There's Something Wrong with Michael: A Pediatrician-Mother's Perspective

PEDIATRICS ◽  
1983 ◽  
Vol 71 (3) ◽  
pp. 446-448
Author(s):  
Adrienne B. Butler
Keyword(s):  
Mental Retardation ◽  
Motor Activity ◽  
Congenital Malformation ◽  
Training Programs ◽  
Handicapped Child ◽  
Pediatric Care ◽  
Handicapped Children ◽  
Her Family ◽  
Pediatric Education ◽  
The Family

Pediatric education strongly emphasizes the psychosocial aspects of diseases of children. The pediatric literature, replete with articles about evaluation and treatment of children with developmental disabilities,1-6 rarely addresses adaptation of the family to the child with a major congenital malformation or mental retardation.7-10 The dearth of such articles in general pediatric journals in recent years is inconsistent with the stated emphasis on developmental pediatrics in our training programs.11 How does one teach pediatric house officers to deal with handicapped children and their families? The emotions unleashed by the day-to-day needs of a handicapped child are uncomfortable, and are, to a large extent, defended against, if not denied, by the medical caretaker. Although necessary for one's own emotional survival, and for the delivery of objective pediatric care, such defenses may, in fact, interfere with one's ability to deal optimally with such a child and his or her family.12 Being Michael's mother has changed all of that for me. I can remember vividly the date and time we first recognized that Michael had a problem. His placid disposition, coupled with a hectic household and our delight in having an "easy" baby for a third child, had combined into at most a vague sense of unease at his delay in motor activity. The realization that all was not well came to me suddenly and with urgency one night when Michael was nearly 7 months old. "I don't know why I keep fooling myself," I told my husband that night. "He should be rolling over.

Does Categorical Teacher Certification Benefit the Mildly Handicapped Child?

1987 ◽  
Vol 53 (5) ◽  
pp. 423-431 ◽  
Author(s):  
Douglas Marston
Keyword(s):  
Service Delivery ◽  
Teacher Certification ◽  
Training Programs ◽  
Academic Progress ◽  
Learning Disabled ◽  
Handicapped Child ◽  
Service Delivery Model ◽  
Handicapped Children ◽  
Teacher Training Programs ◽  
Educable Mentally Retarded

The study reported here examined the utility of teacher certification as it relates to the reading achievement of mildly handicapped children. Specifically, this investigation analyzed the question of whether children identified as learning disabled (LD) and educable mentally retarded (EMR) make better academic progress when taught by teachers with certification specific to the student's disability. Results indicated that LD and EMR pupils, when taught by teachers with certification matching child label, did not make significantly greater gains than LD and EMR children instructed by teachers with licenses not matching pupil label. The data support a noncategorical service delivery model with implications for issues involving student identification and teacher training programs.

Home Environment and Adjustment in Families with Handicapped Children: A Canonical Correlation Study

1987 ◽  
Vol 7 (2) ◽  
pp. 67-82
Author(s):  
Paul Petersen ◽  
Richard L. Wikoff
Keyword(s):  
Socioeconomic Status ◽  
Home Environment ◽  
Canonical Correlation ◽  
Subjective Assessment ◽  
Correlation Study ◽  
Handicapped Child ◽  
Handicapped Children ◽  
Canonical Correlations ◽  
Environment Variables ◽  
The Family

The hypothesis that adjustment within the family of a handicapped child is due to more than just the presence of the child was investigated using canonical correlation. Five borne environment variables—handicapped-related events, resources available, severity of symptoms, other sources of stress, and socioeconomic status—and three adjustment variables—subjective assessment of the child's presence, marital adjustment, and maternal health—were used. Data were collected from 105 mothers of handicapped children. Two significant variates emerged with canonical correlations of .776 and .447. The total redundancy for the adjustment variables across both variates was .346. For the environment variables, the total redundancy was .251. The resources available and the number of handicapped-related events were the most important environment variables, and socioeconomic status was the least important.

