Running head: CULTURAL IMMERSION: DISABILITY AND DIABETES

Cultural Immersion Project and Agency Assessment Report:

Intellectual Disability and Diabetes
Taika Davis
Wilmington University

CULTURAL IMMERSION: DISABILITY AND DIABETES

Cultural Immersion Project and Agency Assessment Report:

Intellectual Disability and Diabetes
Having an intellectual disability (ID) in todays society is becoming more common than
ever before. American Association on Intellectual and Developmental Disabilities (AAIDD)
defines intellectual disability as a disability characterized by significant limitations in both
intellectual functioning and in adaptive behavior, which covers many everyday social and
practical skills. This disability originates before the age of 18.
There are four cognitive impairments for ID such as, severe, moderate, mild and
profound. According to Gluck (2014) the DSM-V places less emphasis on the degree of
impairment and more on the amount and type of intervention is needed. It is imperative for one
to have a clear understanding of the impairments at hand, because each disability requires
something different. Take a child that has been diagnosed with diabetes, they will have a
challenging time depending on the cognitive impairment the child has. Everyone who interacts
with this child such as, parents, siblings and educators must be made aware of the process so
they provide the proper care.
It has been proven, that diabetes is another type of disability. According to the American
Diabetes Association people with diabetes of all types are protected under the Americans with
Disabilities Act as people with disabilities. Therefore, if a child has an intellectual disability plus
diabetes one could only imagine how overwhelming it will be for the child as well as the
caregiver.
Children with intellectual disabilities are special individuals. This cultural immersion
project will reflect the pluralistic society, which one lives. Snow (2008) mentioned that people
with disabilities constitute our nations largest minority group. Its also the most inclusive: all
ages, genders, religions, ethnicities, sexual orientations, and socioeconomic levels are
represented. Being diverse allows the culture of individuals with ID and diabetes to be accepted

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in all realms of life.

Schools offer specialized programs to help prepare them for the future so they can be
successful in todays society. Look at Mount Pleasant High School for instance, they offers
many diverse programs to meet all the cognitive impairments. There is also a mentoring
program; where regular education students spend an entire period assisting with the student with
their lessons and helping them prepare for Special Olympics.
The Brandywine Specialized Autism Program (BSAP) targets students with qualitative
socialization, communication impairments, and behavioral needs that require the highest level of
service. Independence Learning Program (ILP) provides services for students with complex and
intensive needs with specialized instruction. This includes building lifelong skills for
independent living, post-secondary training for independence, community use, and recreation.
Skills for Independence, Transition, & Employment Program (SITE) this program only accepts
students who are18-21 years of age with a completion of certificate. It offers instruction based on
student preferences, strengths, interests, and needs. The program focuses on community
participation including vocational, recreational and social opportunities (Mount Pleasant High
School).
There are many organization that service children with disabilities. Easter Seals, which
has been in existence for over 100 years, is a national organization with 550 sites in the Unites
States. Each center provides exceptional services that are individualized; innovative, familyfocused and tailored to meet specific needs of the particular community served. Another great
organization is MOSAIC, they are faith-based and there motto is A Life of Possibilities for
People with Intellectual Disabilities. There is a beautiful quote on their website that states, I
have a disability, but I am not disabled. They serve more than 3,700 people with intellectual
disabilities in 36 agencies located in 10 states. Together Mosaic staff members, volunteers and
the people they support work as partners providing services that are personalized to their wants

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and needs (Mosaic).

