At 12:12 AM 06/15/2001 +0100, you wrote:
>There are 7 messages totalling 451 lines in this issue.
>
>Topics of the day:
>
> 1. Blunkett should ban the BNP/NF march!
> 2. a cheap read
> 3. Parkinsons research (2)
> 4. Active Support Approach?
> 5. Colleges can do even more for people with disabilities
> 6. SENDA (2001) Annotated online availability
>
>________________End of message______________________
>
>Archives and tools for the Disability-Research Discussion List
>are now located at:
>
>www.jiscmail.ac.uk/lists/disability-research.html
>
>You can JOIN or LEAVE the list from this web page.
>
>----------------------------------------------------------------------
>
>Date: Thu, 14 Jun 2001 01:24:52 +0100
>From: [log in to unmask]
>Subject: Re: Blunkett should ban the BNP/NF march!
>
>I agree with others its about respecting other beings and equality. i agree
>that the BNP/NF
>movement has a negative remit where other movements are for benefit of as
>many as they can think of
>(often forgetting us though!) which is why so many in the movement have made
>a committment that we
>will strive not do this to other groups of oppressed people. if we all
>club together we well
>out-number the minority of well to do white businessmen. the good news is
>Mayday is an example of
>many of these groups co-operating and growing.
>
>I have been looking at NF and BNP websites and they make few mention to
>disabled people.. though no
>doubt some of the people they are talking about are disabled they dont seem
>to think much past
>where you and all your ancestors were born (like they know themselves..!!)
>on the web. I reckon we
>should get in there before they join the Galton Institute (the old Eugenics
>Society with a modern
>name) - or reveal and use their memberships... for once let's beat them to
>it.
>
>it seems these people incite hatred, hate crimes and advocate for inequality
>based on type of
>person. Its everything to do with us, including those who feel they are not
>directly affected by
>their racism. all disabled people are affected by oppression against the
>rich variety of humans.
>all people must try to take responsibility, why should we not be brought up
>as communities instead
>of excusing the trained ignorance.
>
>surely we are all affected, at least indirectly affected, by the fact the
>BNP exist, what they get
>away with and growing.. wouldn't it be nice to see the disabled people's
>movement growing at this
>rate?
>
>clair (disabled activist)
>
>------------------------------
>
>Date: Thu, 14 Jun 2001 11:51:13 +0100
>From: Mark Priestley <[log in to unmask]>
>Subject: a cheap read
>
>Hi
>
>With due apologies for commerce
>
>Readers in the UK may be interested to notice that Amazon.co.uk have made an
>error in the sale price of our new book - and then discounted it even
>further! So, if anyone fancies a very cheap deal, I haven't told them
>yet...;-)
>
>Details at...
>http://www.amazon.co.uk/exec/obidos/ASIN/0521797349
>
>Best Wishes
>
>Mark Priestley
>Centre for Disability Studies
>University of Leeds
>LEEDS
>LS2 9JT
>UK
>
>tel: +44 113 233 4417
>fax: +44 113 233 4415
>e-mail: [log in to unmask]
>http://www.leeds.ac.uk/disability-studies
>
>------------------------------
>
>Date: Thu, 14 Jun 2001 13:26:06 +0100
>From: =?iso-8859-1?q?Philip=20Scullion?= <[log in to unmask]>
>Subject: Parkinsons research
>
>Has anyone got a lead on reserech into Parkinsons
>disease please?
>
>In particular the use of stem cells from ubilical
>blood,
>Thanks
>
>=====
>Philip Scullion
>Senior Lecturer
>Health and Social Sciences
>Coventry University
>UK
>
>____________________________________________________________
>Do You Yahoo!?
>Get your free @yahoo.co.uk address at http://mail.yahoo.co.uk
>or your free @yahoo.ie address at http://mail.yahoo.ie
>
>------------------------------
>
>Date: Thu, 14 Jun 2001 17:57:31 +0100
>From: Alden Chadwick <[log in to unmask]>
>Subject: Active Support Approach?
>
>Hello
>
>A local government colleague of mine has asked if I can find gather some
>information on the 'Active Support Approach' to 'Person Centred Plans' for
>Deaf service users as operated by a UK organisation called 'United
>Response'.
>
>The only information I have is a paragraph from a document of unknown
>origin, it reads:
>
>> United Response operates The Active Support Approach in all our Services -
>> Professor Jim Mansell; Tizard Centre, University of Kent, is a Trustee of
>> United Response. This allows us a theoretical base to our work and a precise
>> tool for the best use of staffing support. All the people living at the Deaf
>> Service have Active Support Approach plans and these are used to monitor7
>> assess and review how we are supporting them towards their stated goals.
>>
>> Being able to blend creativity and initiative with pragmatic resource use has
>> definitely allowed us to gain the most benefit from what we have available.