The Education for All Handicapped Children Act of 1975: A pediatrician's viewpoint

PEDIATRICS ◽  
1978 ◽  
Vol 62 (2) ◽  
pp. 271-274
Author(s):  
Merritt B. Low
Keyword(s):  
Mental Retardation ◽  
Local Control ◽  
Handicapped Child ◽  
Education For All ◽  
Central Authority ◽  
Handicapped Children ◽  
Elementary And Secondary Education ◽  
Title Iii ◽  
Special Instruction ◽  
Education Act

Integration of the handicapped child into the mainstream of society is a concept now heading toward the hurdle of implementation. It is intermeshed with other societal ferments, interplays between personalization and depersonalization, consumerism and professionalism, central authority and local autonomy, Federal activity in the area of the education of the handicapped has been increasing since the enactment of The Elementary and Secondary Education Act of 1965, generated from President Kennedy's panel on mental retardation. A synergism between local control and central guidelines has been sought. Title III of that Act provided for the allocation of funds to be used to support special instruction and equipment for "persons who are handicapped."

The School-Age Siblings of Mongol Children

1973 ◽  
Vol 123 (573) ◽  
pp. 161-167 ◽  
Author(s):  
Ann Gath
Keyword(s):  
Handicapped Child ◽  
School Age ◽  
Mentally Handicapped ◽  
Handicapped Children ◽  
The Past ◽  
The Family

During the past fifteen years, attention has been drawn to the difficulties experienced by the families of mentally-handicapped children. Early studies showed that a mentally handicapped child in the home constituted a severe burden for other members of the family, particularly the mother (Tizard and Grad, 1961; Holt, 1957; Schonell and Watts, 1957).

Use of Running Exercises for Preschoolers with Mental Retardation as a Means of Improving Play or School Activity

1994 ◽  
Vol 78 (2) ◽  
pp. 571-578 ◽  
Author(s):  
Tadashige Yamanaka ◽  
Takeshi Furuya ◽  
Masamitsu Shibagaki
Keyword(s):  
Mental Retardation ◽  
Physical Fitness ◽  
Physical Training ◽  
Training Programs ◽  
Nursery School ◽  
Handicapped Children ◽  
Interactive Behavior ◽  
Quality Of Movement ◽  
School Activity

Various physical training programs have been devised to achieve greater physical fitness for handicapped children who otherwise exercise insufficiently. Such training may also facilitate socializing and play at school. Running exercises were conducted with 4 handicapped preschoolers and 3 age-matched normal preschoolers for 3 30-min. sessions per week for 11 weeks. Measures were seconds taken to run 25 meters and ratings of play behavior. Analysis showed that children who reluctandy joined the exercise made little progress in running. The quality of movement and play activities in nursery school and interactive behavior improved significantly for participants who also improved in running.

Families of Handicapped Children: Sources of Stress and its Amelioration

1983 ◽  
Vol 50 (1) ◽  
pp. 10-19 ◽  
Author(s):  
James J. Gallagher ◽  
Paula Beckman ◽  
Arthur H. Cross
Keyword(s):  
Family Income ◽  
Handicapped Child ◽  
Support Networks ◽  
Professional Support ◽  
Informal Social Support ◽  
Handicapped Children ◽  
Factors Affecting ◽  
Daily Care ◽  
Care Giving ◽  
The Family

This literature review focuses on the stresses families experience and the support factors needed to help them cope with their handicapped children. Stress often appears to increase with the age of the handicapped child, and it is also based on the daily care-giving demands of the child. Other general factors affecting stress are low family income, divorce, separation, and so forth. The father often plays a limited role in these families even when present. Both formal and informal social support networks are important to these families, often more so than professional support, which has been uneven. Families need to be treated as having individual needs that require individual solutions, even as their handicapped children. Investigators and practitioners are encouraged to continue their focus on the family as a legitimate unit of study and treatment.

