Social support of mentally retarded persons
DOI:
https://doi.org/10.15561/18189172.2015.0115Keywords:
retardationAbstract
Purpose: The aim of this work is to assess the relationship between the environment and mentally retarded persons. Material and methods: Information referring to social support of mentally retarded persons is a source material collected on the base of the data included in the Polish and foreign literature. The issues under discussion related to the following problems: social integration of persons with intellectual disabilities in a family and local environment, social functioning of people with mild intellectual disability, social rehabilitation of people with moderate, severe and profound intellectual disability and specific contact with people with disabilities. Results: For a person with an intellectual disability, the family is the source of acquisition of basic social skills that give him the opportunity for further development and performing certain social roles in a sense of safety. Full acceptance of the intellectually disabled, may dismiss their sense of shame and fear, and instill the satisfaction of belonging to a social community. Conclusions: Full social acceptance of people with intellectual disabilities is the basis for their assimilation and social functioning.Downloads
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References
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<p>Wehmayer M. L. Defining Mental Retardation and Ensuring Access to the General Curriculum. <i>Education and Training in Developmental Disabilities</i>, 2002, vol. 38(3), 271-282.</p>
<p>Luckasson R., Borthwick-Duffy S., Buntinx W. H. E., Coulter D. L., Craig E. M., Reeve A., Schalock R. L., Snell M. E., Spitalnick B. M. & Stark J. A. <i>Mental retardation: Definition, classification, and systems of supports</i> (10<sup>th</sup> Edition). AAMR Press, Washington, DC, 2002, 238 p.</p>
<p>Luckasson R., & Spitalnick D. M. Political and programmatic shifts of the 1992 AAMR definition of mental retardation. In V. Bradley, J. W. Ashbaugh, B. C. Blaney, editors, <i>Creating individual supports for people with developmental disabilities: a mandate for change at many levels</i>. Paul H. Brookes, Baltimore, 1992, pp. 81-96.</p>
<p>MacMillan D. L., Grsham F. M., & Siperstein G. N. Conceptual and psychometric concerns about the 1992 AAMR definition of mental retardation. <i>American Journal of Mental Retardation</i>, 1993, vol. 98(3), pp. 325-335.</p>
<p>Courtade G., Spooner F., Browder D., & Jimenez B. Seven Reasons to Promote Standards-Based Instruction for Students with Severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers (2011). <i>Education and Training in Autism and Developmental Disabilities</i>, 2012, vol. 47(1), pp. 3-13.</p>
<p>French G. <i>Children’s early learning and development</i>. NNCA Press, Dublin, 2007, 30 p.</p>
<p>Liu M. Education and the roles of the State and the market in poverty eradication. In Bas D., editor, <i>Economic & Social Affairs United Nations Publication</i>, New York, 2013, pp. 37-54.</p>
<p>Dykcik W. <i>Special education</i> [Pedagogika specjalna]. UAM Press, Poznań, 2007, 457 p.</p>
<p>Bronfenbrenner U. The Ecological systems theory. <i>Annals of Child Development,</i> 1989, vol. 6, pp. 87-250.</p>
<p>Hanline M. F., & Correa-Torres S. M. Experiences of Preschoolers with Severe Disabilities in an Inclusive Early Education Setting: A Qualitative Study. <i>Education and Training in Autism and Developmental Disabilities</i>, 2012, vol. 47(1), pp. 109-121.</p>
