In 2007 the UN reported that 1/6th of the world’s population is afflicted by neurological disorders (UNNews). Though about 17% of the world is afflicted with neurological disorders, people with these disorders are still stigmatized. A recent study finds that more than three-quarters of people with neurological disorders believe that they are stigmatized due to their condition and more than a fifth have been bullied or teased (Doward, 2016). This stigma that people with neurological disorders have dealt with has existed for centuries. Those with neurological disorders have been stigmatized differently throughout unique points of history from the belief the mentally impaired where possessed by demonic spirits to their behaviors being viewed as different and irregular within modern societies.
Ancient Views and Mental Health Treatments Treating behavioral disorders isn’t new. In fact, people have been treating behavioral disorders since 5000 B.C. Ancient world cultures believed that mental illnesses were “the result of supernatural phenomena”, with these supernatural phenomena varying from “demonic possession” to “sorcery” and “the evil eye” (Porter, 2002). One of the most common treatments during this era was doing a trephine, which is a chipping a hole into the top of the patient’s head, which in turn would expel the evil spirits out of the patient. While this was a popular ancient treatment there are many more treatments from different ancient cultures. The Ancient Persians believed that mental illnesses were the cause of demons, but they believed sanitation and mental/physical purity was best in preventing and protecting people from mental illnesses. Ancient Egyptians believed mental illnesses should be treated through patients participating in recreational activities, thus Dr. Allison Foerschner considers the Ancient Egyptians, “very advanced in their treatment of mental handicaps.”(Foerschner, 2010). Between 500 and 300 B.C a prominent Grecian philosopher changed the way mental disorders were viewed. Hippocrates started his research with a mindset devoid of superstitious beliefs and solely focused on the medical aspect of mental illnesses. He specifically studied the pathology of the brain and concluded that mental illnesses were caused by imbalances in the brain. He believed that those imbalances were caused by the “four essential fluids”(Foerschner, 2010)4, which are blood, phlegm, bile, and black bile which Hippocrates believed created the “unique personalities of an individual” (Foerschner, 2010). Hippocrates’ research caused Greek physicians to change their treatments to cure the imbalances of the four essential fluids. These physicians used phlebotomies, extreme dieting, purging, etc. to help with these imbalances. These treatments spread quickly around Europe and other nearby nations, yet still many believed in demonic superstitions as the root of mental illness. A mixture of superstitions and bodily imbalances remained the common beliefs behind mental disorders for centuries around the world, yet as time grew on Hippocrates’ theory became an increasingly dominant belief. Due to the emergent dominant belief, people with these mental afflictions were socially outcasted. Especially in East Asian countries such as China and Japan, it was believed that a mentally ill family member meant there was a disability in the bloodline, causing the family’s status to be potentially ruined. Those with mental illness were disowned by their family members and were forced to become homeless so that others wouldn’t associate them with their family. In certain situations, those with mental afflictions were even put in dungeons and confinement because they were viewed as, “dangerous and unmanageable”(Foerschner, 2010). Reformations from Ancient Treatments Throughout the next 1,250 years ideas of demonic possession and bodily imbalances as the root of mental illness was diminishing and new hypotheses primarily focusing on the physiological aspect of the brain were raised. While a new hypothesis regarding the cause of mental illness arose institutions did have some alterations. Those with mental illnesses were placed in workhouses, asylums, and madhouses because families didn’t know how to manage people with their illnesses. The conditions of these institutions were inhumane. People in madhouses were constantly abused and neglected, except for private madhouses owned by the Vatican which had somewhat better conditions. Clergymen tended to assure treatment for the mentally ill with going to church and repenting one’s sins. Those placed in an asylum were constantly abused and neglected. Oftentimes these patients were shackled in iron collars and even put on display. Treatments given in asylums included purging, blistering, sedatives, physical restraints, and boiling or ice water shock treatment. Patients who were sent to asylums wrote books and shared their experiences with the public. Their accounts on the treatment and conditions of the asylums caused for a major reform. In the early 1800’s reformation started to occur once mentally ill patients recounted their experiences in asylums, madhouses, and workhouses through releasing books that gave vivid depictions of the conditions and treatments received. Reformists greatly influenced the spread of this reformation. One reformist was Phillipe Pinel from Paris started the Humanitarian Movement. Pinel believed that