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Being in a diverse environment allows one to distinguish the similarities and differences between oneself and others around them. Within the module overview, it stated, The United States was founded on principles of equality and opportunity for all citizens, but in practice, some groups of citizens have encountered different treatment, which has resulted in less-than-equal opportunities (Hobbs, 2015). In grade schools, most children without intellectual disabilities often see themselves as “normal” students. Students have questioned the inclusion of persons with disabilities in public schools, but should they not be given the same chance as others? We all are humans. However, some students do not understand diversity or how to accept some of the physical differences such as varying abilities. Because of that, students with learning disabilities may face many barriers because of discriminatory practices and beliefs (LDA0, 2020). It is important, not only for children but for adults, to understand and accept diversity in any form whether it is physical or social. Furthermore, diversity among people with varying abilities will be examined in depth through the four lenses of general education. We will explore the history of intellectual disabilities, some causes of intellectual disabilities how persons with disabilities differ in values and culture, and most of all how the disabilities affect the persons daily within society.

HISTORY

           Many years ago, there was a stigma of persons with intellectual disabilities. People feared them and often mistreated them because they were different. They were called many names that belittled them and degraded them as humans. They were placed in centers secluded from the world. During the 19th century, institutions were developed, and influential people adopted the concept of care and education provisions for persons with intellectual disabilities. The idea of the institutions was not all great, yet it carried on to the 20th century. In 1966, there was a publication of a photograph album that was very dehumanizing, displaying intellectually handicapped and mentally ill persons in isolation. “They showed pictures of adults and children naked or dressed in inappropriate clothes of the cheapest quality; closed in isolated rooms without handles” (Zakrzewska-Manterys,2015). Years later Dr. Wolf Wolfensberger exposed the idea of Normalization. Dr. Wolfensberger’s Normalization principle concentrated on improvement within the lives of the people who were known as mentally retarded. Normalization began in Scandinavian countries but Wolfensberger decided to take on the principle and teach about it amongst the North American people. From the years 1945 until 1975 were called the “Golden Age”. This during the segregation police which fostered the acceptance, social integration, and inclusion of persons with disabilities (Zakrzewska-Manterys, 2015). Throughout time the services for intellectual disabilities have changed. Many changes from how they treated and even what they have been called or referred to as. They went from persons being mentally handicapped to mental retardation and now being known as persons with intellectual and developmental disabilities. Due to their overwhelming history and the many influential people who have made a difference, today’s society has given great care and respect to those persons living with disabilities. 

HUMANITIES

           Have you ever been curious to know what it is like for persons with disabilities to learn or what it's like to teach them? Even more exciting is knowing that they too have special gifts that make them capable of understanding such creative artwork like music or fine art like paintings and drawings. Note that it should not be expected for all persons with disabilities to have a remarkable talent, but some do. Through the lens of humanities, we gain insight into how these persons can express themselves through their creative works of art and talent. Many of us in the world learn by watching one another and as do they. There is no big difference. Just like many children without disabilities pretend they are superheroes and they place a sheet or towel around their neck as their cape, well the children with disabilities sometimes do the same just in a different demeanor. They hide behind their talent or use their talent as their boost of confidence. It allows them to feel somewhat normal and compare their similarities with the other children that are unlike them. Arts allow such persons to feel humanized and part of something so spectacular while using color, shapes, and pictures to visualize what they have in mind. “The arts are intellectual disciplines. Drawing and painting reinforce motor skills while Music teaches children about rhythm, sound, and pitch” (NCLD, 2009). Furthermore, art strategies have shown to be productive in education as it allows the person to show their abilities in various creative ways while exploring self-worth, confidence, and success in many areas.

NATURAL SCIENCES

           The very first question parents have when they give birth to a child with disabilities is; HOW? Research implies that a mother with severe mental illness is at risk of giving birth with complications that implicate intellectual disabilities (Patsy Di Prinzio et. al, 2018). But does that mean every mother whoever gave birth to a child with disabilities has a psychotic illness? Most certainly not. Most intellectual disability cases are caused by chromosome abnormalities or congenital defects. “Congenital defects are problems that occur during the development of the person when they are in utero (in the mother’s womb) and due to a mutation or error in the genetic coding of their genes or chromosomes”( CDC, 2015). Cognitive functioning and a problem with motor skills are major effects caused by genetic factors. According to the National Science Teaching Association, a learning disability is a neurological disorder that causes difficulty in organizing information received. This can interfere with how information is kept thus causing basic functions such as reading, writing, and understanding words. (NSTA,2020). Many cases of intellectual disabilities cause people to be left in predicaments of not being able to do certain things for themselves or their abilities are limited. Over the year’s technology has evolved and scientists have been motivated year after year to develop wonderful adaptive equipment for persons with disabilities. Just like everyone else they want to someday be able to interact with peers in social gatherings or perhaps just obtain the ability to do for themself. Global Cooperation on Assistive Technology (GATE) was a program created by The World Health Organization. “The GATE program’s objective is to improve access to high quality, affordable assistive products for people with varying disabilities, diseases, and age-related conditions” (Boot et. al, 2017). Assistive technology has helped persons with intellectual disabilities gain some sort of control over their daily functioning and mobility. The various items promote independence and decrease the need for more support. Though some persons are not fully capable of making choices that support autonomy, assistive technology decreases the restrictions that are related to their disability. Without these supports’ somethings are just impossible for them. Overall, together with natural and applied sciences have developed an amazing world for persons with intellectual disabilities whether it is with new robotic technology or a profound treatment for diagnosed genetic disorders. 

