:JASAPW]2.0.CO;2","url":null,"abstract":"<p><p>A focus group study was conducted to develop an understanding of the experiences of mothers who are trying to balance employment with caring for an adolescent with developmental disabilities. Mothers reported facing considerable difficulties balancing work and caregiving responsibilities because support services rapidly declined when their child reached adolescence. Service cuts were related to the fact that adolescents are expected to be able to care for themselves, despite the fact that for many adolescents with disabilities, this is not possible. The mothers also reported that the preponderance of the responsibility for arranging care for their children was theirs and was not shouldered by their partners. Policy implications are discussed.</p>","PeriodicalId":76152,"journal":{"name":"Mental retardation","volume":"44 6","pages":"393-404"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1352/0047-6765(2006)44[393:JASAPW]2.0.CO;2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26467015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-12-01DOI: 10.1352/0047-6765(2006)44[430:TBBTAD]2.0.CO;2
Robert Perske
I am convinced that some of the most joyful, life-changing conventions in our field are those that focus on families with children who have Down syndrome. Whole families come. Some appear with babes in arms. Clinicians named Pueschel, Crocker, Kumin, Falvey, Rosenberg, and many others hold impromptu clinics in halls, lobbies, and special session rooms. It all goes so well because these parents hunger to learn everything they can about their own child with this disability. There are sharing sessions galore for moms, dads, brothers, sisters, and grandparents. There are even sessions for persons with this disability who help one another to speak for themselves. Then come the banquets and the laughter; the awards and the cheering; and the dances, where all are dressed in their very best clothes. Many leave exhausted from these carnivals of hope, education, and comradeship, but they leave knowing that they are part of a powerful, expansive movement. One cannot help but wonder whether some earlier ‘‘big bangs’’ in history gave rise to such an expansive movement. I say yes. I can pinpoint at least two such explosions. These explosions were heart-ripping. Even so, the way the folks in this field gathered around these wounds and worked for healing was fantastic.
{"title":"The \"big bang\" theory and Down syndrome.","authors":"Robert Perske","doi":"10.1352/0047-6765(2006)44[430:TBBTAD]2.0.CO;2","DOIUrl":"https://doi.org/10.1352/0047-6765(2006)44[430:TBBTAD]2.0.CO;2","url":null,"abstract":"I am convinced that some of the most joyful, life-changing conventions in our field are those that focus on families with children who have Down syndrome. Whole families come. Some appear with babes in arms. Clinicians named Pueschel, Crocker, Kumin, Falvey, Rosenberg, and many others hold impromptu clinics in halls, lobbies, and special session rooms. It all goes so well because these parents hunger to learn everything they can about their own child with this disability. There are sharing sessions galore for moms, dads, brothers, sisters, and grandparents. There are even sessions for persons with this disability who help one another to speak for themselves. Then come the banquets and the laughter; the awards and the cheering; and the dances, where all are dressed in their very best clothes. Many leave exhausted from these carnivals of hope, education, and comradeship, but they leave knowing that they are part of a powerful, expansive movement. One cannot help but wonder whether some earlier ‘‘big bangs’’ in history gave rise to such an expansive movement. I say yes. I can pinpoint at least two such explosions. These explosions were heart-ripping. Even so, the way the folks in this field gathered around these wounds and worked for healing was fantastic.","PeriodicalId":76152,"journal":{"name":"Mental retardation","volume":"44 6","pages":"430-2"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1352/0047-6765(2006)44[430:TBBTAD]2.0.CO;2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26467018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-12-01DOI: 10.1352/0047-6765(2006)44[433:USNYOD]2.0.CO;2
J David Smith, Kurt Lazaroff
{"title":"\"Uncle Sam needs you\" or does he? Intellectual disabilities and lessons from the \"great wars\".","authors":"J David Smith, Kurt Lazaroff","doi":"10.1352/0047-6765(2006)44[433:USNYOD]2.0.CO;2","DOIUrl":"https://doi.org/10.1352/0047-6765(2006)44[433:USNYOD]2.0.CO;2","url":null,"abstract":"","PeriodicalId":76152,"journal":{"name":"Mental retardation","volume":"44 6","pages":"433-7"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1352/0047-6765(2006)44[433:USNYOD]2.0.CO;2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26467019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-12-01DOI: 10.1352/0047-6765(2006)44[443:CLAFMF]2.0.CO;2
Thomas R Fish, Paula Rabidoux, Jillian Ober, Vicki L W Graff