Then there is the Juvenile Diabetes Research Foundation (JDRF) whose ultimate goal is
to find a cure; their vision is to have a world without type 1 diabetes (T1D). JDRF is the leading
global organization funding type 1 diabetes research. Their mission is to find accelerating lifechanging breakthroughs to cure prevent and treat T1D and its complications. They do lots of fun
activities for the kids with and without diabetes. This is a fun way to educate the kids about
diabetes and those with disabilities will benefit as well.
It is important for all children to learn about T1D, because knowledge is key. If they are
well informed and educated about the disease then in return can be a help to someone who has
T1D. Activities include the Kids Walk to Cure Diabetes program, Golf outing, Ride to Cure
Diabetes program and an annual Gala. JDRF also has mentoring programs, which are volunteers
who have a personal connection to T1D. They are caregivers, spouses and other adults who
either have T1D themselvesor have a loved one affected by the disease. Mentors understand
how overwhelming it can be to adapt to the daily demands of T1D and they are here to help them
get through it (JDRF, 2013).
Definition of Terms
Profound Intellectual Disability
When one has a profound disability they have many limitations. According to Gluck
(2014) their IQ is less than 20. Their limitations consist of sensory and physical impairments.
Some may become bed written needing 24 hour nursing care due to self-care limitation. They
may also encounter limited speech or gesture; communicates mainly nonverbal (Sulkes, 2016
Merck Manuals Consumer Version).
Severe Intellectual Disability
Children who are diagnosed with severe ID live challenging lives and are prone to

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behavioral issues. They are not able to live independently and may need around the clock
supervision. Emerson (2001) stated that cultural abnormal behavior, which is shown by people
with severe, ID tend to have physical aggression, destructiveness and self-injury as well as such
health threatening behaviors. For example, smearing feces over their body and eating inedible
objects. Many are non-verbal and if they do use words it is a basic vocabulary. According to
Gluck (2014) the IQ for someone with severe ID is only 20 to 34.
Moderate Intellectual Disability
When an individual is diagnosed with moderate ID their IQ is 35 to 49. They tend to be
more independent and verbal, but cannot communicate on a complex level. For the most part
they are able to care for themselves, but need more instruction and support than the typical
person (Gluck 2014). It is safe to say children with moderate ID are teachable and have better
socialization skills.
Mild Intellectual Disability
Gluck (2014) mentioned that 85 percent of people with ID fall into the mild category and
many even achieve academic success. Their IQ is 50 to 70. One would not be able to tell if
someone has mild ID, especially because his or her social interaction is more in sync with
society and they have no unusual physical characteristics. Basically they are able to learn
practical life skills and will be able to function on a day to day bases.
Knowledge Acquisition through Cultural Immersion
History of Intellectual Disability and Diabetes
Intellectual Disability. What is an Intellectual Disability? According to
Sulkes (2016) from the Merck Manuals Professional Edition intellectual
disability is considered a neurodevelopmental disorder.
Neurodevelopmental disorders are neurologically based conditions that

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appear early in childhood, typically before school entry and impair

development of personal, social, academic, and/or occupational
functioning. They typically involve difficulties with the acquisition,
retention, or application of specific skills or sets of information.
Neurodevelopmental disorders may involve dysfunction in attention,
memory, perception, language, problem-solving, or social interaction.
Intellectual disability was formally known as mental retardation. Reynolds, Zupanick
and Dombeck (2016) indicated these disabilities manifest in different ways, with many different
causes, such as medical conditions, brain damage, genetic conditions and psychiatric conditions.
Some of these causes are preventable and some are not. However, they mentioned that this
understanding is fairly recent. It certainly was not evident during different historical periods. It
also varies across cultures.
Intellectual disability was looked upon very differently years ago. A historical and
multicultural review of societal attitudes is very revealing. Reynolds et al. (2016) research
revealed there is a relationship between the presumed causes of ID and societal mistreatment.
Natural causes are less prejudicial verses supernatural causes, which are more prejudicial and
were often confused with mental illness.
According to Reynolds et al. (2016) both modern and ancient cultures presumed that
demon possession caused ID. There were cultures that thought ID was a punishment by God.
Ancient Greeks and Romans looked upon the condition as a burden on society. A person with ID
was treated atrociously. The ancient Greeks and Romans commonly killed infants who they
believed to be defective. Others were sold for entertainment. Since demonic possession or God's
wrath led them to believe it was the cause, therefore, they were treated less than human
(Reynolds et al., 2016).
Intellectual Disability Milestone. In todays society there are laws to protect those with

