For young adults, being different from others can make life difficult, and a recent study published in the Journal of Autism and Developmental Disorders highlights how socializing can be especially hard for those with autism. Lacking the friendships and peer relationships that help more typical teens bridge the gap following high school, young adults with autism face some unique challenges.  According to this study, young adults with an autism spectrum disorder are far less likely to receive invitations or phone calls from friends than students with other developmental disorders. Overall, it was found that nearly 40 percent of autistic students rarely saw their friends in social settings and 28 percent of autistic students in the study had no social contact with peers whatsoever. Because social interaction is considered such an important part of a young person’s development, these socially isolated students could face a difficult transition from school to career and adulthood.

The findings of the study were taken from the National Longitudinal Transition Study-2, a long-term survey of special education students and their parents. Researchers observed the responses to questions relating to the social interaction of these students. It was found that nearly one-third of students with autism were considered to be socially isolated. Meanwhile, only ten percent of students with an intellectual disability and two to three percent of students with emotional disturbances could be placed into this category. Although most students who fall on the autism spectrum have difficulty socializing with their peers, many autistic students actually crave social interaction and friendship as much as the other students in your classroom do. On the other hand, social isolation not only demoralizes those suffering this way, it can also contribute to a variety of related concerns that reinforce the isolation itself: If not treated, and without intervention, isolation and avoidance lead to more of the same.

The good news is that school is far more than simply learning lessons from teachers; it is where young people learn how to interact with each other and learn the social skills that will serve them throughout their lives. Many autistic people fail to develop proper social skills due to various limitations, but parents and teachers who have cared for and taught autistic children know that it is possible for them to socialize with their peers. Positive social interaction is very important to a child’s development, and it should always be encouraged even when it seems difficult. Social skills can be taught, isolation can be addressed, and young people with autism can benefit.

Copyright 2013 James Stanfield Company. All Rights Reserved.

Source:  Heasley, Shaun. “Study: Nearly 1 In 3 With Autism Socially Isolated.” Disability Scoop. N.p., 8 May 2013. Web. 16 May 2013.

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It has been estimated that one out of every seven people is bullied by a supervisor or coworker. Workplace bullying is widespread and in many cases, a very serious problem. Men and women may experience workplace bullying by both sexes, however women are often more likely to be bullied by men. Our concern at JSC, is that it workplace bullying can be especially problematic for persons with special needs who are particularly vulnerable. These individuals are frequently victimized and likely have difficulty coping with harassment in the workplace. They often have difficulty managing their emotions and may lack strategies or plans for dealing effectively in such stressful situations.

Just about everyone has a story about a strict boss or an annoying co-worker but workplace bullies go beyond merely being demanding or irritating. Workplace bullies systematically mistreat employees, sabotage their efforts on the job, are verbally abusive and often attempt to intimidate or humiliate employees in front of coworkers and/or customers. Workplace bullies may also ignore staff members asking for assistance or take credit for other people’s work.

The consequences of workplace bullying can be devastating for victims, especially for employees who may have self-esteem issues to begin with. People who are continuously bullied can suffer from anxiety, post-traumatic stress disorder and depression. They can also suffer from high blood pressure, stomach aches, migraines and other physical ailments often associated with chronic stress. To make matters worse, those who are under constant stress often perform poorly at work, which may inadvertently invite further abuse from the bully.

Although there are few laws that protect workers from being bullied in the workplace, victims of bullying may still have the power to stop the harassment and abuse aimed at them. Most large companies and employers have regulations and statutes in place for addressing workplace bullying and harassment. Make sure your students and clients with special needs know whom to contact. Here are some tips for dealing with workplace bullies to share with your students.

1. Minimize Ammunition

Encourage students to avoid giving possible workplace bullies any ammunition that can be used against them. Bullies look for potential weaknesses in would-be victims and are quick to exploit even the most personal or sensitive information. Students should avoid sharing personal information with coworkers or employers who they don’t know well. These people could turn out to be bullies and may use this information against them in the future. Your students should also avoid becoming too emotional while at work. Bullies tend to target people who are overly emotional. This may be easier said than done for some people, but this can be a great time for your students to practice managing their emotions.