SOCIAL SCIENCE

           With a social science perspective, you wonder about the limitations and barriers that come with the integration of persons with intellectual disabilities. Similar to the humanities, yet this time you want to focus on the relationships that are built amongst the persons and how it has an impact on them. Maya Angelou stated, “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” I love this quote because I find it true. We sometimes forget that everyone has feelings and we react to them, even persons with intellectual disabilities. Often you may encounter a child, not excluding those without a disability, which becomes an introvert around a particular person, on the other hand, when they are with you, they may be the opposite. Or a better example, I worked with a person with Down Syndrome. Every time I relieved the shift before me, they complained of her spitting on them, with me she never displayed such actions. I think it was because I have made an effort to build a bond with her and treat her like a normal person with little accommodations. It is important for anyone as the caregiver or educator of these people to build a quality relationship, such as teacher-student or staff -individual, which includes respect and dignity no matter what. We must keep in mind Maslow’s Hierarchy of Needs which applies to all humans. Research has shown that a positive rapport between caretaker or educator enhances positive behavior in persons with intellectual disabilities. It is often difficult for persons with disabilities to have friendships or any type of relationship outside their family or the people they encounter daily (teacher, caretaker, nurse). Studies reveal that friendship predicts improved outcomes in almost every area of one's life (Friedman & Rizzolo, 2018). Therefore when you come across any person for that matter remember that Social Exclusion is painful but Social Inclusion is gainful.

References

Boot FH, Dinsmore J, Khasnabis C and MacLachlan M (2017) Intellectual Disability and Assistive Technology: Opening the GATE Wider. Front. Public Health 5:10. doi: 10.3389/fpubh.2017.00010

Centers for Disease Control and Prevention. (2015c, February 12). Developmental disabilities. Friedman, C., & Rizzolo, M. C. (2018). Friendship, Quality of Life, and People with Intellectual and Developmental Disabilities. Journal of Developmental & Physical Disabilities, 30(1), 39–54. https://doi-org.ezproxy.snhu.edu/10.1007/s10882-017-9576-7 Retrieved from http://www.cdc.gov/ncbddd/developmentaldisabilities/

Hobbs, P. (2015). Walt’s utopia: Disneyland and American mythmaking. Jefferson, NC: McFarland.

Hughes, E. M., Ryan, J. B., & Green, J. M. (2011). The Use of Assistive Technology To Improve Time Management Skills of a Young Adult With an Intellectual Disability. Journal of Special Education Technology, 26(3), 13–20.

Hurman, M. (2017). Exploring the relationships of people with an intellectual disability and their support staff : to what extent is rapport a useful and measurable concept?

Learning Disabilities Association of Ontario. 2020. Learning Disabilities and Diversity: A Culturally Responsive Approach. https://www.ldatschool.ca/culturally-responsive- pedagogy/

National Center for Learning Disabilities. 2009. Learning Disabilities and the Arts. LD Online Works. http://www.ldonline.org/article/30031/

National Science Teaching Association. 2020. Science for Students with Disabilities https://www.nsta.org/disabilities/learning.aspx

Patsy Di Prinzio, M. B., Vera A. Morgan, M. S. S., Jonas Björk, P. D., Maxine Croft, P. D., Ashleigh Lin, P. D., Assen Jablensky, M. D., & Thomas F. McNeil, P. D. (2018). Intellectual Disability and Psychotic Disorders in Children: Association With Maternal Severe Mental Illness and Exposure to Obstetric Complications in a Whole-Population Cohort. American Journal of Psychiatry, 175(12), 1232–1242. https://doi- org.ezproxy.snhu.edu/10.1176/appi.ajp.2018.17101153

Thomas, S. 2017. Life’s Work Normalization. https://wolfwolfensberger.com/life-s- work/normalization

Zakrzewska-Manterys, E. (2015). A History of the Exclusion of the Mentally Handicapped. Przeglad Socjologii Jakosciowej, 11(3), 14–24.