<p>Giangreco M., & Taylor S. “Scientifically based research” and qualitative inquiry. <i>Research and Practice for Persons with Severe Disabilities, </i>2003, vol. 28, pp. 135–137.</p>
<p>Fish M., Stifter C.A., & Belsky J. Conditions of continuity and discontinuity in infant negative emotionality: newborn to five months, <i>Child Development</i>, 1991, vol. 62, pp. 1525-1537.</p>
<p>Perry B. D. Childhood trauma, the neurology of adaptation and use-dependent development of the brain: How states become traits. <i>Infant Mental Health Journal</i>, 1995, vol.16(4), pp. 271-291.</p>
<p>Maciarz A.<i> Theoretical basics of the disabled children’s social integration. From the Theory and Social Integration Studies over the Disabled Children Publishing House</i>. [Teoretyczne podstawy społecznej integracji dzieci niepełnosprawnych. Z teorii i badań społecznej integracji dzieci niepełnosprawnych]. Impuls Press, Kraków, 1999, 137 p.</p>
<p>Green S., Davis, C., Karshmer, E., Marsh, P., & Straight, B. Living stigma: The impact of labeling, stereotyping, separation, status loss, and discrimination in the lives of individuals with disabilities and their families. <i>Sociological Inquiry, </i>2005, vol. 75, pp. 197–215.</p>
<p>Wojciechowski F. <i>Impairment.Family. Adolescence</i>. [Niepełno-sprawność. Rodzina. Dorastanie]. ŻAK Press, Warsaw, 2007, 389 p.</p>
<p>Twardowski A., Obuchowska I., editors. <i>The situation of the impaired families. A handicapped Child in a Family Publishing House</i> [Sytuacja rodzin dzieci niepełnosprawnych]. WSiP Press, Warsaw, 2008, 588 p.</p>
<p>Kleinert H., Haigh, J., Kearns J., & Kennedy S. Alternate assessments: Lessons learned and roads to be taken. <i>Exceptional Children, </i>2000, vol. 67, pp. 51–66.</p>
<p>Ozen A., Batu S., & Birkan B. Teaching Play Skills to Children with Autism through Video Modeling: Small Group Arrangement and Observational Learning. <i>Education and Training in Autism and Developmental Disabilities</i>, 2012, vol. 47(1), pp. 84-96.</p>
<p>Bogucka J., & Kościelska M., editors. <i>Upbringing and integrative teaching. New experience </i>[Wychowanie i nauczanie integracyjne. Nowe doświadczenia]. CMPPP MEN Press, Warsaw, 1998, 223 p.</p>
<p>Kościelska M.<i> Mental impairment and social development</i> [Upośledzenie umysłowe i rozwój społeczny]. WSiP Press, Warsaw, 1984, 396 p.</p>
<p>Głodkowska J. <i>The diagnosis of the special school pupil</i> [Poznanie ucznia szkoły specjalne]. WSiP Press, Warsaw, 1999, 295 p.</p>
<p>Pilecki J., Pilecka W., & Dykcik W. editors. <i>The conditions and determinants of the mentally disabled child’s autonomy. Society in the Face of the Disabled People Autonomy Publishing House</i> [Warunki i wyznaczniki autonomii dziecka upośledzonego umysłowo. Społeczeństwo wobec autonomii osób niepełnosprawnych]. Eruditus, Poznań, 1996, 269 p.</p>
<p>Bradley V. J., & Bersani H. A. <i>Quality assurance for individuals with developmental disabilities. It’s everybody’s business</i>. Baltimore: Paul H. Brookes, Baltimore, 1990, 189 p.</p>
<p>Giryński A. <i>The assessment of social roles fulfillment by the low-average impaired in the sight of the social distance</i> [Ocena pełnienia ról społecznych przez młodzież upośledzoną umysłowo w stopniu lekkim]. WSP Press, Kraków, 1991, 174 p.</p>
<p>Knoll J. A. <i>Defining quality in residential services</i>. In V. J. Bradley & H. A. Bersani, editors, <i>Quality assurance for individuals with developmental disabilities. It’s everybody’s business</i>. Paul H. Brookes, Baltimore, 1990, pp. 235–261.</p>