2. Be Assertive, Not Aggressive

Being assertive may or may not be helpful when dealing with a bully. Many bullies will back down from people who stand up to them, but that may also only aggravate them. It is important to communicate to students that while they should stand up for themselves, they should use discretion when doing so and should never become aggressive. If your students have to confront a bully, they should do so calmly and should end the conversation if it seems to disrupt the work environment or has the potential to make matters worse. If they feel at all uncomfortable or unable to take this step, advise them to immediately move to #3 below.

3. Report Bullying

If all else fails, the bullying behavior can be reported to human resources, supervisors, union representatives or employee advocates. Many companies and organizations have anti-bullying policies put in place to protect their employees. Also encourage students to visit online resources. A great one is http://www.workplacebullying.org/.

4. Speak with Professionals

Finally, don’t be afraid to encourage your students to speak with their doctors, counselors, or other mentors. As we mentioned above, bullying can create a lot of physical and mental health problems for victims, and personal health should always come before a job. As their teachers and advocates, you too can help them develop social skills and strategies that will make them less likely to be labeled “bully magnates.” Your interventions can help them become more effective in a variety of social situations. New found confidence and an armory of socially appropriate skills and behaviors can increase self-esteem and reduce stress, thus supporting mental health.

Copyright 2013 James Stanfield Company. All Rights Reserved.

Source: Tarkan, Laurie. “How to Cope with Bullying in the Workplace.” Foxnews.com. N.p., 25 Apr. 2013. Web. 8 May 2013.

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Recently, the media has highlighted a host of research studies that caution parents about the potential risks of over-praising a child. Some psychologists have even found that “transitory” experiences of low self-esteem can be good for children because these may cause children to think more reasonably about their goals, align them more realistically with their abilities, and increase their likelihood of attaining those smaller goals.  Understandably at first glance, many parents might react negatively to this concept and question why they should lower the bar for their kids or not praise them generously. After all, for so many of our children, especially those with special needs, the big problem is often not too much self-esteem but too little. The issue then is finding the balance between over-praising and setting up unrealistic expectations for our children, and setting expectations that are too low.

It is certainly true that not all of our children are going to leave school and go off to set the world on fire with the brilliance of their achievements. While we don’t necessarily want our children to become conceited or have unrealistic expectations, lowering the bar on their positive self-image could decrease their willingness to take on new challenges. It could also have the effect of a self-fulfilling prophecy. Children with special needs often have a poor self-image due to unfair stereotypes. Could not supplying adequate encouragement promote these stereotypes instead of negating them? Additionally, if truth be told, no one knows, in full measure, what they are capable of accomplishing if they really try. So what is the best way to relay this message to children? In other words, how can we support and encourage children without inflating them?

Psychologists caution that one’s level of self esteem needs to be realistic, so as not to inadvertently encourage children to attempt to take on tasks or challenges that are clearly beyond their abilities, thus setting them up for failure. Drawing that fine line between too much and not enough praise becomes more a matter of art than science; and what is appropriate for each child will be slightly different. The take home message here: Promoting positive behavior with praise and encouraging future goals is beneficial for children with special needs. On the other hand, providing too much praise can cause unnecessary ego inflation and has the potential to set kids up for failure in the long-run. As with most things in life, a healthy balance is usually the best approach. Know your kids. Pay attention to what motivates their pursuit of success and provide more of that. Notice what results in their backing away from reasonable challenges and encourage small steps forward. This supports your children and communicates that you understand and value them, which ultimately builds healthy self-esteem.

Copyright 2013 James Stanfield Company. All Rights Reserved.

Source: Shellenbarger, Sue. “Finding the Just-Right Level of Self-Esteem for a Child.” The Wall Street Journal. N.p., 26 Feb. 2013. Web. 20 Apr. 2013.

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We all know the basic social skills students and young adults need to get and sustain a job, but what specific skills are employers really looking for these days? With new laws, practices, ideas and ever-changing (often hard to keep up with) technology, the workplace is constantly evolving. Students and young adults can benefit from being prepared not only with basic job skills, but with the newest, current “Gotta-Have” job skills as well. Here some skills that experts believe are becoming more relevant in this day and age:

*Note: While these skills can be applicable to a wide range of cognitive levels, some of the suggestions in this list are geared more towards higher functioning students. We are presenting these skills in the hopes that you will pick and choose the ones that are appropriate for your student population.

