EEX2000 Exam 3 Review 

What is demedicalization?

1. Positive aspects of homeownership for PWD

∙ Independence and self­determination

∙ Control of Living Space 

∙ Enhanced equality and social status 

∙ Responsibility 

∙ More relationships with neighbors 

∙ Frequent interactions with wider variety of people  

∙ Fewer reports of loneliness  

∙ Better Health  

∙ Financially better off 

∙ More satisfied with their lives 

2. Progression toward independent living

∙     Normalization: move from institution into typical types of neighborhoods

∙ Civil Rights Movement: With civil right movement people with  disabilities     got benefits as they were not denied their rights based on  disabilities   We also discuss several other topics like what is Geography?

∙ Self­help movement: People with disabilities begin to self­advocate and come together to share their experiences  

 More active role 

 Develop an identity for themselves 

Everyone can make their own choices.

 Recognize themselves as a group

∙ Demedicalization: moving away from medical model; instead of  someone giving direction, the person with the disabilities now has a voice  for their own 

 Move towards social model 

 Look at environment/ societal barriers rather than individual  

Consumerism: Everyone can make their own choices If you want to learn more check out Hellenism refers to what?

∙ Who their service provider is 

∙ What programs they want to participate in 

∙ Where they are living

∙ Before people with disabilities typically did not have opportunities to make their own choices

3. Centers for Independent Living: unique characteristics; core services 

*Employees at the center of disability have disabilities 

themselves, thus they can relate to the clients

Core Services: 

 Information and referral

 Independent living skills

Organizations that hire people to act as personal assistants.

 Peer support

 Advocacy

4. Benefits/barriers related to leisure activity

 Freedom from constraints, obligations, work, and other duties

 Freedom to do what an individual wants to do

 Participation in leisure activities can contribute to an individual’s  feelings of control and self determination Don't forget about the age old question of What are the types of archaeology?

 Accessing activities themselves can require modifying the setting,  the activity, and the equipment

5. Personal assistance service 

o PAS programs have been medically oriented but is now seen as a more  cost­effective alternative to institutionalization If you want to learn more check out what is Astronomy?

Types of PAS:

∙ Agency providers: organizations that hire people to act as personal  assistants

o Agency is employer that sends people to those with disabilities  who need help  

o No industry standards so quality of service is questionable 

o There are no credentials, tests, or list of skills to be hired as a 

personal assistant  

o There is an increase pool of people  

o Some may be unqualified to provide care as they have no 

understanding of disabling conditions or care

∙ Independent providers 

6. Voting for PWD (barriers; common complaints)

 Inaccessible polling places

 Difficulty with voting materials

 Lack of private voting booths

 Uninformed poll workers

Concerns/complaints:  

 Competence requirements

 Challenges 

 Assistance with voting  

7. Victimization of people with disabilities (possible causes; most likely  to be victims)

o People with disabilities are at greater risk of neglect and abuse

o People with disabilities have a weakness as they don't have same ability  to stop someone   Don't forget about the age old question of What is microeconomics?

o They cannot defend yourself and care for your own safety

o Females with disabilities are more likely than males to be victimized

o People with cognitive disabilities are at greater risk than people with  typical disabilities 

8. Post­secondary programs for people with ID (general expectations  and outcomes for students; characteristics of different types of  programs)

Stresses that there is more to that experience then just going to class:  

∙ Learning about own abilities 

∙ Independence  

∙ Being a young adult   

∙ Has to have academic component not just social aspect 

∙ The whole idea is that when their done they’ll be more employable and have better job skills

∙ The purpose is to help them develop independence and make  decisions for themselves not just let them follow what they are told to  do in the program. 

∙ "What do you feel is best for you? What do you want?"  

∙ Successful programs allow them to make friends with people in  different departments (instructors, advisers, directors)

Program Standards: 

∙ Academic access

∙ Career development

∙ Social Networks

∙ Fostering Self­determination

∙ Integration with college systems and practices

∙ Coordination and collaboration

∙ Sustainability

∙ Evaluation

Types of Programs: 

    Substantially Seperate Segregated program: students are there but  are not mixed with typically admitted students 

∙ More functional classes (everyday life skills/ lower level academic  skills) thus classes are inclusive 

∙ Still part of social environment/ interactions  Don't forget about the age old question of What were the immediate causes of the conflict in 1914?

∙ These are the classes you are going to take 

∙ "This is your program" 

∙ You take it all together  

∙ Participate only in classes with other SWD

∙ Participate in typical social activities

Inclusive Individual Support Model: 

∙ No plans or pre­decided courses; predetermined “program”

∙ Everything is decided for them individually

∙ Self­determination providing individual supports for them

∙ No group/ peers

∙ Labor intensive requires more personnel

Mixed/Hybrid Model: 

∙ Elements that are segregated and others that are integrated

∙ Some classes only with people with disabilities other with typically  admitted students

∙ Participate in activities and classes with nondisabled students and  in specially designed classes from students with disabilities 

∙ Most common

**MUST KNOW   

HEOA (Higher Education Opportunity Act) makes people with disabilities  eligible for financial aid  

∙ Access to higher education

∙ Before, it was basically said that you had to be in a heavily 

academic program

∙ Program at an institution must be approved before financial aid can  be disbursed

∙ Provided transition planning and building infrastructure across K­12 and post­secondary education

∙ Transition planning really needs to address post­secondary 

education for people with disabilities

9. Historical employment outcomes for PWD 

o Employment rates for people with disabilities are historically low (34% of  working­aged people with disabilities are employed)

o Employment statistic for people with disabilities hasn't changed  significantly since 1940

10. Factors leading to poor employment outcomes for PWD 

∙ Potential employers report training and job placement personnel do not understand workforce needs 

o Appeal to altruistic motives, not to making decisions to 

improve their businesses

∙ Few effective models for linking potential employers with potential  employees

11. Characteristics of sheltered employment

Separate setting for People with Disabilities

∙ Segregated­ all employees (except managers) have disabilities  ∙ Repetitive tasks (assembly) 

∙ Low pay 

∙ Some parents like workshops as their employers understand and  know about their disabilities, they can meet other people, and 

parents feel like their children are safe

12. Characteristics of successful supported employment People with disabilities integrated into typical work settings

∙ Support to get and keep jobs

∙ Attention to career development

∙ Attention to diversifying workplace  

∙ More prominent today 

∙ Employers hold same expectations (same pay, job, and standards)  between employees with disabilities and those who don't have  disabilities

∙ *Same work Same Pay 

∙ Employees with disabilities surprisingly increases moral of  employees