7 Developmental Disabilities Claudia L. Moreno Developmental disAbilities is an area that requires multi- and interdisciplin- ary involvement. Social work is an important and essential component because of the profession's practice, advocacy, programming, and social policy involvement. Fur- ther, social work contribution emphasizes the family-centered approach characterized by the provision of services within the context of the whole family. In this chapter, the abilities of individuals with disAbilities is emphasized; that is, the term dis- Abilities is viewed from a strengths perspective. Developmental disAbilities are conditions and disorders that affect any areas of cognitive, physical, communication, social, emotional, and adaptive development. The federal definition of developmental disAbilities requires that an impairment must be present before the age of 22 and be severe and chronic in nature. For those under 6, the definition of disAbility encompasses limitations in the usual kind of activities in that age group, and it is also based on the receipt of services or therapy for devel- opmental, behavioral or emotional needs (U.S. Census Bureau 1997). The definition of who is developmentally disAbled has been problematic for some groups who resist being classified as developmental disAbled because of the stigma attached to people with mental retardation (Mackelprang and Salsgiver 1996). Developmental disAbilities can affect individuals on a temporary or lifelong ba- sis. Individuals also move across the spectrum of disAbility or involvement in their lifetime, depending on several factors, which include the nature of the disAbility, developmental achievements, individual differences, rehabilitation services, and the environment in which they function and grow. Where individuals are in reference to the spectrum of their disAbility is an approach that social workers need to be attuned to because individuals might need different services and support across the life span that vary in need and duration. This has implications for practice, programming, advocacy, and social policy. -205- |