Pediatricians and The Education for All Handicapped Children Act of 1975 (public law 94-142)

PEDIATRICS ◽  
1978 ◽  
Vol 61 (1) ◽  
pp. 135-137
Author(s):  
Francine H. Jacobs ◽  
Deborah Klein Walker
Keyword(s):  
Educational Opportunity ◽  
Public Law ◽  
Handicapped Child ◽  
Education For All ◽  
Special Education Services ◽  
Handicapped Children ◽  
Free Appropriate Public Education ◽  
Parents And Children ◽  
State And Local ◽  
Procedural Rights

In November 1975, Congress passed The Education for All Handicapped Children Act (public law 94-142) which became effective on October 1, 1977. This law requires that any state receiving funds through PL 94-142 provide a "free appropriate public education" for each resident handicapped child, and protect the procedural rights of parents and children in the receipt of these special education services. State and local educational agencies (school systems) must develop and implement plans to identify, locate, and evaluate these children, and place them into suitable programs, all toward the goal of "full educational opportunity" for each (sections 612 and 613).1

MENTAL RETARDATION IN A FAMILY WITH PHENYLKETONURIA AND MILD HYPERPH ENYLALANINEMIA

PEDIATRICS ◽  
1969 ◽  
Vol 44 (5) ◽  
pp. 655-660
Author(s):  
Bernard E. Cohen ◽  
Arieh Szeinberg ◽  
Wifred Berman ◽  
Yermiahu Aviad ◽  
Moshe Crispin ◽  
...  
Keyword(s):  
Mental Retardation ◽  
Mentally Retarded ◽  
Biochemical Abnormality ◽  
Maternal Uncle ◽  
The Family ◽  
Phenylalanine Metabolism ◽  
Inbred Family

A highly inbred family with five mentally retarded persons is described. Two sibs presented typical characteristics of phenylketonuria, while one mentally retarded sib did not show any biochemical abnormality. The mother and maternal uncle had mild hyperphenylalaninemia. It is pointed out in the discussion that, while the mental retardation (at least in some of these subjects) may be independent of disturbances of phenylalanine metabolism, it is possible also to explain all the findings in the family on a unified basis, involving a variant hyperphenylalaninemia with tolerance increasing with age and "maternal phenylketonuia."

Creative Opportunities for the Retarded Child (Six illustrated booklets containing advice and practical information about arts and handicrafts for the parents, nurse, social volunteer or vocational worker who has daily contact with a handicapped child), by H. Cornelia Hollander, New York: Doubleday & Company, Inc., 1971, $10.00

PEDIATRICS ◽  
1972 ◽  
Vol 49 (6) ◽  
pp. 937-938
Author(s):  
Jean K. MacCubrey
Keyword(s):  
New York ◽  
Retarded Child ◽  
Mentally Retarded ◽  
Handicapped Child ◽  
Arts And Crafts ◽  
Handicapped Children ◽  
Daily Contact ◽  
Practical Information ◽  
Mentally Retarded Children

In six illustrated booklets Cornelia Hollander has set forth a rationale and directions for an arts and crafts program for handicapped children. The first booklet describes how a group of parents and teachers of mentally retarded children organized a workshop to teach "uncreative adults" skills that they in turn could teach their handicapped children." The succeeding booklets deal, respectively, with finger painting and simple print making, drawing and painting, clay and other dimensional media, stitchery, and woodworking and odds and ends.

Counseling Families Who Have a Child with a Severe Congenital Anomaly

PEDIATRICS ◽  
1981 ◽  
Vol 67 (3) ◽  
pp. 321-324 ◽  
Author(s):  
Norman Fost
Keyword(s):  
Congenital Anomaly ◽  
Congenital Malformation ◽  
Conflicts Of Interest ◽  
Major Congenital Malformation ◽  
Legal Implications ◽  
The Family

The birth of an infant with a major congenital malformation is experienced by the family as a calamity. Parents have an urgent need for compassionate and skilled attention, and a long-term need for counseling to help them adapt to the crisis. The difficult ethical and legal implications of such cases further complicate the doctor's ability to care for the patient and family. Potential conflicts of interest have recently led to the use of voluntary consultation by hospital committees, or obligatory involvement by the courts.

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