the mentally ill could improve if they were treated with more kindness. This is represented through Pinels statement, “I cannot here avoid giving my most decided sufferage in favour of the moral qualities of maniacs. I have no where met, excepting in romances, with fonder husbands, more affectionate parents, more impassioned . . . than in the lunatic asylum, during their intervals of calmness and reason.” (The Oxford Review, 1807) Using this hypothesis Pinel took over La Bicêtre Asylum removing the chains and shackles that patients were once contained by and proceeded with therapeutic interventions for patients. The other reformist who greatly impact the reformation movement was William Tuke who believed that patients should be treated with respect and compassion. Tuke formed The York Retreat which prohibited the use of chains and only allowed for restraints in the most extreme of cases. Tuke used recreational treatments such as exercise, talk therapy, reading, and even excursions to the city or other aesthetically soothing places such as gardens. Visitors of patients was also highly encouraged and suggested improvements made by visitors was used in the improvements of the retreat. 40 years after Tuke and Pinel, a woman named Dorothea Dix would greatly impact how the United States would in the future treat people with mental illnesses. Dorothea Dix was a teacher when she went to Cambridge House of Corrections to teach a class to women inmates. While at the institution Dix saw how most of the modern world treated the mentally afflicted. Dix saw mentally ill patients being contained in the same cells as prisoners, patients lying in there own dirt and fecal matter, patients chained in dark spaced devoid of light, and patients being abused both physically and sexually by staff. Dorothea decided to fight for the rights of the mentally ill and start advocating for more humane conditions and treatments for these patients. Dix took this matter to the courts and fought many hard battles even leaving victorious. She also wrote a book named “Remarks on Prisons and Prison Discipline in the United States”, which outlined what changes she wanted the government to execute. Dix over the next 30 years helped form 32 new hospitals and a government hospital, St. Elizabeth's in Washington, D.C. During Dorothea’s time advocating for the mentally ill the number of mental health institutions in the U.S.A increase by over 100 facilities. When Dix wasn’t helping open new hospitals she helped reorganize, enlarge, and restaff pre-existing hospitals. Mental Disorders in the late 1800’s and 1900’s In the late 1800’s more psychologists deviated from prior hypotheses of the root of mental illnesses and focused on the biological aspect of the mind through a new Darwinian perspective. “Darwinian thinking dominated the biological and social sciences. Within the scientific community, mental deviations, i.e., extreme variations, were conceived as having a biological basis, primarily genetic, representing mutations that were unsuccessful adaptations for survival in the environments in which they appeared” (Riley, 2013). This viewpoint led to both the thought of mental deviations being incurable conditions and a new wave of thinking on how to treat those with neurological disorders. A prominent and emergent movement was the Mental Hygiene Movement. This movement started in 1908 when a man named Clifford Beers wrote the book “A Mind That Found Itself”. This book would rise to be a groundbreaking book recounting Beer’s harsh experience during his years being institutionalized. Beer’s wrote both about his condition and how nothing was done to cure him. He also emphasized how those who were self-sufficient, and passive weren’t treated as poorly due to their self-sufficiency. In contrast patients who needed more assistant were abused and neglected and treatments included isolation in a padded cell without air-conditioning or heat. After Beer’s rise to popularity through his book he began to advocate for improved conditions in institutions through eliminating physical abuse and improve salaries and living conditions for workers so more people would be more passionate about helping patients. A year after Beer’s book was released, Beer organized The National Committee for Mental Hygiene. “The National Committee had a directing board which included several esteemed psychiatrists, medical and public health officials, and politicians as well as lay people” (Lemkau, 1982). Prominent physicians and psychologists including Jane Addams, William James, and Adolf Meyer were involved in the committee. Beer and the committee helped individual states form their own mental health association to correct the horrendous conditions in institutions and asylums. The first association formed was the Connecticut Society for Mental Hygiene followed by multiple other states. By 1922 the committee launched a program specializing in psychiatrists and social workers working with emotionally disturbed children in child guidance clinics. The National Committee for Mental Hygiene concurrently declined as a new movement, the Community Mental Health Movement arose after World War II. Community based models arose as well as state and congressional legislation. Mental health services also increased with home care and outpatient treatment options become readily available. The National Mental Health Act of 1946 created The National