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The Role of AbilityFirst Regarding the Social

Development of Children With Developmental

DisabilitiesStudent NameSocial Science 193B

UCI Spring 2006

What is a Developmental Disability?

Condition can last for an indefinite amount of time Occurs before the age of eighteen Person requires assistance with daily living needs

Includes: Epilepsy, Mental Retardation, Cerebral Palsy and Autism

California Welfare and Institutions Code, 2005

Background Statistics

According to the 2000 Census, 20.6% of the general US population has some type of disability.

Census: two categories of disabilities: severe and not severe

Severe: those with developmental disabilities, severe limitations in seeing, hearing, or speaking or those that need assistance in daily living

Those with severe disabilities: From 26 million in 1994 (9.9%) to 33 million in 1997 (12.3%).

Problem Statement

21

78

27

901020304050607080

Employment

Income < $15,000

Very orSomewhat SevereDisabilitiesPeople WithoutDisabilities

Higher rate of unemployment and lowered income level for people with severe disabilities

Problem Statement

Lack of Interaction in the Community

73

49

89

75

0102030405060708090

Socializing

Going Out

Very or Somewhat SevereDisabiltiesPeople Without Disabilities

National Organization on Disabiluty, 2004

Problem Statement

Lack of Integration in Schools

0102030405060

Mental Retardation

Autism

Regular ClassResource RoomSeparate Class

Problem Statement

Lack of Integration During the School Day

8%

9%

83%

SociallyIntegrated

Segregated

Physically butnot SociallyIntegrated

Problem Statement

Lack of Integration in School and in Public

Hindered social development

Lack of community understanding of disability

Further discrimination

Purpose of Study

To see the effects of AbilityFirst on the social relationships of the children involved in the program.

Social relationships that are studied are based off Bronfenbrenner’s Ecological Systems Theory, 1994

Bronfenbrenner’s Ecological Systems Theory

Children

SocietyParents Peers

Caregivers

Literature Review

Studies the aspects of these relationships that promote or hinder the child’s social development.

Divided into three sections: Society Adults Peers

Background Variables

SES- Lack of resources

Parenting Styles Different levels of involvement

Ethnicity- Different cultural expectations and cultural values.

Severity of Disability Different abilities and different expectations

Literature ReviewSociety

Stigma- Reaction to the perception of a negative difference (i.e. disability)

The amount of negative stigma present in the community affects…

the self esteem of the child

the actions of the family

the attitudes of all other surrounding people

Literature ReviewAdult Interactions

Parent-ChildParents are important in social skill development and

generalization of social skills

Caregiver-ChildCaregivers facilitate interactions and create opportunities for

friendship development

Parent-CaregiverBecause parents and caregivers observe different aspects of the

child’s life, it is necessary to have a collaborative partnership

Literature Review: Peer Relationships

Friendships are important for life adjustment and self confidence

Children with disabilities have less social behavior than typically developing children

Children that felt accepted displayed more social behavior than those that felt rejected

Interaction with typically developing children spurs typical patterns of social behavior

Literature ReviewLimitations

Many of these studies used convenience samples They do not have adequate representation from all

people groups

Some studies only studied one type of disability such as behavioral disorders or autism

There was a lack of articles about after school programs for children with disabilities therefore special education articles were used

AbilityFirst

Offers lifelong services for people with developmental disabilities

Focuses on integrating people with disabilities into the community

After-School program focuses on the social aspect

MethodologySite Selection

AbilityFirst Newport Mesa After School Day Care Program

Located at Paularino Elementary School in Costa Mesa

Serves all children with disabilities in the area

2 Other After School Programs occurring at the same time

Daily trip into the community

MethodologyParticipants

All children that attend the AbilityFirst After School Day Care program at the Newport-Mesa Site

81%

9%5%5%

CaucasianAsianLatinoAfrican American

By Ethnicity (22)

MethodologyParticipants

23%

45%

32%

Elementary SchoolMiddle SchoolHigh School

By Grade Level (22)

MethodologyQualitative Study

Field Interaction and Observation Field Notes Formal and Informal Interviews Open Ended Questionnaires

Sample Questions: How would you describe your relationship with the staff? How often does your child interact with other children? What aspects of AbilityFirst do you most value?

FindingsModel

Ability First

Child-Child

Parent-Child

Society

Caregiver-Child

Parent-Caregiver

FindingsSociety (or Outside Environment)

Other children on school premises either tease the children or are scared of them

Parents take their children off the playground when the children come.

“Ahhhhh! It’s a T-Rex”

-one of the children on the playground

“Are you retarded too?”

-one of the children on the playground

FindingsPeer Interactions

Children prefer solitary play

The high functioning children are more likely to have social interactions

Adult Interactions: Parent-Child

Parents are very involved

Parents try their best to implement behavioral techniques at home

“Stop it ! Go Away!” –one of the children

“They look forward to going home and spending time

with their parents”

-one of the staff

Findings

Adult Interactions: Caregiver-Child

Staff interact frequently with children one on one

Staff sometimes initiates group activities

Adult Interactions: Parent-Caregiver

Staff and parents go out of their way to initiate conversation

Staff and parents have close relationships

“She loves the staff ”

-one of the parents

“I would be lost without this program”

-one of the parents

Limitation of Design

Not enough time to observe development Most of the children are Caucasian and from middle

class families Restricted to one site of

AbilityFirst

Recommendations

For Research

Needs studies at other sites, other locations

Needs a study of longer duration

Needs studies of other day care programs

For Practice

Needs more after school day care programs for

children with disabilities

Needs more programs focused on the social

development of children with disabilities