1. Great Communication Skills

Good communication is essential for any relationship and is especially important in the workplace. Bosses want to know that their employees are able to both listen to and understand instructions and get their points across to customers, co-workers and the boss. Job seekers and employees must listen carefully, ask questions, and be clear in order to portray effective communication skills. As electronic communication is becoming more and more prevalent in the workplace, it is also essential that job seekers hone their writing skills. It is easy to be unclear or create a misunderstanding in a text or an email so it is vital that students learn proper tone when writing. Tone can overshadow everything, but so can spelling errors and poor syntax. Teach your students that when writing correspondence, they should always re-read everything to avoid any potentially awkward or embarrassing spelling or grammar mishaps. Sending an email to a customer that reads, “We apologize for any incontinence we may have caused,” might not go over so well.

2. Presentation

Back in the day, job seekers presented themselves on the day of the interview and that was that. Now, job seekers, whether they are aware of it or not, present themselves way before they ever step foot into the workplace. Hiring managers and HR officials introduce themselves to the “online version” of the job candidate before they actually meet him or her. What they find can determine if the job candidate even gets a chance to interview. Encourage your students to piece together their online identities and make necessary adjustments to ensure they appear professional. Make students aware that potential employers are not only looking a social networking sites such as Facebook and Twitter but will also conduct an online search and could find any blogs, videos, and posts they are a part of. If a student finds that he or she is squeaky clean in the eyes of the Internet, have him or her take the opportunity to build up a representation online. Keeping a professional and informative blog or creating a Linked In profile can speak volumes of your overall skills and create networking opportunities.

3. Being Flexible

Flexibility has always been an important job skill, however it is especially important in today’s ever-changing world that job seekers learn to get out of their comfort zone. New programs, technology and ideas are presented daily and employers tend to want to stay at the forefront of change. Thus, it is essential that job seekers and employees can easily adapt to new rules, ideas and practices. Ask your students the following question: If your boss were to come to you and ask you to start doing a certain task a different way than you would normally, would you: a) Do as they say; b) Keep doing it the old way; or 3) Pretend you didn’t hear them? If they answered “A”, they are flexible workers and will go places in this world. Communicate to students that they have to roll with the punches. Procedures change over time. If an employee doesn’t keep up, someone will come along who will.

4. Being Proactive

It’s easy to just go to your place of employment, do your job, go home, lather, rinse, and repeat. Depending on the job, this kind of work ethic may be acceptable if an employee simply wants to stay at an entry-level position without the promise of advancement or higher wages. However, if your students wish to advance in a career, it is important that they are proactive. Companies and businesses today are constantly looking for new, fresh ideas about how to improve operations or create new initiatives. They want employees who bring something original and exciting to the table. Employers also want employees who will anticipate and understand the needs of the company without having to be told. Communicate to your students that if they go the extra mile, they will most likely be rewarded in the end.

Copyright 2013 James Stanfield Company. All Rights Reserved.

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Children, including those with special needs, thrive in an atmosphere in which humor and laughter are frequently present. Bringing a sense of humor to teaching and learning is an essential part of what makes daily life in the classroom palatable, lively, interesting and human for student and teacher alike. Humor has been found to not only hold student attention but also helps students to remember what they have learned. Incorporating humor can enhance many different areas of learning. Here is a look at how humor can help develop language skills.

It’s no secret that children and teenagers love playful verbal puns, jokes and humorous stories. Children love to play and learning to have fun with language helps them make new vocabulary and sentences their own playthings. This can be done in ways that do not involve stigmatizing individual people or groups or hurting someone’s feelings, but instead in such a way that appropriately develops linguistic intelligence.

