Social Inclusivity for Children with Severe Intellectual and Developmental Disabilities: Development of a 1950s School Community Programme
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| Title: | Social Inclusivity for Children with Severe Intellectual and Developmental Disabilities: Development of a 1950s School Community Programme |
|---|---|
| Language: | English |
| Authors: | Takako Homma (ORCID |
| Source: | Paedagogica Historica: International Journal of the History of Education. 2023 59(6):1035-1053. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Severe Disabilities, Intellectual Disability, Developmental Disabilities, Interpersonal Relationship, Inclusion, Social Life, Community Programs, Social Development, Educational History, Students with Disabilities, Parent Teacher Cooperation, Daily Living Skills |
| Geographic Terms: | New York (New York) |
| DOI: | 10.1080/00309230.2022.2092761 |
| ISSN: | 0030-9230 1477-674X |
| Abstract: | This study examines the development of a 1950s educational programme for the inclusion of children with severe intellectual and developmental disabilities (IDD) -- those with IQ scores of less than 50, referred to as "trainable" or "dependent" children -- into community life. Conducted by the American Association of Parents of Retarded Children (AHRC) in New York City, the programme clarified the social life expectancies of children with severe IDD who had historically been segregated from society. The programme aimed to have these children be accepted within their communities and families, broaden their lives, and help their parents understand them appropriately. It affirmed the notion that children with severe IDD and their families could live in society with support. In other words, the goal was not just vocational independence but also the pursuance of a social life while receiving community services. The intended outcomes of the programme included personal independence, housework, good relations with others, physical movement, and literacy, among others. Although the programme was unique and thus different from traditional academic learning content, it was emphasised that the original goals of education for children with severe IDD and that of mainstream education are the same in the sense of realising democracy. The education and guidance necessary for them to grow to their fullest potential and integrate into community life could also lead to academic and vocational outcomes. The development of the school programme represented the beginning of what became known as social inclusion, thereby bringing diversity to social life and education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1405959 |
| Database: | ERIC |
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| Abstract: | This study examines the development of a 1950s educational programme for the inclusion of children with severe intellectual and developmental disabilities (IDD) -- those with IQ scores of less than 50, referred to as "trainable" or "dependent" children -- into community life. Conducted by the American Association of Parents of Retarded Children (AHRC) in New York City, the programme clarified the social life expectancies of children with severe IDD who had historically been segregated from society. The programme aimed to have these children be accepted within their communities and families, broaden their lives, and help their parents understand them appropriately. It affirmed the notion that children with severe IDD and their families could live in society with support. In other words, the goal was not just vocational independence but also the pursuance of a social life while receiving community services. The intended outcomes of the programme included personal independence, housework, good relations with others, physical movement, and literacy, among others. Although the programme was unique and thus different from traditional academic learning content, it was emphasised that the original goals of education for children with severe IDD and that of mainstream education are the same in the sense of realising democracy. The education and guidance necessary for them to grow to their fullest potential and integrate into community life could also lead to academic and vocational outcomes. The development of the school programme represented the beginning of what became known as social inclusion, thereby bringing diversity to social life and education. |
|---|---|
| ISSN: | 0030-9230 1477-674X |
| DOI: | 10.1080/00309230.2022.2092761 |