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intellectual disability so they do not have to be discriminated against. There was a quote in
NCLD Youth from Roberts the father of the Independent Living Movement As we get older, we
realize that disability is just a part of life. Anyone can join our group at any point in life. In this
way the disabilities rights movement doesnt discriminate. With that being said, having the
right laws in place is imperative and making sure individuals with disabilities or guardians of
individuals with disabilities is made aware of their rights.
Taking a look at some of the laws in place for people with intellectual disabilities. Before
they did not have anything like that in place, this one of the greatest milestones for individuals
faced with disabilities.
Ed.gov explains the Individuals with Disabilities Education Act (IDEA)
which is a law ensuring services to children with disabilities throughout
the nation. IDEA governs how states and public agencies provide early
intervention, special education and related services to more than 6.5
million eligible infants, toddlers, children and youth with disabilities.
Infants and toddlers with disabilities (birth-2) and their families receive
early intervention services under IDEA Part C. Children and youth (ages
3-21) receive special education and related services under IDEA Part B.
There are so many rules and regulations that have passed to protect individuals with
disabilities, but just to touch on a couple there is also the ADA which is the Americans with
Disabilities ACT and Section 504 of the Rehabilitation ACT. NCLD Youth states in 1990 the
ADA is signed into law by President George H. W. Bush. The ADA is considered the most
important civil rights law since Title 504 and has cross-disability support, bringing disabilityspecific organizations, advocates, and supporters all together for the same cause.
Another great milestone is the 18-21 year old transition program for individuals with
intellectual disabilities. The transition services are developed by local school districts, such as

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the Brandywine School District, which Mount Pleasant High School is apart of and has the SITE
program. The program provides opportunities for students with disabilities, 18-21, to gain
independent living skills, transition skills, social and functional skills and self-advocacy in reallife settings and to participate in age appropriate activities in their communities (Sorenson,
2016). This program is outstanding; it helps them to have a better transition into real life
situations, because they do not stay children forever. Learning these skills will prepare them for
the real world as well as becoming successfully independent.
Diabetes. What is Diabetes? According to JDRF (2013) Diabetes is the name given to
disorders in which the body has trouble regulating its blood-glucose, or blood sugar, levels.
There are two major types of diabetes: type 1 and type 2. It is a challenging disease to cope with.
However, it is manageable to live with. Unfortunately, parents of children with intellectual
disabilities have more of a challenge. The intensity of their struggle depends on the severity of
the childs disability. Research found by American Diabetes Association states that Type 1
diabetes is usually diagnosed in children and young adults, and was previously known as
juvenile diabetes. Only 5% of people with diabetes have this form of the disease.
JDRF (2013) defines Type 1 diabetes (T1D) as an autoimmune disease in
which a persons pancreas stops producing insulin, a hormone that enables
people to get energy from food. It occurs when the bodys immune system
attacks and destroys the insulin-producing cells in the pancreas, called
beta cells. While its causes are not yet entirely understood, scientists
believe that both genetic factors and environmental triggers are involved.
Its onset has nothing to do with diet or lifestyle. There is nothing you can
do to prevent T1D, andat presentnothing you can do to get rid of it.
Thank goodness for the organization JDRF whose mission is to find a cure. Therefore, maybe
one day they can say goodbye to diabetes. JDRF has been striving to accomplish this goal since