>
>Regards
>
>Alden
>
>------------------------------
>
>Date: Thu, 14 Jun 2001 15:02:30 -0400
>From: runnels5 <[log in to unmask]>
>Subject: Re: Parkinsons research
>
>Here's a start (but not umbilical blood)
>" Cure for Parkinson's on horizon?
>Scientists may be on the brik of curing Parkinson's disease using
>transplanted embryonic stem cells. Dr. Ole Isacson of Harvard Medical
>School and Dr. Ronald McKay of the National Institutes of Health report
>they have both "cured' Parkinson's in mice and rats, using stem cells
>removed from embryos of laboratory aminals.
>Isacson reports that mouse and rat embryonic cells, after careful
>processing, can be grafted into the animal brains where they transform
>into replacements for cells killed by Parkinson's. The transplanted
>cells convert to dopamine-producing cells, replacing those lacking in
>patients with Parkinson's.
>"The cells organise themselves to become very functional, " he said.
>"We see the cells behaving in a way to reverse the symptoms." Source:
>Associated Press
>Rehab and Community Care Management Spring 2001 Vol 10 No1, page3.
>Vivien Runnels (Canada)
>
>Philip Scullion wrote:
>
>> Has anyone got a lead on reserech into Parkinsons
>> disease please?
>>
>> In particular the use of stem cells from ubilical
>> blood,
>> Thanks
>>
>> =====
>> Philip Scullion
>> Senior Lecturer
>> Health and Social Sciences
>> Coventry University
>> UK
>>
>> ____________________________________________________________
>> Do You Yahoo!?
>> Get your free @yahoo.co.uk address at http://mail.yahoo.co.uk
>> or your free @yahoo.ie address at http://mail.yahoo.ie
>>
>> ________________End of message______________________
>>
>> Archives and tools for the Disability-Research Discussion List
>> are now located at:
>>
>> www.jiscmail.ac.uk/lists/disability-research.html
>>
>> You can JOIN or LEAVE the list from this web page.
>
>------------------------------
>
>Date: Thu, 14 Jun 2001 21:04:59 -0000
>From: Ozcan KONUR <[log in to unmask]>
>Subject: Colleges can do even more for people with disabilities
>
>Jordan, IK (2001) Colleges Can Do Even More for People With Disabilities,
>Chronicle of Higher Education 15 June 2001.
>
>The way it's worded is always different, but the gist is the same. It's what
>I call "the Question," and it goes something like this: If there was a pill
>that could cure your deafness, would you take it?
>
>It doesn't seem to matter that the topic under discussion, or the purpose of
>the interview, is about the education of deaf college students, or the
>impact of technology on deaf people, or my reflections on the importance of
>the Americans With Disabilities Act. Somehow or other, the Question always
>slips into the conversation.
>
>My answer has been the same since the first time I heard the Question early
>in my presidency of Gallaudet University: No, I would not take the magic
>pill even if it existed. After 35 years, my deafness is such an integral
>part of who I am, and I am so comfortable with it, that I cannot imagine
>becoming a hearing person again.
>
>Long ago, I learned that dwelling on what I cannot do is a futile and
>unproductive exercise, whereas attending to what I can do is consummately
>fulfilling. That is our philosophy at my institution, where deafness is the
>norm, and the only barriers to personal, academic, and professional success
>are self-imposed.
>
>Beyond our 99-acre campus in northeast Washington, D.C., however, lies a
>world full of obstacles for millions of people with disabilities. Even
>today, as the nation enters the second decade after the passage of the
>Americans With Disabilities Act, which has had an enormous impact on nearly
>every aspect of our daily lives, far too many disabled people have yet to
>become full participants in the American experience.
>
>Certainly, life before the A.D.A. was rampant with physical and social
>barriers that prevented disabled people from making even rudimentary
>decisions. Many were trained in sheltered workshops, or warehoused by
>families and educational systems embarrassed by their very existence, and
>convinced they had little potential for success.
>
>Being deaf, I at least had the opportunity for a fine, accessible
>undergraduate education at Gallaudet and the chance to go on for graduate
>degrees. However, when I entered the University of Tennessee's graduate
>program in psychology in 1969, I did so realizing that it would be a rough
>ride. I neither expected nor received any special accommodation. As a
>consequence, day after day I sat through classes understanding little if
>anything my professors said. I depended on the good will of my classmates to
>share their notes with me, and I spent long nights in the library in order
>to keep up with my classes. It was both a grueling and lonely period, and
>most deaf students had similar experiences at the time. Had I been blind or
>a wheelchair user, it would have been considerably more of a challenge, as
>most campuses were not accessible to individuals with mobility disabilities.