<p>Witkowski T. <i>To raise the level of the mentally impaired people’s social functioning</i> [By podnieść poziom społecznego funkcjonowania osób z upośledzeniem umysłowym]. UMCS Press, Lublin, 1997, 220 p.</p>
<p>Schalock R. L. The new definition of intellectual disability, individual supports, and personal outcomes. <i>Century</i> [Siglo Cero], 2009, vol. 40, pp. 22–39.</p>
<p>Bartkowicz Z. <i>The juvenile with a reduced mental capacity in the correctional facility </i>[Nieletni z obniżoną sprawnością umysłową w zakładzie poprawczym]. UMCS Press, Lublin,1984, 209 p.</p>
<p>Kościelska M. <i>The faces of impairment</i> [Oblicza upośledzenia]. PWN, Warsaw, 2000, 230 p.</p>
<p>Fröhlich A. <i>At the basis of stimulation. How to stimulate extremely low and multiply handicapped people’s development</i> [Stymulacja u podstaw. Jak stymulować rozwój osób głęboko wielorako niepełnosprawnych]. WSiP Press, Warsaw, 1998, 303 p.</p>
<p>Strang L. Social comparison, multiple reference groups and the self-concepts of academically handicapped children before and after mainstreaming. <i>Journal of Educational Psychology</i>, 1978, vol. 70, pp. 487-479.</p>
<p>Coleman J. M. Self-concept and the mildly handicapped: The role of Social comparisons. <i>The Journal of Special Education</i>, 1983, vol. 17(1), pp. 37-45.</p>
<p>Pilecki J., Pilecka W., & Baran J. <i>The upbringing of the children with a reduced mental capacity in a boarding school</i> [Wychowanie dzieci o obniżonej sprawności umysłowej w internacie]. WSP, Kraków, 1992, 271 p.</p>
<p>Zigler E. Research on personality structure in retards. <i>International Review of Research in Mentally Retardation</i>, 1966, vol. 1, pp. 77-108.</p>
<p>Raber S. M. & Weisz J. R. Teacher feedback to mentally retarded and non retarded children.<i> American Journal of Mental Deficiency</i>, 1986, vol. 86, pp. 148-156.</p>
<p>Giryński A. <i>The problem of integration in respect of a social distance</i> [Problem integracji w świetle dystansu społecznego]. <i>Problemy Rehabilitacji Społecznej i Zawodowej</i>, 1993, vol. 4, pp. 37-49.</p>
<p>Wheeler D., & Farina A. Dimensions of peril in the stigmatization of menially retardation. <i>Academic Psychology Bulletin</i>, 1981, vol. 4, pp. 34-37.</p>
<p>Ostrowska A. <i>The impairment syndrome in Poland. Integrative barriers</i> [Syndrom niepełnosprawności w Polsce. Bariery integracyjne]. IFiSPAN, Warsaw, 1996, 203 p.</p>
<p>Ostrowska A. The integration of children in kindergarten and school [Integracja dzieci niepełnosprawnych w przedszkolu i szkole]. Instytut Filozofii i Socjologii PAN, Warszawa, 1994, 191 p.</p>
<p>Piekut-Brodzka D., & Kuczyńska-Kwapisz J. <i>Special Pedagogy social workers</i> [Pedagogika specjalna dla pracowników socjalnych]. Academy of Special Education, Warsaw, 2004, 214 p.</p>
<p>Park J. H., Faulkner J., & Schaller M. Evolved disease-avoidance processes and contemporary anti-social behavior: Prejudicial attitudes and avoidance of people with physical disabilities. <i>Journal of Nonverbal Behavior</i>, 2003, vol. 27(2), pp. 65-87.</p>
<p>Curtis V, de Barra M, & Aunger R. Disgust as an adaptive system for disease avoidance behaviour. <i>Philosophical Transactions of the Royal Society of London B: Biological Sciences</i>, 2011, vol. 366(1563), pp. 389-401.</p>
<p>Kurzban R, & Leary M. R. Evolutionary origins of stigmatization: The functions of social exclusion. <i>Psychological Bulletin</i>, 2001, vol. 127(2), pp. 187-208.</p>