Institute of Mental Health (NIMH), "the national focal point of concern, leadership, and effort for the mentally ill” (Foley & Sharfstein, 1983: 19). This Act of 1946 was the first significant legislation aiming to help those with mental health issues. This Act not only created the NIMH but also granted $7.5 million towards, “Fostering and aiding research related to the cause, diagnosis, and treatment of neuropsychiatric disorders; (2) Providing for the training of personnel for the award of fellowships to individuals, and for grants to public and nonprofit institutions, and (3) Aiding states in the prevention, diagnosis, and treatment of neuropsychiatric disorders through grants and technical assistance” (U.S. Congress, 1946: 1; Foley & Sharfstein, 1983: 19). Mental Health Study Act of 1955 was the next significant piece of federal legislation. This act allowed for the formation of the Joint Commission on Mental Illness and Health. Congress approved of giving $1.25 million to the commission so they could “conduct a nationwide study of the approaches to treating mental illness and to make recommendations for improving the care and treatment of the mentally ill.” (Roberts & Kurtz, 1987). In the committee’s final report in 1960, “Action for Mental Health”, the committee called prevention of mental health issues by providing full time mental health clinic accessibility to everyone and there should be a clinic per 50,000 people with the commission stating that these clinics “are a main line of defense in reducing the need of many persons with major mental illness for prolonged or repeated hospitalizations" (Joint Commission on Mental Illness and Health, 1961:XIV). This report made it to the desk of President John. F Kennedy which in response President Kennedy appointed an Interagency Committee on Mental Health. President Kennedy followed the advice of the committee and publicly addressed ways to improve access to mental healthcare and proposed new government aided programs and comprehensive community care. This speech would be known to be considered his “bold new approach” as it was the first time a president openly spoke and proposed legislation for mental health. The Mental Retardation Facilities and Community Mental Health Centers Construction Act of 1963 was released a few months after President Kennedy’s speech. “This important legislation led to the development of over 760 community mental health centers in the next 18 years” (Winslow, 1982: 273). Mental Health Stigmas in the Modern Era Throughout history there have been stigmas surrounding those with mental illnesses. These stigmas have affected not only the way those with mental illness were treated in society but their medical care. The root of mental illness has changed throughout time from demonic possession to the four bodily fluids to bloodline curses. But how do these past stigmas and treatments affect those with mental illnesses in the modern world? While social stigmas in the past are easy to determine from reading books that show the experiences and stigmas present in a specific era, modern stigmas aren’t as easy to determine because while present stigmas can be shown through media. A stigma is “an attribute that conveys devalued stereotypes”(Clair, 2018). protruded by the thoughts of those without mental illness which causes prejudice and discrimination to the mentally ill. To ascertain the social stigmas present in the modern world qualitative research studies conducted by philosophers, psychiatrists, sociologists, and psychologists have been done to see the social stigmas present in the modern world around mental illness. These research studies have shown an array of results and possible conclusions. A specific qualitative study was performed and results showed “46% of these adolescents described experiencing stigmatization by family members in the form of unwarranted assumptions (e.g. the sufferer was being manipulative), distrust, avoidance, pity and gossip,” (Davey, 2013). The same study showed that 62% of these same adolescents experienced stigmatization by peer which subsequently led to social rejection (Connolly, Geller, Marton and Kutcher, 1992). The study also showed that 35% of adolescents “reported stigma perpetrated by teachers and school staff, who expressed fear, dislike, avoidance, and under-estimation of abilities.” (Davey, 2013). The stigmas that were prevalent in Ancient Egypt and 19th century America, while seemingly different from modern day stigmas, they are all rooted in the same principles. These principles are as stated by Sherrie Hurd (a writer who battles mental illness) ignorance, gossiping, misconceived dangers of the mentally ill, and the mentally ill being considered as helpless. (Hurd, 2019). While Ancient societies seem very different from modern day ones, the same root of stigmatization of the mentally ill is the same even if medical treatment is differed. Researched & Written By Joseph DuPree Sources:
Over the course of the disability rights movement, many leaders have emerged to advocate and fight for the rights of those living with disabilities. Many of these advocates, who themselves were disabled, would go on to make tremendous strides, helping to garner representation and rights for those with disabilities while working towards a more accommodating and accessible future that promotes independent living. We will be covering four of them here.