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the 1970s and they have no intentions on giving up until a cure is found. JDRF (2013) quote is
Turning Type 1 into Type None.
Diabetes Milestones. One of the major milestones that has made a tremendous impact is
the Juvenile Diabetes Research Foundation (JDRF). JDRF is the leading global organization
focused on type 1 diabetes (T1D) research. Driven by passionate, grassroots volunteers
connected to children, adolescents, and adults with this disease, JDRF is the largest charitable
supporter of T1D research (JDRF, 2013). JDRF also offers so many programs to support
families and schools. They have support groups, mentoring programs and the Kids Walk to Cure
Diabetes Program to help educate schools.
JDRF also has top research advances, which are improving how people live with the
disease and bringing them closer to a biological cure and universal prevention. They are
investing in key therapy areas that have the greatest and most immediate potential for better
treating, preventing or curing T1D. Such as artificial pancreas systems encapsulated cellreplacement therapy, beta cell restoration, glucose control therapies, complication therapies and
prevention (JDRF 2013).
Educating staff and students in schools is another great milestone. Before, nurses were
the only ones being educated in the school. Since more and more children are being diagnosed,
it is imperative for the teacher to know the signs as well as the nurses. The more educated the
better. When staff and students have a understanding of what their students and schoolmates are
going through, they can be more mindful of the condition and be helpful instead of harmful.
Cultural Immersion Activities
Film. This film is about a handicapped boy name Pumpkin Romanoff who is mentally
and physically challenged. Pumpkin was paired up with a young lady by the name of Carolyn

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McDuffy, one of the peppiest members of a sorority house. The sorority house decides to coach
special people in order to gain extra points, because they want their house to be named Sorority
of the Year.
When the bus arrives Carolyn meets Pumpkin for the first time and she does not know
how to relate to him. Everything she says is offensive, but as times goes on she is not able to get
him off of her mind and Pumpkins instantly falls in love with her. Carolyn has a boyfriend by
the name of Kent Woodlands who is a BMOC tennis champion. Kent has everything going for
him; he has the looks and the popularity. He had a hard time accepting the friendship that
Carolyn and Pumpkin shared. Kent did not understand why Carolyn was spending so much time
with Pumpkin. Kent became rude and disrespectful to Pumpkin. Carolyn starts to see how
shallow Kent by his comments and actions towards Pumpkin. He makes fun of him and there is
a scene when Kent actually fights Pumpkin punching him repeatedly at the dance. Pumpkin
punches Kent and knocks him out for a second. Kent leaves driving erratically crying
hysterically and drives his car off a cliff trying to avoid hitting a truck. His car blows up and
Kent is hospitalized and becomes a paraplegic.
Carolyn begins to fall in love Pumpkin and admires his great qualities. There is a scene
when Carolyn is talking to the counselor and she explains how she is falling in love, but she does
not want to. The counselor said, Falling in love is not a bad thing and Carolyn states, Hes
retarded. They became intimately involved and Pumpkins mother whose an alcoholic accused
Carolyn of raping her son and called her a pedophile. Even her sorority sisters were not
supportive of her loving Pumpkin; they all decided they were not going to attend the Special
Olympics event. All the odds were against Carolyn and Pumpkin. No one was in agreement of
their newfound love.

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Due to Kents car accident he is now in the same shoes as Pumpkin. Kent has a totally
different outlook and becomes the coach for Pumpkins team. Towards the end, Carolyn realizes
it was not about gaining the extra points to become sorority of the year. The sorority sister had a
change of heart as well; they all decided to show up to the Special Olympics event. Carolyn did
not see Pumpkin through her eyes, she saw him through her heart. Pumpkin is a human being
like everyone else an he became the love of her life.
People with disabilities have feelings and they want to be loved just like anyone else. It
was beautiful that Carolyn was able to see beyond Pumpkins disability and love him for him.
This movie definitely demonstrates pluralistic characteristics in more ways than one. If more
people in this world could have a heart like Carolyn and Pumpkin, it would be a better place.
Interview. There was an interview conducted with a Special Education teacher by them
name of Miranda Thompson, a teacher in the BSAP program at Mount Pleasant High School. M.
Thompson (personal communication, April 4, 2016) has been teaching severe disability and
autism students for six years. She currently has five autism students, four males and one female
with a moderate to severe ID as a second diagnosis.