Community living for adults with intellectual disabilities rarely translates to full community participation; and reports of loneliness, isolation, and lack of friendships are a recurring theme among individuals and in the literature (Bramston, Bruggerman, & Pretty, 2002; Chadsey & Beyer, 2001; Lunsky & Neely, 2002; Pottie & Sumarah, 2004). Likewise, meaningful and realistic opportunities for literacy and ongoing learning are virtually nonexistent for many people with intellectual disabilities. There is limited theoretical and practical knowledge of how adults with intellectual disabilities might maintain and/or develop literacy skills beyond school. Although we continue to refine our operational definitions of literacy (functional literacy, cultural literacy, computer literacy) and predict which skills may be necessary for success towards one’s life goals, most researchers agree on at least this one point: diminished literacy skills consistently result in a lower quality of life with fewer employment and leisure opportunities for this population (National Adult Literacy Survey, 2002). Though in some cases employers appear to be willing to hire persons with disabilities, employees need to demonstrate essential reading and interpersonal skills. Beyond the employment realm, access to literacy offers adults with intellectual disabilities increased opportunities for inclusion into local community life and culture and is a potentially life-empowering event. Experts now know that literacy is not a developmental end product but that oral language and written language are interrelated, reciprocal, and potentially lifelong learning endeavors (Teale & Sulzby, 1986). Research results suggest that for children, literacy ‘‘emerges’’ from a range of social and cultural experiences with other people and written language, including story books; magazines; handwritten lists, notes, and signs; and words on television, computer screens, and in movies. This emergent literacy (socially supported literacy interactions) facilitates both oral language and conventional literacy learning (Koppenhaver, Coleman, Kalman, & Yoder, 1991). Such literacy interactions are often highly motivating and effective contexts for social interaction, communication, and learning (Kirchner, 1991; Koppenhaver et al., 1991; Ratner, Parker, & Gardner, 1993; Watson, Layton, Pierce, & Abraham, 1994). Field reports from adult education programs consistently indicate difficulties meeting the specific needs of adults with intellectual disabilities due to a lack of community technical assistance (National Institute for Literacy, 1997). In a 1995 monograph by researchers from The Roeher Institute, the focus was on people with intellectual disabilities who sought literacy instruction. The common experiences expressed by participants interviewed included exclusion and segregation from the mainstream; the presumption of illness, discrimination, poverty, and loneliness; vulnerability to abuse; and violen
{"title":"Community literacy and friendship model for people with intellectual disabilities.","authors":"Thomas R Fish, Paula Rabidoux, Jillian Ober, Vicki L W Graff","doi":"10.1352/0047-6765(2006)44[443:CLAFMF]2.0.CO;2","DOIUrl":"https://doi.org/10.1352/0047-6765(2006)44[443:CLAFMF]2.0.CO;2","url":null,"abstract":"Community living for adults with intellectual disabilities rarely translates to full community participation; and reports of loneliness, isolation, and lack of friendships are a recurring theme among individuals and in the literature (Bramston, Bruggerman, & Pretty, 2002; Chadsey & Beyer, 2001; Lunsky & Neely, 2002; Pottie & Sumarah, 2004). Likewise, meaningful and realistic opportunities for literacy and ongoing learning are virtually nonexistent for many people with intellectual disabilities. There is limited theoretical and practical knowledge of how adults with intellectual disabilities might maintain and/or develop literacy skills beyond school. Although we continue to refine our operational definitions of literacy (functional literacy, cultural literacy, computer literacy) and predict which skills may be necessary for success towards one’s life goals, most researchers agree on at least this one point: diminished literacy skills consistently result in a lower quality of life with fewer employment and leisure opportunities for this population (National Adult Literacy Survey, 2002). Though in some cases employers appear to be willing to hire persons with disabilities, employees need to demonstrate essential reading and interpersonal skills. Beyond the employment realm, access to literacy offers adults with intellectual disabilities increased opportunities for inclusion into local community life and culture and is a potentially life-empowering event. Experts now know that literacy is not a developmental end product but that oral language and written language are interrelated, reciprocal, and potentially lifelong learning endeavors (Teale & Sulzby, 1986). Research results suggest that for children, literacy ‘‘emerges’’ from a range of social and cultural experiences with other people and written language, including story books; magazines; handwritten lists, notes, and signs; and words on television, computer screens, and in movies. This emergent literacy (socially supported literacy interactions) facilitates both oral language and conventional literacy learning (Koppenhaver, Coleman, Kalman, & Yoder, 1991). Such literacy interactions are often highly motivating and effective contexts for social interaction, communication, and learning (Kirchner, 1991; Koppenhaver et al., 1991; Ratner, Parker, & Gardner, 1993; Watson, Layton, Pierce, & Abraham, 