Edward Roberts: Edward Roberts was a very influential leader in the disability rights movement. Roberts was born on January 23rd, 1939 in San Mateo, California. Roberts contracted polio at the age of 14, and was left quadriplegic, most of his lower body becoming paralyzed. His paralysis and 800-pound respirator, an iron lung, resulted in him having to attend classes over the telephone for 18 months. When he returned to attending school in person, Roberts noticed that people with disabilities, including himself, were extremely discriminated against, his own school going so far as to not allow him to graduate due to his inability to complete physical education and driver's education requirements. Roberts was able to petition his school, and ended up graduating. After his graduation, Roberts was accepted into the University of California, Berkeley; however, once the administration learned of his disability, they tried to prevent him from attending by claiming that the dorms didn’t have accommodations for his wheelchair and respirator. Roberts still insisted on attending and enrolled in classes, becoming the university's first student to use a wheelchair. While at the university, Roberts started a group with disabilities called The Rolling Quads, which pushed for the university to make its facilities more handicap accessible. The Rolling Quads evolved into UC Berkeley's Physically Disabled Students Program, the nation's first college organization for students with disabilities. Roberts earned a bachelor's and master's degree in political science, going on to teach it as a subject at UC Berkeley for six years. In 1972, he co-founded and subsequently led the Center for Independent Living in Berkeley; the organization advocated for those with disabilities, and promoted independent living. In 1975, Roberts was appointed director of the California Department of Vocational Rehabilitation, a place that had once rejected to hire him on account of his disability, and later on, he co-founded the World Institute on Disability. He passed away on March 14, 1995. In 2010, the state of California would recognize his January 23rd birthday as Ed Roberts Day. Judith Heumann: Another leader who pushed for reforms in the disability sector is Judith Heumann. Heumann was born December 18, 1947 in Brooklyn, New York. At 18 months old, she contracted polio and was left paralyzed as a result. Even with her disability, her parents had high expectations for her, and expected her to go to school and complete the same education as everyone else. Because of the lack of accommodations at many public schools at the time, Heumann attended a Hebrew school in her early childhood. Her parents tried for years to have her attend a public school, until she was finally allowed to do so in the 4th grade. After Heumann graduated from high school, she attended Long Island University. While in college during the late 1960's, Heumann participated in anti-war and civil rights protests, and organized disability rights rallies and demonstrations. Following college, Heumann pursued a career as a teacher. However, when she applied to the New York City Board of Education, she was denied, as they deemed her wheelchair a fire hazard (they believed she wouldn't be able to evacuate her students or herself in the event of a fire). She sued the Board of Education and won, becoming the first teacher in New York City that used a wheelchair. Heumann carried on with her activism; in 1970, she and her friends founded Disability in Action, a group that addressed common issues in the disability realm such as housing, employment, and education. She co-founded the Center for Independent Living in Berkeley in 1972 with disability rights leader Edward Roberts. In 1977, she hosted the 504 Sit-in, a protest against the delayed implementation of Section 504 of the 1973 Rehabilitation Act, the first U.S disability civil rights law, which served as a precursor to the Americans with Disabilities Act (ADA). She later co-founded the World Institute on Disability alongside Roberts. She would go on to hold multiple positions with the federal government and various organizations, advising on and implementing disability rights/services throughout the 1990's, 2000's, and even into the late 2010's; she continues her advocacy and work to this day. Kitty Cone: Another leader in the disability rights movement was Kitty Cone. Cone was born April 7th, 1944 in Champaign, Illinois. Cone had muscular dystrophy but was misdiagnosed with other conditions throughout her childhood and teens; the procedures she would undergo as a result of these misdiagnoses would result in permanent damage. She was initially able to walk with some assistance or support, but eventually became wheelchair