<p>Yazbeck M., McVilly K., & Parmenter T. Attitudes towards people with intellectual disability: An Australian perspective. <i>Journal of Disability Policy Studies</i>, 2004, vol. 15(2), pp. 97-111.</p>
<p>Okasha A. The Declaration of Madrid and its implementation. An update. <i>World Psychiatry</i>, 2003, vol. 2(2), pp. 65-67.</p>
<p>Report of the Special Reporters of the Commission for Social Development on Monitoring the Implementation of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities on Third Mandate, 2000-2002. In : <i>Monitoring the implementation of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities</i>, United Nations Document E/CN.5/2002/A, annex, 2002. 100 p.</p>
<p>Luckasson R., Coulter D. L., Snell M. F., Spitalnick D. M., & Stark, J. A. <i>Mental retardation: Definision, slassification, and systems of supports</i> (9<sup>th</sup>Edition). AAMR Press, Washington, DC, 1992, 123 p.</p>
<p>Wehmayer M. L. Defining Mental Retardation and Ensuring Access to the General Curriculum. <i>Education and Training in Developmental Disabilities</i>, 2002, vol. 38(3), 271-282.</p>
<p>Luckasson R., Borthwick-Duffy S., Buntinx W. H. E., Coulter D. L., Craig E. M., Reeve A., Schalock R. L., Snell M. E., Spitalnick B. M. & Stark J. A. <i>Mental retardation: Definition, classification, and systems of supports</i> (10<sup>th</sup> Edition). AAMR Press, Washington, DC, 2002, 238 p.</p>
<p>Luckasson R., & Spitalnick D. M. Political and programmatic shifts of the 1992 AAMR definition of mental retardation. In V. Bradley, J. W. Ashbaugh, B. C. Blaney, editors, <i>Creating individual supports for people with developmental disabilities: a mandate for change at many levels</i>. Paul H. Brookes, Baltimore, 1992, pp. 81-96.</p>
<p>MacMillan D. L., Grsham F. M., & Siperstein G. N. Conceptual and psychometric concerns about the 1992 AAMR definition of mental retardation. <i>American Journal of Mental Retardation</i>, 1993, vol. 98(3), pp. 325-335.</p>
<p>Courtade G., Spooner F., Browder D., & Jimenez B. Seven Reasons to Promote Standards-Based Instruction for Students with Severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers (2011). <i>Education and Training in Autism and Developmental Disabilities</i>, 2012, vol. 47(1), pp. 3-13.</p>
<p>French G. <i>Children’s early learning and development</i>. NNCA Press, Dublin, 2007, 30 p.</p>
<p>Liu M. Education and the roles of the State and the market in poverty eradication. In Bas D., editor, <i>Economic & Social Affairs United Nations Publication</i>, New York, 2013, pp. 37-54.</p>
<p>Dykcik W. <i>Special education</i> [Pedagogika specjalna]. UAM Press, Poznań, 2007, 457 p.</p>
<p>Bronfenbrenner U. The Ecological systems theory. <i>Annals of Child Development,</i> 1989, vol. 6, pp. 87-250.</p>
<p>Hanline M. F., & Correa-Torres S. M. Experiences of Preschoolers with Severe Disabilities in an Inclusive Early Education Setting: A Qualitative Study. <i>Education and Training in Autism and Developmental Disabilities</i>, 2012, vol. 47(1), pp. 109-121.</p>
<p>Giangreco M., & Taylor S. “Scientifically based research” and qualitative inquiry. <i>Research and Practice for Persons with Severe Disabilities, </i>2003, vol. 28, pp. 135–137.</p>
<p>Fish M., Stifter C.A., & Belsky J. Conditions of continuity and discontinuity in infant negative emotionality: newborn to five months, <i>Child Development</i>, 1991, vol. 62, pp. 1525-1537.</p>
<p>Perry B. D. Childhood trauma, the neurology of adaptation and use-dependent development of the brain: How states become traits. <i>Infant Mental Health Journal</i>, 1995, vol.16(4), pp. 271-291.</p>
