Children living in poverty are more likely to have mental health problems, and their conditions are more likely to be severe. Of the approximately 1.3 million children who were recipients of Supplemental Security Income (SSI) disability benefits in 2013, about 50% were disabled primarily due to a mental disorder. An increase in the number of children who are recipients of SSI benefits due to mental disorders has been observed through several decades of the program beginning in 1985 and continuing through 2010. Nevertheless, less than 1% of children in the United States are recipients of SSI disability benefits for a mental disorder. At the request of the Social Security Administration, Mental Disorders and Disability Among Low-Income Children compares national trends in the number of children with mental disorders with the trends in the number of children receiving benefits from the SSI program, and describes the possible factors that may contribute to any differences between the two groups. This report provides an overview of the current status of the diagnosis and treatment of mental disorders, and the levels of impairment in the U.S. population under age 18. The report focuses on 6 mental disorders, chosen due to their prevalence and the severity of disability attributed to those disorders within the SSI disability program: attention-deficit/hyperactivity disorder, oppositional defiant disorder/conduct disorder, autism spectrum disorder, intellectual disability, learning disabilities, and mood disorders. While this report is not a comprehensive discussion of these disorders, Mental Disorders and Disability Among Low-Income Children provides the best currently available information regarding demographics, diagnosis, treatment, and expectations for the disorder time course - both the natural course and under treatment.

The expressions "idiot, you idiot, you're an idiot, don't be an idiot," and the like are generally interpreted as momentary insults. But, they are also expressions that represent an old, if unstable, history. Beginning with an examination of the early nineteenth century labeling of mental retardation as "idiocy," to what we call developmental, intellectual, or learning disabilities, Mental Retardation in America chronicles the history of mental retardation, its treatment and labeling, and its representations and ramifications within the changing economic, social, and political context of America. Mental Retardation in America includes essays with a wide range of authors who approach the problems of retardation from many differing points of view. This work is divided into five sections, each following in chronological order the major changes in the treatment of people classified as retarded. Exploring historical issues, as well as current public policy concerns, Mental Retardation in America covers topics ranging from representations of the mentally disabled as social burdens and social menaces; Freudian inspired ideas of adjustment and adaptation; the relationship between community care and institutional treatment; historical events, such as the Buck v. Bell decision, which upheld the opinion on eugenic sterilization; the evolution of the disability rights movement; and the passage of the Americans with Disabilities Act (ADA) in 1990.

Current estimates suggest that between one and three percent of people living in the United States will receive a diagnosis of mental retardation. Mental retardation, a condition characterized by deficits in intellectual capabilities and adaptive behavior, can be particularly hard to diagnose in the mild range of the disability. The U.S. Social Security Administration (SSA) provides income support and medical benefits to individuals with cognitive limitations who experience significant problems in their ability to perform work and may therefore be in need of governmental support. Addressing the concern that SSA's current procedures are consistent with current scientific and professional practices, this book evaluates the process used by SSA to determine eligibility for these benefits. It examines the adequacy of the SSA definition of mental retardation and its current procedures for assessing intellectual capabilities, discusses adaptive behavior and its assessment, advises on ways to combine intellectual and adaptive assessment to provide a complete profile of an individual's capabilities, and clarifies ways to differentiate mental retardation from other conditions.

Brain disordersâ€"neurological, psychiatric, and developmentalâ€"now affect at least 250 million people in the developing world, and this number is expected to rise as life expectancy increases. Yet public and private health systems in developing countries have paid relatively little attention to brain disorders. The negative attitudes, prejudice, and stigma that often surround many of these disorders have contributed to this neglect. Lacking proper diagnosis and treatment, millions of individual lives are lost to disability and death. Such conditions exact both personal and economic costs on families, communities, and nations. The report describes the causes and risk factors associated with brain disorders. It focuses on six representative brain disorders that are prevalent in developing countries: developmental disabilities, epilepsy, schizophrenia, bipolar disorder, depression, and stroke. The report makes detailed recommendations of ways to reduce the toll exacted by these six disorders. In broader strokes, the report also proposes six major strategies toward reducing the overall burden of brain disorders in the developing world.

Explores the contested boundaries between disability, illness, and mental illness in higher education

The first international, cross-disciplinary book to explore and understand the lives of parents with intellectual disabilities, their children, and the systems and services they encounter Presents a unique, pan-disciplinary overview of this growing field of study Offers a human rights approach to disability and family life Informed by the newly adopted UN Convention on the Rights of Persons with Disabilities (2006) Provides comprehensive research-based knowledge from leading figures in the field of intellectual disability

"There is not available a more comprehensive book in the area of self-determination." —Melinda Pierson, Department of Special Education California State University, Fullerton "Unique because it provides direction for teaching and supporting self-determined behavior across all age groups and also within the general education classroom and curricula." —Marianne Mooney, Senior Research Associate TransCen, Inc., Post-Secondary Learning and Careers Give students with disabilities powerful tools for success in school and in life! Michael Wehmeyer and Sharon Field present research-proven instructional strategies that empower special needs students at all grade levels to make their own decisions. Self-Determination offers detailed and current practitioner-oriented approaches in combination with extensive teacher reproducibles—all within the context of inclusion, standards-based reform, and access to the general curriculum. Linked to the IDEA requirement for individualized transition plans, this user-friendly resource assists practitioners in teaching the skills necessary for making decisions about employment, job skills, further schooling, and independent living. Educators will discover how to: Encourage students to become their own advocates by practicing assertive behavior Use needs-assessment techniques to determine the level of instruction required for each student Teach effective choice making, problem solving, and goal setting Support both families and fellow educators in their efforts to teach self-determination skills Special education teachers, general educators, and administrators will find this handbook an invaluable guide for helping students establish their own goals and plan for a strong and healthy future!