bound. Cone would attend different schools throughout her education, meeting with adversity at some for her disability, and derision at others for her disapproval of segregation. In one case, during her early teens, she faced heavy discrimination from her boarding school (Mount Vernon Seminary), with the headmistress having her abide by a set of arbitrary rules, such as not being able to bathe in her own suite, or go out onto the sporting fields. Despite this mistreatment, she continued on with her studies at other schools, and was accepted into the University of Illinois, where she became an active leader in the civil and women’s rights movements. In 1974, Cone moved to Berkeley, California, where she worked at the Berkeley Center for Independent Living. She was an organizer, and advocated throughout the area for various accommodations to be added, like curb ramps, and for higher accessibility, largely within public transportation. In 1977, Cone would play a large part in organizing the 504 Sit-in, building up groups and coalitions, and increasing the support and attention needed to maintain and grow the demonstration. She moved to Mexico in the early 1980's to adopt her son, as she had been rejected from adopting in the U.S. on account of her disability. She moved back to the San Francisco Bay Area 2 years afterwards, where she worked with the newly founded World Institute on Disability, and continued advocating for independent living programs and the rights and accessibility of those with disabilities. She passed away on March 21, 2015. Justin Dart Jr.: Unlike the first three leaders in the disability rights movement, this next leader lived their whole childhood and adolescence able-bodied. Justin Dart Jr., born on August 29, 1930 in Chicago, Illinois, came from a very privileged background, his grandfather being the founder of Walgreens. Dart would contract polio at the age of 18. Though told he only had 3 days to live, he survived, and was left paralyzed by the disease. Dart, who had up to this point been quite flippant with his education and was distant from others, was touched by the love and affection that was shown to him during this time, and turned his life around, becoming far more sympathetic and caring of people. Three years after contracting polio, he attended the University of Houston. While in college, Dart started his first human rights group, a pro-integration group at a college that at the time was a white-only institution. He would graduate with a bachelor's and master's degree in political history and science. In 1956, Dart started doing business in Mexico and Japan, starting several successful businesses that employed women and people with disabilities. In 1966, during the Vietnam War, Dart visited the country to investigate its rehabilitation status, and was shocked to see the conditions he saw for children with disabilities, who were heavily neglected and left to die in squalor. Upon returning to Japan from the trip, and hearing of criticism from U.S. executives for his business' inclusive practices, he would resign from his position, deciding to dedicate his life to advocating for human and disability rights. He moved to Texas in 1974, where he began his activism. He was a member and later on a chair of the Texas Governor’s Committee for Persons with Disabilities from 1980 - 1985. In 1981, Dart was appointed by President Ronald Reagan to become the vice-chair of the National Council on Disability (NCD). Dart and his wife would travel across the country, meeting with activists and promoting rights for the disabled. In the late 1980's, Dart and other members of the NCD began drafting a bill that would prohibit discrimination against those with disabilities, this bill being the ADA. Dart pushed for the bill to become law in multiple ways, from becoming the chair of the Congressional Task Force on the Rights and Empowerment of Americans with Disabilities, to travelling across the country to drum up support. It was finally signed into law in 1990. In 1994, when Republicans gained control of Congress and attempted to repeal the ADA and the adjoining Individuals with Disabilities Education Act (IDEA), Dart stepped up again, fighting to keep them alive through his advocacy. Dart would pass away on June 21, 2002, after several years of suffering from health problems. Edward Roberts, Judith Heumann, Kitty Cone, and Justin Dart Jr. are just a few of many disability rights advocates who made a profound difference for the rights of the disabled. Edward Roberts had a major impact on those within the disability community, especially in California, advocating for their education, accessibility, ease, and comfortability in life. Judith Heumann fought for those with disabilities to have adequate