Studying the mechanics of writing and language can be deathly dull, even for adults. How can we expect young children and adolescents to find dangling modifiers and proper nouns interesting? What if the teacher, in reading a story, or a student composition to the class, adopted musical comedian Victor Borge’s amusing method of making certain repetitive sounds to stand for exclamation points, periods, or question marks, in what has been termed “verbal punctuation?”Children could be encouraged to anticipate what punctuation comes at the end of a sentence and participate in together making the sound along with the teacher. This is just one example of an activity that uses humor to promote linguistic intelligence. Have another idea or activity? Comment here and tell us about it!

To find out more about why we use humor in our programs click here!

Reference:

Dickinson, Dee. “Humor and the Multiple Intelligences.” N.p., n.d. Web.

Copyright 2013 James Stanfield Company. All Rights Reserved.

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Louise Fulton, Ed.D and Rebecca Silva, Ph.D

Transition from school to adulthood can be a difficult time for any student who leaves school without a plan and the experience and skill-set to carry out that plan. For students with autism, leaving school can be even more problematic, especially if they have not had the benefit of intentional preparation such as that offered through the Transitions® Curriculum

The incidence of autism has increased to 1 in 88 (CDC, 2001) creating an urgent need to find the best way to prepare students for the world of work and adult life. In addition, students with autism are now completing school and moving into adulthood in larger numbers than ever before (Sandifer, 2002). Even though they may have earned an academic diploma, students often lack the transition skills needed for the adult roles they will be facing. The good news is that although students with autism are being identified in greater numbers than before, they are also being identified earlier, their difficulties are more detectable, and many of them can be remediated.

Autism has long been characterized by deficits in communication, poor social skills and stereotyped behavior. This triad is sometimes referred to as “the big three” (DSM-IV, 2000; Wing & Gould, 1979). Functioning successfully as an adult requires an ability to communicate effectively, handle complex social situations and adjust easily to unexpected changes in the workplace and community. Experts in the field of autism note the daily inability to relate to other people or confront environmental inconsistencies. Lee and Carter (2012) confirm that the social-related challenges faced by youth with autism have a particular impact on employment prospects. Without opportunities to learn and practice appropriate social skills in reality -based community settings before leaving school, students are put at a great disadvantage. These are needs that must be addressed long before the student leaves school (National Research Council, 2001). Interventions are available which specifically target these social deficits and challenges.

The Transitions® Curriculum helps students on the autism spectrum by providing consistent and intentional lessons that are a step-by-step guide for acquiring skills needed in the post- school community. Transitions® lessons were written with a special focus on communication and social skills. These skills are embedded in each lesson throughout the curriculum and integrated into activities where students apply the needed skills. The lessons cover a wide range of topics all designed to prepare the student for post-secondary career, life, and personal experiences. Preparing for success in the work place and career realm is a key component of the Transitions® Curriculum.

A specific focus on communication and social skills can be found in Unit 1 of Career Management, with 18 lessons that concentrate on learning and practicing powerful communication skills on the job and in typical adult situations. This Unit has a particular concentration on anger management including understanding anger, recognizing physical responses to anger and practicing techniques for controlling anger. In Lesson 10, students learn to recognize their own physical responses to anger – often brought on by stress and anxiety when they are faced with situations they do not understand or by unexpected changes in the environment. This is only one example of how the curriculum serves to help students understand their anger response and the choices they have about channeling it.

For students with autism, the adult world can be puzzling and frightening when they are misunderstood or do not understand the social cues often take for granted by the vast majority. The Transitions® Curriculum will give these students powerful tools and strategies for their first successful steps into the adult community.

To learn more about the Transitions® Curriculum or to place an order click here! 

References:

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. (2000). Text Revision: Washington DC, American Psychiatric Association.

Lee, Gloria K. & Carter, Erik W. (2012) Preparing transition-age students with high- functioning autism spectrum disorders for meaningful work. Psychology in the Schools, Vol. 49 (10).

Wing, L., & Gould, J. (1979). Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification. Journal of Autism and Developmental Disorders.

Center for Disease Control and Prevention (CDC) (2001) - http://www.cdc.gov/ncbddd/autism/index.html

National Research Council. (2001). Educating Children With Autism. - http://www.nap.edu/catalog.php?record_id=10017

Transitions® is a registered trademark of the James Stanfield Company. Copyright 2013 James Stanfield Company. All Rights Reserved. 