>
>More than 30 years later, it is now commonplace to find deaf and
>hard-of-hearing students -- accompanied by sign-language interpreters or
>having access to real-time captioning -- taking classes in universities
>throughout the country. Similarly, students in wheelchairs zipping across
>our campuses, or blind students reading Brailled texts and using specially
>equipped computers, have become familiar. They may continue to spend time in
>the library or compare notes with classmates, but it is not for the same
>reason that I did. Thanks to the A.D.A., many communications and other
>barriers have been removed, and disabled students are guaranteed the right
>to equal educational opportunity.
>
>That level of access didn't come easily. Like the civil-rights and women's
>movements several decades ago, national protests galvanized
>disability-rights demonstrations -- starting with those inspired by students
>with disabilities at the University of California at Berkeley in the 1960's
>and 1970's. The most pivotal moment occurred in March 1988 with the "Deaf
>President Now" movement at Gallaudet University.
>
>After months of searching for a new president, and despite the groundswell
>of support for the appointment of a deaf person to the position for the
>first time, Gallaudet's Board of Trustees chose the one hearing candidate
>from the final shortlist. To make matters worse, although she later denied
>it, the chairwoman of the board was quoted in the news media as saying that
>"deaf people are not ready to function in the hearing world."
>
>When news of the board's decision reached the students, who fully expected a
>different outcome, they took their case to the American people. Gallaudet
>students, along with alumni, faculty members, administrators, and other
>supporters, closed ranks. They blocked the entrances to the campus, marched
>to the U.S. Capitol, buttonholed members of Congress, and captured the
>media's attention.
>
>One week after the demonstration erupted, it became clear that public
>opinion had weighed in solidly on the side of the protesters. Recognizing
>this, the Board of Trustees reversed its decision and appointed me president
>of Gallaudet -- where I had served as a member of the faculty, department
>chairman, and dean of the College of Arts and Sciences.
>
>The Deaf President Now protest also had an important influence on the
>passage of the A.D.A. in 1990. We put disability rights into the spotlight
>and, according to Iowa Democratic Senator Tom Harkin, one of the champions
>of the A.D.A., rekindled a sense of urgency among members of Congress to
>make it the law of the land.
>
>Today, deaf and hard-of-hearing people in every part of the country enjoy
>communications accommodations made possible through the A.D.A.:
>sign-language interpreting, captioning, and the telecommunication relay
>service. In the same way, the A.D.A. has literally and figuratively opened
>wide the doors of opportunity to individuals with mobility, learning,
>vision, or other disabilities.
>
>In return, people with disabilities contribute in no small way to the
>country's booming economy. The Wall Street Journal reports that
>"handicapitalism" is thriving, as businesses take advantage of the
>opportunity to buy from and sell to the almost 50 million people who are 15
>years and older with disabilities in the United States -- and who have
>annual discretionary incomes totaling $175-billion. Companies that once
>balked at making and paying for accommodations for disabled people are now
>going beyond what the law mandates to market products and services to them.
>
>In addition, companies also are accommodating disabled people as employees,
>with significant payoffs. Studies by Dupont over the past 35 years give
>evidence that workers with disabilities perform as well or better than other
>employees. For example, in one survey, as many as 97 percent of disabled
>employees were rated average or above in safety, while 90 percent were rated
>average or above in the performance of their job duties.
>
>Although it has been less studied, Americans in general have also received
>an unanticipated benefit: a more accessible society for everyone. Curb cuts
>make life easier for people who use wheelchairs and for mothers pushing baby
>strollers. Captioning gives deaf people access to television and helps
>speakers of other languages learn English. Books on tape are a boon to
>people who are blind and to commuters who spend hours driving long
>distances. In other words, building access for people with disabilities also
>builds access for countless others who benefit from the elimination of
>barriers.
>
>Perhaps nowhere is the spirit of the A.D.A. more alive than within higher
>education, the birthplace of the disability-rights movement. Because of its
>commitment to pluralism, academe holds a deep appreciation for how students,
>faculty members, and administrators with disabilities enrich their
>institutions.
>
>For example, the Society for Disability Studies, founded in 1982 by a group
>of social scientists, has grown into a national organization committed both
>to research and to action. At its recent annual conference in Chicago,
>topics included such issues as disabilities-identity politics, the
>educational construct of disability, and the intersection of disability
>studies and medicine. That kind of discourse, as well as the growing number
>of disability-studies programs, underscores higher education's recognition
>and validation of disabled people and their concerns.
>
>Since becoming president of Gallaudet, my message has been that deaf people
>can do anything except hear. And indeed, in the last decade I have seen a
>change in the national attitude with regard not only to people who are deaf,
>but toward those with other disabilities. Many Americans no longer focus on
>what people who are disabled cannot do (hear, walk, see), but instead, they
>appreciate what we can do (everything else).