housing, transportation, and educational accessibility. Kitty Cone made tremendous strides in independent living, public transit accessibility, and personal assistance service rights for those with disabilities. Justin Dart Jr. fought for the rights and representation of the disabled through his political involvement, and was a key part of creating and maintaining legislation that made a fundamental difference in the lives of the disabled. Each of these disability rights activists helped to lead and shape a progressive movement; they advocated and fought for those who didn't have a voice, and they would help to change how people with disabilities are perceived, and how society would treat them. Research by McKenzie Addison Article Written by Joseph DuPree Sources:
Over the last few months, members of the Pennsylvania Youth Leadership Network have been involved in a project focused on exploring the impact cyber schooling can have on students with disabilities. We wanted to see how cyber schools differ from brick & mortar schools in regards to education and accommodation, and how they could possibly improve on their treatment and representation of these students. In exploring this topic, we sent out a survey to cyber students with disabilities, asking about their own experiences on these subjects. This report represents 113 responses from students ranging from grades 6-12. Our participants disclosed autism, learning, mental, physical, emotional, and various other disabilities such as ADHD and ADD. Some opted out of disclosure, while many cited having two or more disabilities of the previously stated nature. Within the survey we asked participants if or when they transferred from brick and mortar school, why they chose to transfer, and how this switch has impacted their education and/or life. Around 11% of our respondents noted that they had never attended a brick & mortar school; however, the other 89% did transfer at some stage in their education, whether it was in elementary, middle school, or high school. Alarmingly, one of the highest cited answers for choosing to attend a cyber-school had to do with some variation of bullying. Many students expressed that they felt bullying was a large factor in their switch, and a few even showed concerns over their safety because of it. Others cited issues related to their disabilities and/or their previous school. Several students felt as though their brick & mortar schools did not properly support their needs. A guardian of the student G. stated “I was told my kids can't be taught. They [have] come a long way. Disabilities [are] not a reason to give up on a child. Everyone can be taught, just in different ways.” Another student, M. G., stated that “When I was in brick and mortar, I was always distracted by other students, and I could not keep up with the lessons. I was focused on the wrong things like laughing and playing in class.” In contrast, when speaking about online schooling, more students expressed a feeling of growth in terms of their education and overall quality of life. Student M. G. said “I am so happy that I switched to cyber school because I [feel] like there [are] no more distractions. I have a better routine where I can stay organized and not fall behind because everything is clear and spelled out for me. Also, there is so much support if I have questions or problems.” Another student, B. T., said “I love cyber school because it allows me to work independently on my own. It has impacted my education because I see better grades here than I did in my brick [and] mortar [school]. I couldn't focus very well in brick and mortar school and didn't get the help I asked for and needed.” Many others had similar feelings, stating that even though they may not enjoy school itself, they have made great improvements in terms of grades, friends, and various other social, emotional and mental facets. However, this doesn’t mean that there isn’t any room for improvements in cyber schooling. While over 81% of respondents felt they were properly represented at their schools, another 19% could not fully say that they did. Many talked about numerous things that would help improve the quality of their education. On the note of smaller changes, some expressed issues within their school. Student M. S. stated “[M]ake sure to always stay in constant communication and make sure that assignments are always posted in a timely manner. I'm an asynchronous student and so it's important that I have everything that I need to complete my lessons. Regardless of the status, making sure assignments are posted is important.” This sentiment was replicated by others, with the majority talking about a need for better equipment, more communication, and less rigid work structures.