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The Discussion

Children with special needs are like everybody else—they have sexual feelings and needs. Unfortunately, their disabilities may also make them particularly vulnerable to predators and exploitation. Paradoxically, often a real problem for children with special needs is the reluctance of parents and teachers to discuss issues that arise concerning sex and relationships. The fact that the subject may embarrass parents and teachers will not make the issues go away. Instead, it could wind up giving children the mistaken and unfortunate impression that there is something “bad” or “unnatural” about having sexual thoughts and feelings.

We need to grow up and accept the fact that (most of the time) sex is a natural and healthy thing. Adolescents with special needs, just as much, if not more, than other children need accurate and helpful information on the subject. In discussing subjects surrounding sex and relationships, parents and teachers should start by explaining that everyone has sexual thoughts and feelings.

Staying within social and sexual boundaries should be emphasized.

Here are some tips for talking about sex and relationships with your children, clients and students:

1. Start with the most important notion

Adolescents and young adults should clearly understand that the choice to engage in conduct involving touching of a sexual or intimate nature is ultimately theirs and that no one has the right to touch them in private places without their permission or in ways that make then uncomfortable. Teach your values; but teach the facts too.

2. Explain different types of touch

Children and adolescents with special needs who have been told not to let strangers or people they barely known touch them may be confused when certain community workers need to touch them as part of an exam or to help aid them in some way. Therefore, students should be made aware that medical personnel, therapists, aides, etc., may need to touch their bodies for purposes tied in with their jobs, but that this touch is business-like and is not sexually gratifying for them. Students should know that they can also ask the reasons why they are being touched. Students who are unable to ask about or understand the reasons for being touched, should probably be accompanied by a caregiver who can explain confusing touch to them.

3. Take your time

Adolescents with special needs, like most young adults, can be overwhelmed if given too much information about a subject all at once, especially a sensitive subject such as this. Be prepared to cut it short when your children or students indicate a sense of being overwhelmed. You can always return to the conversation later.

4. Emphasize the power of saying No!

Children need to be told that they have the absolute right to say “no” to any touching or activity that they don’t feel comfortable with or don’t really wish to participate in, and that no one should be allowed to pressure them into doing things that they don’t want to do. Emphasizing the power of saying “no” empowers students to advocate for their own sexual safety.

5. Illustrate the appropriate time/place for intimacy

At the same time, students should also be told that it is not “bad” to be affectionate or ultimately sexual with the right person at the appropriate time, as long as it reflects both people’s feelings and is based on mutual respect, consent and love. What is important to stress here is the appropriate time, person, and place. For example, it is okay to kiss a boyfriend/girlfriend at home if there is consent but it is not okay to do so in a busy public place.

6. Use your own experiences as guidance.

We have all been there at one time or another! A great way for adults to explain things to children about sex and relationships is to refer to their own experiences and feelings. Also remember to carefully listen to what children have to say and respond thoughtfully to their questions. Children are naturally curious about this subject and do not start off being embarrassed about discussing it. That’s something they learn all too often from adults!

For information about James Stanfield Family Life and Relationships programs, including our popular Circles curriculum, click here.

*There are many excellent resources (a great one is http://www.siecus.org/) and well-trained personnel who can help you start the conversation with your special needs child or students on a variety of sexual topics. There is also an abundance of information available to keep the conversation going. With these resources, students with special needs can learn about sexual health and healthy sexuality. They can learn to protect themselves from unwanted pregnancies, sexually transmitted diseases, sexual assault and exploitation, as well as the joy of sexual contact with the right person, at the right time, at the right place and under the right circumstances.

2013 James Stanfield Company.

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Can Keeping Kids Safe Prove Dangerous?

If you have ever sat and watched children interacting on a playground, you know that they often push the boundaries when it comes to safety. Kids stand up on swings, try to surf down slides and climb on anything they think will bear their weight. As it turns out, the apparent need for children to thwart safety measures may be hard-wired. Child-development experts have recently found that children need a certain amount of physical risk in their life and instinctively seek it. Unfortunately, overprotective or “helicopter” parents as they are affectionately known, in combination with ever-present fear of lawsuits, have resulted in playground equipment that many children find outright boring!