M. Thompson is an awesome teacher; she

demonstrates excellent qualities every teacher should have. She is dedicated, compassionate to
her students well being and their education. M. Thompson mentioned (personal communication,
April 4, 2016) she absolutely loves her job and could not see herself teaching anything else.
They are like one big happy family. M. Thompson (personal communication, April 4, 2016)
teaches life skills, cooking, socialization and organization. They also learn functional academics;
such as math where they learn by using money or banking and reading they learn how to follow
recipes or learn to read a schedule.
Not only does M. Thompson have to deal with the everyday challenges shes faced with,

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but also her female student has T1D. M. Thompson (personal communication, April 4, 2016)
states that her student has had diabetes for three years. M. Thompson stated that she received her
education from the school nurse as well as educating herself with literature and videos. She
stated that she wanted to know everything about T1D since she was going to have a student with
it (M. Thompson, personal communication, April 4, 2016).
M. Thompson (personal communication, April 4, 2016) demonstrated a typical day with a
student that has T1D. When her mother drops her off they discuss the morning numbers, carb
intake then they take a walk to the nurse to get her insulin. M. Thompson (personal
communication, April 4, 2016) mentioned that students with ID have to have to be motivated in
order to get their work done; this tactic is used as a reinforcer. Her student loves goldfish; so to
use this method everything must be counted. For example 50 goldfish is 32 grams of carbs.
The student has learned how to plunk her own finger to check her sugars and put her
numbers in her iPad app herself. She has to go to the nurse before and after lunch to check her
sugar levels before she gets her insulin. Then at the end of the day she goes back to the nurse
before going home to check her levels again to make sure her numbers did not drop (M.
Thompson, personal communication, April, 4, 2016).
As a teacher of a severe disabled student with diabetes, M. Thompson shared that
organization is the key to keeping track of her students daily regiment (Personal communication,
April 4, 2016. As the teacher it is imperative to know the signs of what a high and low blood
sugar looks like. Especially, when you have a student that is limited with verbal communication
and is unable to tell you if she is high or low and cannot count her own carb intake (M.
Thompson, personal communication, April 4, 2016).
Summary And Synthesis of Culture Immersion

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Having a child or family member with an intellectual disability as well as diabetes does
become challenging at times, but it does not have to be as burdensome as one may think. After
completing this culture immersion project, one has learned there is so much offered to those in
need of support or assistance no matter the culture. This population has grown tremendously
from years ago and with all of the technology in todays society it can only get better. Just like
with any culture one must learn the culture and to be able to relate to the way that culture does
things. The same goes with interacting with someone that has an intellectual disability or
diabetes.
First, one must learn the type and level of the disability to be able to have a full
understanding of what the individual is in need of and what type of services can be provided for
them. They are special and loving individuals who want to be accepted by society. Not saying
JDRF does not have clients with intellectual disabilities, but it would be nice to actually see it
first hand, for example on their website or in pamphlet. They should strive to have future
programs that cater to children with ID. This is why having the different programs in place; such
as life skills is so beneficial for this population.
Application of Cultural Knowledge
Assessing the Field Work Agency. The Juvenile Diabetes Research Foundation (JDRF)
Delaware chapter is located in the Community Service Building 100 W. 10th Street in
Wilmington. The agency consists of three females Tarra Ketly (Director), Catherine Alvarez
(One Walk, Outreach Endurance Events, Ride to Cure and Kids Walk to Cure) and Natalie Tobey
(Hope Ball, Office Management). It is a small office and the public does not come to them, they
go out to the public. They are more of an outreach type of organization. They meet with the
board members once a month and depending on which event is about to take place, they will

