6257-002-0FM-Final pass.indd

The Story of Intellectual Disability

An Evolution of Meaning, Understanding, and Public Perception

edited by Michael L. Wehmeyer, PhD with contributions from Ellis M. Craig, PhD, Dianne L. Ferguson, PhD, Philip M. Ferguson, PhD, Steven Noll, PhD, Robert L. Schalock, PhD, J. David Smith, PhD, Parnel Wickham, PhD

Contents

• Chapter 1 Introduction to the Intellectual Disability Construct
  Robert L. Schalock ... 1
• Chapter 2 At the Dawn of Civilization: Intellectual Disability in Prehistory and Ancient Times (9000 BCE to 500 CE)
  Ellis M. Craig ... 19
• Chapter 3 Poverty and the Emergence of Charity: Intellectual Disability in the Middle Ages (500 CE to 1500 CE)
  Parnel Wickham ... 47
• Chapter 4 Idiocy and Early Modern Law: Intellectual Disability in Early Modern Times (1500 CE to 1799 CE)
  Parnel Wickham ... 63
• Chapter 5 The Development of Systems of Supports: Intellectual Disability in Middle Modern Times (1800 CE to 1899 CE)
  Philip Ferguson ... 79
• Chapter 6 In Search of a Science: Intellectual Disability in Late Modern Times (1900 to 1930)
  J. David Smith, Steven Noll, and Michael L. Wehmeyer ... 117
• Chapter 7 Isolation, Enlargement, and Economization: Intellectual Disability in Late Modern Times (1930 CE to 1950 CE)
  Michael L. Wehmeyer, Steven Noll, and J. David Smith ... 157
• Chapter 8 The Parent Movement: Late Modern Times (1950 CE to 1980 CE)
  Robert L. Schalock and Michael L. Wehmeyer ... 187
• Chapter 9 The Self-Advocacy Movement: Late Modern Times (1980 CE to Present)
  Dianne Ferguson, Philip Ferguson, and Michael L. Wehmeyer ... 233
• Index ... 279

Chapter 7: Isolation, Enlargement, and Economization

Intellectual Disability in Late Modern Times (1930 CE to 1950 CE)

J. David Smith, Steven Noll, and Michael L. Wehmeyer

Before the end of World War II, the problems set in motion during 1900–1930 exploded. The number of institutions in America increased by 50%. The size of these institutions dramatically increased, with the population of people who were institutionalized more than doubling. These mega-institutions, heavily regulated but still underfunded by state bureaucracies and struggling to hire and retain workers, came under increasing attack, and the impact of the Great Depression exacerbated conditions. The lack of privacy, gross overcrowding, and restrictions of freedoms of the inmates resulted in dehumanizing conditions, violations of basic human rights, and a diminution of basic human dignity. Unsanitary conditions, inadequate medical and nursing staff, fire and safety hazards, improper use and regulation of medication, poor nutrition, and the lack of staff created health and safety hazards for residents. The lack of habilitative and educative efforts in facilities resulted in the deterioration of physical, cognitive, and communication skills and abilities among inmates, and the use of involuntary sterilization escalated. Budget pressures resulted in too few paid employees, which led to the use of inmates as unpaid labor. The growing professional class in the field continued to make all decisions pertaining to the lives of people with intellectual disability. There was, however, some progress. Conceptualizations of intellectual disability changed from the prevailing use of the term moron to mental deficiency, and professionals began to use difficulties in adaptive behavior and daily living to understand the construct. Additionally, at the end of World War II, there emerged a ray of light that became the parent movement.

In 1930, the American novelist Pearl S. Buck left her daughter, Carol, at the Vineland Training School, in Vineland, New Jersey. Buck initially became known for her novel East Wind, West Wind, and later gained fame for The Good Earth. In 1941, she founded the East and West Association to promote understanding among cultures and, in 1949, started Welcome House, an adoption agency for Asian American children. Buck’s experiences with her daughter shaped her advocacy for children with disabilities and led her to speak publicly about her experiences, including publishing an article titled "The Child Who Never Grew."

Figures

• Figure 7.1: Robert Guthrie presenting findings from his research on PKU.
• Figure 7.2: Advertisement of Robert Guthrie’s PKU test.
• Figure 7.3: Maxham Cottage, Vineland Training School for Feebleminded Children, Vineland, New Jersey.

As important as Pearl Buck was to the Vineland Training School, it was her impact on other parents of children with intellectual and developmental disabilities for which she is most remembered by disability advocates.