Psychology Prof. Kathryn Hirsh-Pasek, expressed fears that children not allowed to test their physical limits may never develop the ability to recognize and take healthy risks. By taking chances, children develop risk management skills they will need later in life. Not only does risky play help children, but it also appears that children lacking risk in their lives are more prone to develop anxieties and phobias. One study in Norway found that children who never climb up trees have a greater risk of developing a fear of heights later in life.

Furthermore, dull playgrounds have children finding fewer reasons to engage in physical activity outside which does not help the ever-increasing childhood obesity epidemic. However, the trend toward boring playground equipment and coddled children may be turning around. In response to work done by various child psychologists’, playgrounds that are a little less safe and a lot more fun are making a come back. In some cases, newly developed playgrounds give more of an appearance of danger than the actual reality, which hopefully will appease both parents and children.

Some degree of risky play is important for children to be able to confront situations that frighten them and overcome them at their own speed. However, risk is only a part of the puzzle. Children also need some playtime that is unstructured to encourage the development of cognitive as well as physical competencies. Children left to their own devices and allowed a degree of risk will work through their fears and become more confident and creative. Children who are treated like greenhouse plants, however, run the risk of growing into high maintenance adults who lack confidence and may become neurotic.

Grandparents everywhere are nodding their heads, saying, “I told you so.”

Source: http://online.wsj.com/article/SB10001424127887323622904578129063506832312.html?mod=googlenews_wsj

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I had originally planned to focus my sexuality blog this month where I left off, with Part 2 of my continuing piece on sexual consensus. However, the recent alarming events at Steubenville High School reminded me of how far there is to go in order to teach this topic. If we cannot expect high-achieving, smart young men to respect boundaries, how can we teach those with intellectual challenges to do the same? Unfortunately, what happened in Steubenville happens all over the country on high school and colleges campuses every weekend.

When speaking with college students about rape I have routinely distributed the following flyer that I want to share with you today. It generally stimulates a lively conversation that often starts with “it’s not fair”…Maybe it isn’t, but clearly that’s not the point. It’s true that it focuses on only one side of the problem, but it is a good starting point for a discussion of stopping rape, as well as the excuses and the mind set that perpetuates it. So here it is; please give us feedback about how you’ve used it with your students, your friends, and your sons.

Men Can Stop Rape Poster

Garilynn Stanfield, PhD, LCSW

Curriculum Consultant

California Certified Sexual Assault Counselor

James Stanfield Company

PO Box 41058

Santa Barbara, CA 93140

805.897.1185

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For those of you who haven’t heard, yesterday was national end R-word day. The day was launched by r-word.com as a campaign to stop the use of the derogatory term “retard(ed)” to describe individuals with intellectual, cognitive, and learning disabilities. While this site exists year-round to bring awareness to this issue, yesterday was a day when we all should have supported the cause. Here at the James Stanfield Company, we feel strongly about ending hurtful name-calling, teasing, and bullying of individuals with special needs.

Unfortunately, this is a not a new problem but one that has been around for quite some time. In 1970, Dr. James Stanfield set out to bring awareness to this very issue in a documentary entitled, “They Call Me Names.” Read Dr. Stanfield’s account of how he first encountered this issue and what led him to create this documentary below…and don’t forget to pledge to end the r-word here: http://www.r-word.org/r-word-pledge.aspx.

They Call Me Names:

“Individuals with intellectual disabilities are exquisitely capable of knowing what we think of them… and unfortunately what we think of them is not very nice.”-  Dr. Robert Edgerton, Anthropologist and Sociologist

I first got the idea to make a documentary about the names and labels associated with intellectual disabilities when I was preparing for entrance into the doctorate program at USC in 1970. Along with education, I also had an interest in film so I decided to major in Special Education and minor in Instructional Technology.

Prior to this, I had made a lot of films to use in my own classroom when I was teaching elementary special education. I used those films and still pictures to model correct social behavior. That, of course, eventually led to Video Modeling years later.