Taking on a differing stance, student A. S. wrote “If this isn't being done already, I think that most teachers should be somewhat educated on different disabilities and how to help/handle students with these disabilities (especially with mental disabilities, as it can possibly worsen the students' state of mind if they are given improper care by uneducated teachers and/or are misrepresented).” While schooling in general has come a long way, there is still a demand to better support the needs of disabled students. When looking through the responses we received throughout this survey, there were some glaring issues within a brick & mortar school setting. Many students felt unsupported and isolated, and many had been faced with bullying. Cyber schooling isn’t perfect, but it can present a viable opportunity for those who are struggling to get through a traditional school system. Through this survey, disabled students have shown that a switch in schooling has helped them achieve goals they previously couldn't. They feel better supported, they feel safer, and they feel like they can do more. If you are experiencing some of the same issues outlined here, we urge you to seek alternatives. Everyone deserves a strong, individualized education, and they deserve to feel safe and welcome at their schools. As our data shows, school choice and the ability to choose a different school setting is sometimes all that is needed to give a student a push in the right direction. Article Written by McKenzie Addison Graphics by Joseph DuPree & Madeline Krout 10/9/2018 The Stigma Behind Disability: The Past and Current Misconceptions Surrounding Disabilities and the DisabledRead Now Since the dawn of civilization, it appears that disability has been surrounded by misconception, and judgement. This misguided viewpoint has been so ever-present in history, that it can even be traced all the way back to the Ancient Greeks. According to research, among the Greeks, the sick and deformed were considered “inferior” as opposed to those of healthy mind and body. This discrimination went so far that Plato himself recommended that the deformed offspring of both the superior and inferior be put away in some "mysterious and unknown places". This mindset continued on for centuries, spanning into the 16th century, where certain religious figures such as Luther and John Calvin viewed the disabled as being possessed, or cursed by evil spirits. It was due to this ill-informed perception that many disabled people were subjected to great shame, and even physical pain, from those claiming to “cure” them.
In our modern society and culture, we have a far better understanding of mental and physical disabilities than those before us ever did. However, despite our vast and ever-growing understanding of disabilities, many are still misguided by stigma and misconception. The stigma around disability takes many forms, and varies depending on the geographical location and culture of which the disabled person lives within. While first world countries have a better understanding of disabilities, many third world countries are still plagued by a lack of knowledge and understanding in regards to those who are disabled. This is due to a combination of being ill-equipped of the resources that make this knowledge so accessible to other parts of the world, as well as cultural viewpoints that began centuries ago. Some cultures view disability, not as a medical or mental condition, but rather as a “curse”, upon a family for wrong doing. This viewpoint can make treatment for those in these countries not only difficult, but sometimes even impossible. Thankfully, in first world countries we have not only a modern culture that no longer views these conditions as punishments, but we also have the access to knowledge that can help unlock and explain disability. Within our modern societies, we no longer see such blatant discrimination or mistreatment due to disability rights laws, that protect those who need it. However, even within such modern and developed societies, we can still witness stigma. These stigmas can create hostile working/educational environments, bullying, discrimination, and can mentally and emotionally harm those who are disabled. We also see another form of stigma surrounding disability. This stigma has been bred by such empathy towards those with disabilities, that many now view the disabled as people to be pitied, rather than empowered. Too many people within modern society view the 36 million disabled people within our country as childlike, helpless, hopeless, non-functioning, and non-contributing members of society. The consistent and constant stigma that all disabled people are “childlike” and incapable members of society is harmful to not only disabled individuals, but to society as a whole. It is due to our own inability to accept that they are still equal to us, that we lose out on the talents and skills offered by so many disabled citizens. This stigma begins as early as they are born and lasts sadly far past their deaths. They are often viewed as a number or statistic rather than as an individual. Those who are disabled are still citizens who can help shape the future of our society and workforce, if properly cared for and equipped for independence. Constant pity and misconception makes it so that many disabled children and adults do not even know they are capable of living an independent and fruitful life; rather, they are force fed this ideal that they are stuck in a helpless cycle of childhood. We as a society need to leave behind all the misconceptions around disability, and instead reach toward better knowledge and understanding of it. We also need to abandon this pity mindset, and instead work to empower and equip those who are disabled. May we as a society always remember that disability does not equal inability. Article Written by Elizabeth Stennett Sources: -Theirworld -The Guardian -Disability Studies Quarterly -The New York Times -https://oss.adm.ntu.edu.sg/atoh003/social-stigma-faced-by-people-with-disabilities/ 8/17/2018 Recent Amendment to the Americans with Disabilities Act, and Its Effects on the DisabledRead Now At the beginning of this year, Congress passed legislation that would alter the Americans with Disabilities Act, despite strong resistance from disability rights activists and advocates. In fact, this change was so strongly opposed that before the vote took place, people with disabilities demonstrated inside the Capitol against the bill. Tensions were high as those with and without disabilities sought to protect the integrity of this act; some protesters were even arrested. Not only were protesters opposing this bill, but also lawmakers. Rep. Cathy McMorris Rodgers (R-Wash.), the chairwoman of the House Republican Conference and the mother of a son with Down Syndrome, said, “The ADA was enacted more than 25 years ago to protect the disability community, and as part of that community, I could not in good conscience vote for this bill”. However, despite protests and resistance from both parties, the bill was ultimately passed.