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have meetings to prepare for that as well. The environment they set in their office is not a warm
embracing feel. It is so quiet one could hear a pen drop and they only interact amongst each
other.
Agencys Community. The JDRF Delaware chapter has been in this community for
about five years, but JDRF as whole has been in existence since 1970. They are located in a
centralized location with plenty of places and people around. Looking at the data from the US
Census Bureau (2016), the City of Wilmington has a total population of 71,817 as of 2014.
When reviewing the data the disabled population is approximately 9,808 in the city of
Wilmington of that number 12.7% are male and 15.5% is female. JDRF does not service just
Wilmington, they are an outreach organization and they travel as far as Dover and Pennsylvania
to spread the word of T1D.
Access. JDRF goes out into the community to render their services. They also have
online support, where people can communicate through their website. JDRFs office is in the
Community Services Building, which is an eleven-story building with nothing but non-profit
organization. The building is located right in middle of downtown Wilmington, one block from
Rodney Square. There are masses of businesses, banks, and restaurants hotels, YMCA, shopping
stores with Wilmington Hospital just three blocks away. JDRF is in a well-centralized area
making their organization accessible to all.
This is a map of where the Community Service Building located and the surrounding areas.

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Receptivity. JDRFs office does not have many visitors. The only people that come to
the office are interns, volunteers or committee members. The office is always quiet unless they
are talking to one another then they yell across the office. Looking from an intern point of view
the office is small and congested. It tends to look like it is unorganized with boxes everywhere in
the main opening where the copy machine is and the meter machine. It is nice to see all the
awards and plaques JDRF has received and pictures of children who have diabetes, but they are
not hung in a decorative way and there are brochures hanging on the wall if anyone was to come
in or inquire about JDRF they are accessible. Outside of that two of three offices are always kept
nice. This office could definitely use a makeover.
Administration and Staff Training. JDRF Delaware chapter has three directors and
there is plenty of training for their staff, but they are online trainings classes. Interns and
volunteers have to do training when they first start to make sure they better understanding of
JDRFs mission and how they achieve their goals. They offer programs, such as the Hope Ball,
Kids Walk to Cure Diabetes program, Mentoring Program, Ride to Cure Diabetes Program, Cure
Golf Outing, Dash for Diabetes and 5K Family Run. JDRF works very hard so you do not have

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to. They set up all the events and organize majority of the event. Administration always works
together. It does not matter what the title is they are a team and help each other out no matter
how big or small.
Funding. JDRF funding is generated from various resources such as, donations,
programs and fundraising events. The funding is geared towards the research to find a cure for
the T1D. Funding these extensive programs and events allows for the population to have
cultural variations. The Kids Walk to Cure Diabetes Program for example, is the largest type 1
diabetes (T1D) event in the world (JDRF 2013). They recruit schools to partner with JDRF to
have a walk for their staff and students, helping to educated them. This type of outreach involves
all cultures. Then there is the Hope Ball also known as the Gala this special event reaches out to
all cultures and all types of social classes.
Staff Sensitivity. The staff at JDRF does not have direct interaction with the selected
population, but they have a passion for the children that have been diagnosed with T1D. The do
everything in their power to make sure new member have what they need as far as toolkits and
they send them a bag of hope. The staff is acclimated in dealing with more of a Caucasian
population. They struggle to interact with African Americans. It is obvious the treatment is
totally different. African Americans go unnoticed until they do something outstanding. There is
not much direct interaction with clients more so with board members and committee members.
Agency Program and Services
Effort. There is not a special program or event that caters to the population. The events
cater to children in general. Some of those children are the population. They reach out to them
through the different programs and events they plan. The goal is to recruit ten schools a month
for the Kids Walk and the Gala is an annual event. JDRFs program director in future may want