During that time, I was teaching kids in special education with mild intellectual disabilities in a “special room”.  There was only one room and it was in a bungalow. My students had separate lunchtimes and separate recesses from the REGULAR students. I think this was done mainly because school officials did not want our kids to get hurt, but what they were inadvertently doing was stigmatizing these kids as being deficient.  I believe that one of the worse insult you can give someone is to question his or her intelligence.

My classroom was known as the “MR” classroom and if you were seen going in or out of it, your intelligence was questioned. The other teachers at the time, professors at the university and most district level staff that I would come in contact with threw the term “mentally retarded” around easily and there was not an issue then of whether it was the right word or not. The sentiment was that the kids would not understand anyway. But they did.

In 1971, the Kennedy Foundation introduced the Special Olympics. The idea was to give students with special needs the opportunity to develop physically and showcase their abilities.  They also wanted to bring physical education back to those who were labeled “mentally retarded” because at that time, the idea was “we can’t afford to give them that extra time away from the classroom so we will just teach them all the time.” The Foundation announced the first Special Olympics in 1971 to occur in the LA Coliseum. I saw that as an opportunity to make a film that would show these kids overcoming obstacles and having a chance to be recognized as being important. I thought, “This is great, I’ll document these kids being successful and their joy in that.” Everybody got a prize but some got to actually win. For most of those kids, it was the first time they ever got to win at anything. I was in a documentary class at this time and I convinced a few of my classmates that we should document this event

Before we covered the actual events, we went to visit the training camps that had been set up to coach the students before the games. At the camps, the kids would decide which event they wanted to be in, depending on what experiences they had had. Volunteers, teachers, and coaches would then train them and put them on a schedule to get them in shape for the main event. During one of the shoots, I noticed a group that I was going to be following sitting in a circle with a teacher and several of the students were crying. I was surprised to see this at what was supposed to be an uplifting and exciting time. When I asked what was wrong, one of the students looked up and said, “they call me names. “ It turns out that someone had yelled out the word “retard” to this student and it just broke him up. Others in that group heard it and you could just tell that they were crushed. The teacher talked to them about what had happened and the students talked about the pain they felt when they heard that word. Mostly, they wanted to know why people have to use it.  At that point, the purpose of the film changed from covering the Olympics to the problem with this label, and it was a serious problem.

To gain more insight into the effects of the label, we interviewed professionals in Special Education, Psychology, and Social Anthropology, many of which appear in the film. The most poignant interview was one with Dr. Robert Edgerton, an anthropologist and sociologist whose statement became the opening line of the film. He said, “Individuals with intellectual disabilities are exquisitely capable of knowing what we think of them… and unfortunately what we think of them is not very nice.” That started it. After that, we talked to parents, students, teachers, and professors in teacher training programs. One teacher said that at school he would constantly hear kids calling other kids a “tomey” and didn’t know what that meant. He came to find out that Mrs. Tomey was a special education teacher and if you were in her class, you were referred to as a “tomey.” It became clear to me that this was a serious issue that needed to be addresses. Imagine going to school everyday of your life thinking, “I’m not as good as everyone else.”

At this time, the deinstitutionalization movement was also underway. I heard from one professor that when people who had been institutionalized came back into the community, they preferred saying they had been in prison rather than saying they had been in an institution for the “retarded”. The label was that bad.

The documentary I made was intercut with students achieving at the Special Olympics so it had an upbeat side. But the real message was that being called “retarded” was damaging these kids and that we should start advocating for its disuse. I first presented the film at an AAMR conference (now AAIDD). I expected that everything would really start to change after that but a year after the film was shown, I saw little in the way of true change. People still used the term “MR” to refer to classes for students with intellectual disabilities and the term “retarded” was still a part of the name of some organizations. Something small had been started though. It took many years, but now we don’t have as many segregated classrooms.  More and more students with developmental disabilities are entering mainstream classes and students with mild impairments are receiving extra help within general education classes.

It all still comes down to this word, however. It’s amazing to me that 40 years later, there is even a need for an “end r-word day.”  It makes me think, “How much has really changed?” It seems like every day I hear people in the entertainment industry using the word “retarded” or children and even adults saying, “oh that’s retarded”. My hope is that someday students will never have to say; “they call me names.”

As always, I welcome all of your questions and comments.

James Stanfield, Ed.D.

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