<p>Maciarz A.<i> Theoretical basics of the disabled children’s social integration. From the Theory and Social Integration Studies over the Disabled Children Publishing House</i>. [Teoretyczne podstawy społecznej integracji dzieci niepełnosprawnych. Z teorii i badań społecznej integracji dzieci niepełnosprawnych]. Impuls Press, Kraków, 1999, 137 p.</p>
<p>Green S., Davis, C., Karshmer, E., Marsh, P., & Straight, B. Living stigma: The impact of labeling, stereotyping, separation, status loss, and discrimination in the lives of individuals with disabilities and their families. <i>Sociological Inquiry, </i>2005, vol. 75, pp. 197–215.</p>
<p>Wojciechowski F. <i>Impairment.Family. Adolescence</i>. [Niepełno-sprawność. Rodzina. Dorastanie]. ŻAK Press, Warsaw, 2007, 389 p.</p>
<p>Twardowski A., Obuchowska I., editors. <i>The situation of the impaired families. A handicapped Child in a Family Publishing House</i> [Sytuacja rodzin dzieci niepełnosprawnych]. WSiP Press, Warsaw, 2008, 588 p.</p>
<p>Kleinert H., Haigh, J., Kearns J., & Kennedy S. Alternate assessments: Lessons learned and roads to be taken. <i>Exceptional Children, </i>2000, vol. 67, pp. 51–66.</p>
<p>Ozen A., Batu S., & Birkan B. Teaching Play Skills to Children with Autism through Video Modeling: Small Group Arrangement and Observational Learning. <i>Education and Training in Autism and Developmental Disabilities</i>, 2012, vol. 47(1), pp. 84-96.</p>
<p>Bogucka J., & Kościelska M., editors. <i>Upbringing and integrative teaching. New experience </i>[Wychowanie i nauczanie integracyjne. Nowe doświadczenia]. CMPPP MEN Press, Warsaw, 1998, 223 p.</p>
<p>Kościelska M.<i> Mental impairment and social development</i> [Upośledzenie umysłowe i rozwój społeczny]. WSiP Press, Warsaw, 1984, 396 p.</p>
<p>Głodkowska J. <i>The diagnosis of the special school pupil</i> [Poznanie ucznia szkoły specjalne]. WSiP Press, Warsaw, 1999, 295 p.</p>
<p>Pilecki J., Pilecka W., & Dykcik W. editors. <i>The conditions and determinants of the mentally disabled child’s autonomy. Society in the Face of the Disabled People Autonomy Publishing House</i> [Warunki i wyznaczniki autonomii dziecka upośledzonego umysłowo. Społeczeństwo wobec autonomii osób niepełnosprawnych]. Eruditus, Poznań, 1996, 269 p.</p>
<p>Bradley V. J., & Bersani H. A. <i>Quality assurance for individuals with developmental disabilities. It’s everybody’s business</i>. Baltimore: Paul H. Brookes, Baltimore, 1990, 189 p.</p>
<p>Giryński A. <i>The assessment of social roles fulfillment by the low-average impaired in the sight of the social distance</i> [Ocena pełnienia ról społecznych przez młodzież upośledzoną umysłowo w stopniu lekkim]. WSP Press, Kraków, 1991, 174 p.</p>
<p>Knoll J. A. <i>Defining quality in residential services</i>. In V. J. Bradley & H. A. Bersani, editors, <i>Quality assurance for individuals with developmental disabilities. It’s everybody’s business</i>. Paul H. Brookes, Baltimore, 1990, pp. 235–261.</p>
<p>Witkowski T. <i>To raise the level of the mentally impaired people’s social functioning</i> [By podnieść poziom społecznego funkcjonowania osób z upośledzeniem umysłowym]. UMCS Press, Lublin, 1997, 220 p.</p>
<p>Schalock R. L. The new definition of intellectual disability, individual supports, and personal outcomes. <i>Century</i> [Siglo Cero], 2009, vol. 40, pp. 22–39.</p>
<p>Bartkowicz Z. <i>The juvenile with a reduced mental capacity in the correctional facility </i>[Nieletni z obniżoną sprawnością umysłową w zakładzie poprawczym]. UMCS Press, Lublin,1984, 209 p.</p>