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to implement a program that accommodates the population on a different level. There could be
an event that recognizes the population to have them to make the connection to JDRF a stronger
one.
Quality. Programs and services that JDRF renders are evaluated by the participants, the
funding that is raised and by the board members. The JDRF Walk brings together more than
900,000 people including the population to change the future for people living with T1D by
raising money for research. Many of the people who walk have T1D themselves or are friends,
family or coworkers of someone challenged by T1D. JDRF can enhance their services by
involving the population to have more of a direct impact within organization. The mentoring
program would have the greatest impact for the population. Participants in the mentoring
program will bring various competencies, backgrounds and learning styles. It is all about
educating and supporting each other.
Effectiveness. Since JDRF is research based, their programs are not as effective to the
population. Their catchment area is primarily directed to schools, due to their population being
juvenile. However, if the school has a child with a disability, they will benefit from a Kids Walk.
JDRF does not have information or treatment centers for the population. Their organization is
more outreach. Majority of JDRFs services are online, which is not always effective, because
not everyone has access to a computer. Though JDRF effectiveness is not a great fit for the
disabled population, nevertheless the organization still upholds great qualities.
Efficiency. JDRF does coordinate efficiently when it comes to funding for research,
because their main objective is to find a cure for T1D. JDRF (2013) has always been dedicated
to maintaining the highest levels of efficiency to ensure their resources, and dollars can achieve
the greatest possible impact on the lives of people with T1D. Over 80 percent of funding goes

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directly to research. JDRF collaborates with a wide spectrum of partners with many research
programs, for example, Johnson & Johnson is a joint research program to identify and validate
drug target involved in beta cell survival and function. Pfizer is an evaluation of novel beta cell
regeneration drug candidates and Becton Dickinson (BD) is a development of superior insulin
infusion technology and glucose binding protein based continuous glucose monitor. The linkage
between JDRF and other research foundation is JDRF is the only organization with the scientific
resources regulatory influence and a strategic plan to deliver a world without T1D.
NASW Standards for Cultural Competence
The standard 4.02 discrimination is the selected standard for review. NASW (2008)
states that social workers should not practice, condone, facilitate, or collaborate with any form of
discrimination on the basis of race, ethnicity, national origin, color, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status, or
mental or physical disability. When measuring the standards of discrimination, JDRF is not
culturally competence for the disabled population. Rendering services to the juvenile population
as a whole does not allow the disabled populations needs to be met physically or educationally.
There are no special programs incorporated in JDRFs outreach resources. With the increase of
intellectual disabilities, it is imperative for them to acquire the proper training to educate
individual with a disability and diabetes to have equal opportunities. So many are overlooked
and need someone to advocate on their behalf.
Summary and Conclusion
In conclusion, a disability is nothing new to our society. Having a disability does not
make a person inhuman. The cultural immersion project enhanced ones knowledge of the
population in question. Learning about the culture of intellectual disabilities was very intriguing.

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It was exciting to learn about the different laws that are in place to protect their rights.
Especially for students with ID are protected to make sure schools are giving them the education
they deserve. Children and adults with ID are respected members of society and it is time for
them to take their lawful places.
JDRF is all about a cure for T1D, which is great. They continue to generate revenue for
the ongoing research, which will one day free those children and adults from this disability we
call diabetes. This disability is just as serious as or even more serious than having ID.
Combining these to disabilities can become challenging for the individual that it is affecting as
well as the caregiver. JDRF has supporting resources, but incorporating a program for those with
ID or any type of disability would be beneficial to help those cope until the cure is found.
Here is a powerful quote from the website Disability is Natural that everyone should take
heed to, because people do not realize the effects they have on another individual.
Your word, attitudes, and actions impact my life more than my disability.

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Reference
American Association on Intellectual and Developmental Disabilities (AAIDD) (2013).
Definition of Intellectual Disability. Retrieved from: http://aaidd.org/intellectualdisability/definition#.Vv76e9C4nfY.
American Diabetes Association (2015). Proving Diabetes is a Disability. Retrieved from:
http://www.diabetes.org/living-with-diabetes/know-your-rights/for-lawyers/employmentmaterials/proving-diabetes-is-a-disability.html.
Brandywine School District. Mount Pleasant High School. Specialized Programs. Retrieved
from: http://www.brandywineschools.org/Page/160.
Disability is Natural. (n.d.). New Ways of Thinking and Revolutionary Common Sense. Voices
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