1994). Field reports from adult education programs consistently indicate difficulties meeting the specific needs of adults with intellectual disabilities due to a lack of community technical assistance (National Institute for Literacy, 1997). In a 1995 monograph by researchers from The Roeher Institute, the focus was on people with intellectual disabilities who sought literacy instruction. The common experiences expressed by participants interviewed included exclusion and segregation from the mainstream; the presumption of illness, discrimination, poverty, and loneliness; vulnerability to abuse; and violen","PeriodicalId":76152,"journal":{"name":"Mental retardation","volume":"44 6","pages":"443-6"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1352/0047-6765(2006)44[443:CLAFMF]2.0.CO;2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26410896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-12-01DOI: 10.1352/0047-6765(2006)44[405:CSEHAS]2.0.CO;2
Joe Caldwell
The impact of a consumer-directed support program on family caregivers of adults with developmental disabilities was explored. Economic, health, and social outcomes were compared between families in the program and families on the waiting list for the program. Caregivers of adults in the program reported fewer out-of-pocket disability expenses, greater access to health care, engagement in more social activities, and greater leisure satisfaction. There also appeared to be greater impacts on lower income families; these caregivers reported better mental health and access to health care than did similar caregivers on the waiting list.
{"title":"Consumer-directed supports: economic, health, and social outcomes for families.","authors":"Joe Caldwell","doi":"10.1352/0047-6765(2006)44[405:CSEHAS]2.0.CO;2","DOIUrl":"https://doi.org/10.1352/0047-6765(2006)44[405:CSEHAS]2.0.CO;2","url":null,"abstract":"<p><p>The impact of a consumer-directed support program on family caregivers of adults with developmental disabilities was explored. Economic, health, and social outcomes were compared between families in the program and families on the waiting list for the program. Caregivers of adults in the program reported fewer out-of-pocket disability expenses, greater access to health care, engagement in more social activities, and greater leisure satisfaction. There also appeared to be greater impacts on lower income families; these caregivers reported better mental health and access to health care than did similar caregivers on the waiting list.</p>","PeriodicalId":76152,"journal":{"name":"Mental retardation","volume":"44 6","pages":"405-17"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1352/0047-6765(2006)44[405:CSEHAS]2.0.CO;2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26467016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-12-01DOI: 10.1352/0047-6765(2006)44[418:LFASOF]2.0.CO;2
Roger J Stancliffe, K Charlie Lakin
We examined the frequency and stability of family contact with long-term institutional residents during a major deinstitutionalization project. Movers relocated to community accommodation between Assessments 1 (baseline) and 2. Stayers remained institutionalized. We investigated family contact longitudinally over four annual assessments. There was no significant between-group difference in frequency of family contact at baseline, but, subsequently, movers had more frequent family contact than did stayers. There was a significant decline over time in the proportion of stayers with family contact and a significant increase in movers with family contact, with a marked resumption of contact by movers during the first year of community living. Carefully supporting family (re)involvement during the relocation process may be associated with stable, long-term family contact.
{"title":"Longitudinal frequency and stability of family contact in institutional and community living.","authors":"Roger J Stancliffe, K Charlie Lakin","doi":"10.1352/0047-6765(2006)44[418:LFASOF]2.0.CO;2","DOIUrl":"https://doi.org/10.1352/0047-6765(2006)44[418:LFASOF]2.0.CO;2","url":null,"abstract":"<p><p>We examined the frequency and stability of family contact with long-term institutional residents during a major deinstitutionalization project. Movers relocated to community accommodation between Assessments 1 (baseline) and 2. Stayers remained institutionalized. We investigated family contact longitudinally over four annual assessments. There was no significant between-group difference in frequency of family contact at baseline, but, subsequently, movers had more frequent family contact than did stayers. There was a significant decline over time in the proportion of stayers with family contact and a significant increase in movers with family contact, with a marked resumption of contact by movers during the first year of community living. Carefully supporting family (re)involvement during the relocation process may be associated with stable, long-term family contact.</p>","PeriodicalId":76152,"journal":{"name":"Mental retardation","volume":"44 6","pages":"418-29"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1352/0047-6765(2006)44[418:LFASOF]2.0.CO;2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26467017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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