Now, with such a change on the horizon, the question remains: How will this affect those with disabilities, and their caretakers? Well, many advocates say this change in policy will greatly and widely affect those under the protection of this act. According to the Disability Rights Education & Defense Fund, this bill will be “exceptionally harmful”. They went so far as to publish on their website that it “[…] would turn people with disabilities into second-class citizens, and its priorities are profoundly skewed”. They continue on to say that it “[…] goes against the very principles of an inclusive society that America is all about”. Under the bill, those wishing to sue businesses in federal court over an ADA public-accommodations violation must first deliver a written notice to that business detailing the illegal barrier to access. They must then give that business 60 days to come up with a plan to address the complaint(s), and an additional 60 days to take action. Thus, the need/desire for more accessibility becomes a tiresome and detailed battle. The amendment can and will gut the ADA’s provisions dealing with public accommodations, by removing any incentive that businesses have to comply with the law before a complaint is filed. This means that rather than helping to forward the cause for a more accessible world, it instead allows buildings/companies to avoid accommodating those who are disabled. It forces those with disabilities to come face to face with discrimination or obstacles in the workforce, and even in day to day life. Rather than helping more public places make proper accommodations for those who need it, it allows them to avoid these needs until pressed about the lack of accommodations. This means that those who are disabled, and in need of more accessible public spaces will have to go through lengthy petitions, court hearings, and even lawsuits in order to have the same opportunities and lifestyle of those not disabled. No matter what way one cuts it, this bill undermines the very purpose of the Americans with Disabilities Act, and instead promotes a philosophy of profit over people. This bill shows that the fight for equality for those disabled is far from over, and that we as a country and people, have much more to accomplish. Article Written by Elizabeth Stennett Sources: -Washington Post -Multiple Sclerosis News Today The Pennsylvania Youth Leadership Network started its mission by providing disabled youth with the opportunity to exercise their leadership skills. While the network now engages all youth in leadership development and community service, engaging those with disabilities is still a priority. This is something that the PACCT PYLN also attempts to do, and it has inspired the Mission Project Committee to take on advocacy, and promotion of rights for the disabled.
Over the past few decades, there have been significant improvements for disability rights, in areas such as legislation and technology. In 1975, IDEA (Individuals with Disabilities Education Act) was passed, requiring schools to provide special education services, and Individualized Education Programs for eligible students with disabilities. The ADA (Americans with Disabilities Act) was signed into law in 1990, marking a pivotal point in disability legislation. Among its directives, it prohibited discrimination towards those with disabilities, and required transportation, commercial facilities, etc., to have disability access and accommodations. Both Acts have also been amended multiple times, typically to clarify past clauses, or adjust to modern developments. More recently, we've seen changes and innovations in technology for the disabled. There are multiple companies both within and outside the U.S. dedicated to producing Assistive Technology (AT) for those with disabilities, and even big tech companies, like Google, are trying to get involved with developing and implementing AT, especially with their own products. While this recent progress is notable, much still needs to be done. And it's not just in areas of legislation, or technology. It's by combating the discrimination, stigma, and disregard towards people with disabilities, that, unfortunately, is still very prevalent in today's society. Such discrimination may be prohibited in the aforementioned disability rights legislation, but that's not going to prevent it from lingering or forming. In addition to this, there was a proposed amendment to the ADA within the last year that may prove to be more harmful than not towards the original mandates (to be discussed in the future). The Mission Committee hopes that, by discussing the current issues surrounding disability rights, and exploring what can be done to fix said issues, they can promote positive change, and help make a difference for those with disabilities. Sources: -National Center for Learning Disabilities -U.S. Department of Justice -National Public Radio |