<p>Kościelska M. <i>The faces of impairment</i> [Oblicza upośledzenia]. PWN, Warsaw, 2000, 230 p.</p>
<p>Fröhlich A. <i>At the basis of stimulation. How to stimulate extremely low and multiply handicapped people’s development</i> [Stymulacja u podstaw. Jak stymulować rozwój osób głęboko wielorako niepełnosprawnych]. WSiP Press, Warsaw, 1998, 303 p.</p>
<p>Strang L. Social comparison, multiple reference groups and the self-concepts of academically handicapped children before and after mainstreaming. <i>Journal of Educational Psychology</i>, 1978, vol. 70, pp. 487-479.</p>
<p>Coleman J. M. Self-concept and the mildly handicapped: The role of Social comparisons. <i>The Journal of Special Education</i>, 1983, vol. 17(1), pp. 37-45.</p>
<p>Pilecki J., Pilecka W., & Baran J. <i>The upbringing of the children with a reduced mental capacity in a boarding school</i> [Wychowanie dzieci o obniżonej sprawności umysłowej w internacie]. WSP, Kraków, 1992, 271 p.</p>
<p>Zigler E. Research on personality structure in retards. <i>International Review of Research in Mentally Retardation</i>, 1966, vol. 1, pp. 77-108.</p>
<p>Raber S. M. & Weisz J. R. Teacher feedback to mentally retarded and non retarded children.<i> American Journal of Mental Deficiency</i>, 1986, vol. 86, pp. 148-156.</p>
<p>Giryński A. <i>The problem of integration in respect of a social distance</i> [Problem integracji w świetle dystansu społecznego]. <i>Problemy Rehabilitacji Społecznej i Zawodowej</i>, 1993, vol. 4, pp. 37-49.</p>
<p>Wheeler D., & Farina A. Dimensions of peril in the stigmatization of menially retardation. <i>Academic Psychology Bulletin</i>, 1981, vol. 4, pp. 34-37.</p>
<p>Ostrowska A. <i>The impairment syndrome in Poland. Integrative barriers</i> [Syndrom niepełnosprawności w Polsce. Bariery integracyjne]. IFiSPAN, Warsaw, 1996, 203 p.</p>
<p>Ostrowska A. The integration of children in kindergarten and school [Integracja dzieci niepełnosprawnych w przedszkolu i szkole]. Instytut Filozofii i Socjologii PAN, Warszawa, 1994, 191 p.</p>
<p>Piekut-Brodzka D., & Kuczyńska-Kwapisz J. <i>Special Pedagogy social workers</i> [Pedagogika specjalna dla pracowników socjalnych]. Academy of Special Education, Warsaw, 2004, 214 p.</p>
<p>Park J. H., Faulkner J., & Schaller M. Evolved disease-avoidance processes and contemporary anti-social behavior: Prejudicial attitudes and avoidance of people with physical disabilities. <i>Journal of Nonverbal Behavior</i>, 2003, vol. 27(2), pp. 65-87.</p>
<p>Curtis V, de Barra M, & Aunger R. Disgust as an adaptive system for disease avoidance behaviour. <i>Philosophical Transactions of the Royal Society of London B: Biological Sciences</i>, 2011, vol. 366(1563), pp. 389-401.</p>
<p>Kurzban R, & Leary M. R. Evolutionary origins of stigmatization: The functions of social exclusion. <i>Psychological Bulletin</i>, 2001, vol. 127(2), pp. 187-208.</p>
<p>Yazbeck M., McVilly K., & Parmenter T. Attitudes towards people with intellectual disability: An Australian perspective. <i>Journal of Disability Policy Studies</i>, 2004, vol. 15(2), pp. 97-111.</p>
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2015-01-28
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Zwolinska D, Podstawski R, Nowosielska-Swadzba D, Jendrysek M. Social support of mentally retarded persons. Pedagogics, psychology, medical-biological problems of physical training and sports. 2015;19(1):78-84. https://doi.org/10.15561/18189172.2015.0115
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