>
>Yet, as heartening as this change in attitude is, it cannot make up for the
>lack of educational resources and training needed to help all disabled
>children realize their potential. It cannot make up for those who persist in
>thinking of disabled individuals as "less able," thereby fostering lowered
>expectations for the disabled children they teach or work with in other
>ways. Nor can it make up for the disproportionately high unemployment rate
>among disabled individuals.
>
>Although we have made great progress, much more remains to be done. Higher
>education must use its considerable resources and influence to smooth the
>way for an important group of "other" Americans.
>
>For example, it is up to us to highlight "issues of conscience" so that they
>help shape public opinion and foster change. We can accomplish that by
>hiring and promoting people with disabilities, by insuring that our
>publications and other promotional materials include images of people with
>disabilities, and by providing exciting and promising internship
>opportunities to our students with disabilities.
>
>In addition, as more individuals with disabilities join our student bodies,
>we should be forming partnerships with elementary and secondary schools to
>help them understand how best to prepare those students for college. In our
>desire to accommodate students with disabilities, we should in no way lower
>our expectations of them. Keeping standards high and preparing students to
>meet them is crucial to those students' future success.
>
>Our career centers should work with employers to help them understand what
>disabled individuals can bring to the workplace. A good example is a
>high-tech company at which several Gallaudet graduates are currently
>employed. Rather than view the special communications needs of their deaf
>employees as a problem, the company offers sign-language classes to everyone
>on the staff and encourages hearing employees to sign up. The company
>realizes that the benefits of employing people who are deaf far outweigh any
>real or imagined inconveniences.
>
>Colleges should also take on thorny issues. We must encourage testing
>services to revise their practices and create computerized exams that blind
>students can take more easily. Similarly, we should demand that faculty be
>more flexible and responsive to the very real needs of students with
>dyslexia and other learning disabilities. In that way, we make it clear to
>everyone that our institutions are committed to going beyond the letter of
>the A.D.A to the all-inclusive spirit that underlies it.
>
>I am reminded of one of Norman Rockwell's most famous paintings, the classic
>Thanksgiving dinner scene. It is part of a series that Rockwell painted to
>depict the four freedoms identified by Franklin Delano Roosevelt in 1941:
>freedom of speech and expression, freedom to worship God in our own way,
>freedom from want, and freedom from fear through a reduction of armaments.
>Representing freedom from want, the bountiful table was Rockwell's vision of
>what should be possible for all Americans.
>
>Certainly, we have not completely achieved F.D.R.'s four freedoms, yet I
>remain optimistic. Had you told me 30 years ago that I would be
>communicating effortlessly via e-mail, watching captioned television
>programs and videos, visiting museums with exhibits made accessible to me
>through text, or simply calling in a pizza order using the telephone-relay
>service, I would have been incredulous.
>
>Today, I predict that still more marvels of accessibility will emerge and
>further blur the distinctions between those with and without disabilities.
>Even more important, I fervently believe that we can develop a better
>climate of support and understanding between the hearing and the deaf, so
>that everyone may participate fully in all aspects of life.
>
>I. King Jordan is the president of Gallaudet University.
>
>Copyright © 2001 by The Chronicle of Higher Education
>
>_________________________________________________________________________
>Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com.
>
>------------------------------
>
>Date: Thu, 14 Jun 2001 21:23:29 -0000
>From: Ozcan KONUR <[log in to unmask]>
>Subject: SENDA (2001) Annotated online availability
>
>[Special Educational Needs and Disability (SENDA) 2001 Annotated, UK
>Statutes, 2001, Chapter 10, Part 2: Discrimination in Education (London,
>Stationery Office Ltd.; City University). [On-line]
>http://www.student.city.ac.uk/~cx639/senda2.htm ] is freely available now.
>It replaces its first version without annotations.
>
>The annotations were made to make the SENDA relatively more accessible to
>the users of the Act, following the regulations on the use of Crown
>Copyright legal materials and legal customs on legal annotations. As in its
>first version, only the further and higher education related provisions of
>the Act were presented and were annotated due to both resource constraints
>and due to also the purpose of the research project to focus on mainly
>higher and further education related provisions.
>
>The related research output can be accessed freely at the research project
>web site, [Konur, O. (1998-2001) Disabled students in higher education: an
>institutional theory perspective, (London, City University) {On-line}
>http://www.student.city.ac.uk/~cx639/index.htm ]
>
>Ozcan Konur
>City University, London, the UK
>[log in to unmask]
>
>_________________________________________________________________________
>Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com.
>
>------------------------------
>
>End of DISABILITY-RESEARCH Digest - 13 Jun 2001 to 14 Jun 2001 (#2001-55)
>*************************************************************************
I will be out of my office through July 4, 2001.
______________________________________________________________
________________End of message______________________
Archives and tools for the Disability-Research Discussion List
are now located at:
www.jiscmail.ac.uk/lists/disability-research.html
You can JOIN or LEAVE the list from this web page.
|
