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<v Marian Endicott>I don't know if I would term it suc-success or on success. <v Marian Endicott>It's a mo-more of a matter that it has been very helpful to me <v Marian Endicott>to know how to go about teaching Clark to do things <v Marian Endicott>um with a normal child they just, you know, automatically pace themselves and they <v Marian Endicott>automatically learn to crawl and to walk and to chew and to, you know, <v Marian Endicott>all the self-help things that that have to be taught to Clark. <v Marian Endicott>And so it's helpful to me to have a professional person backing me up to <v Marian Endicott>say, okay, we've been long enough at this level that <v Marian Endicott>we need to to try some sort of a different stimulus, perhaps, or a <v Marian Endicott>different approach to teach Clark to do these things. <v Marian Endicott>So to that degree, it's I think it's been very successful. <v Marion Endicott>The last thing that a handicapped child needs is pity. <v Marion Endicott>There has to be compassion and understanding. <v Marion Endicott>Obviously, but there has to be compassion and understanding for everybody. <v Man>So I think we in medicine and in education have to find <v Man>that middle of the road way to go forward, but certainly as <v Man>a concept, it's it's had immeasurable benefits. <v Ann Symons>He's just like every other little boy. <v Ann Symons>The co-the type of handicapped and condition that Joel has, down syndrome, <v Ann Symons>is one that causes mental retardation. <v Joan Jordan>They uh tried unsuccessfully many times to put his his limbs in.
<v Joan Jordan>His problem is in multiple dislocation of his major joints. <v Ken Moss>Children with mild to moderate handicaps, <v Ken Moss>physical or mental, the milestones are still there. <v Robert Roark>In Alaska, we are in the implementation stages of addressing public law 94-142, <v Robert Roark>which says that all handicapped children are entitled to an education. <v Robert Roark>Out of almost 100,000 school children in the state of Alaska, <v Robert Roark>over 3 percent have a disability or handicap of some type. <v Robert Roark>We are fortunate to have a St. Jude Center, which offers integrative mainstreaming <v Robert Roark>services to preschool youngsters through their education program and infant learning <v Robert Roark>program and a respite program. <v Robert Roark>When a child reaches kindergarten age, he or she is then mainstreamed into the regular <v Robert Roark>classroom with certain special services, depending on the disability. <v Robert Roark>It hasn't been that long since most handicapped children were shut in. <v Robert Roark>The eyes of a community, did not often see the handicapped to know that it existed. <v Robert Roark>Through mainstreaming, all of this will change. <v Robert Roark>Parents, other family members, and the general public at large play a vital role in <v Robert Roark>helping the child. Any child to build an adequate self-concept. <v Robert Roark>This is important for all children, but it is crucial for the handicapped. <v John Symons>Cosmetically, I don't think Joel has necessarily a <v John Symons>visible handicapped. <v John Symons>He is visibly down syndrome, but I don't think that's <v John Symons>a handicapping condition in itself. Some people-. <v Ann Symons>Well sure it's a handicapping condition. It's- it's you know, it's I mean, it's a <v Ann Symons>syndrome,. <v John Symons>The visual? <v Ann Symons>Well, people who look at Joel. <v Ann Symons>I mean, I don't know. People don't generally react. <v Ann Symons>You know, in that kind of situation, they don't come up and say, oh, look, you have a <v Ann Symons>retarded child. But I think that that down syndrome is such a common handicapping <v Ann Symons>condition and that people know that it's a condition with which mental retardation <v Ann Symons>is associated, that they many people, by looking at Joel, <v Ann Symons>know that he is is handicapped. <v Robert Roark>The Symons, Ann and John, were probably better prepared than most to raise a child <v Robert Roark>with a disability. John served as the coordinator of Pupil Personnel Services, which <v Robert Roark>oversees all special education in the Boral's schools and served on the Governor's <v Robert Roark>Council for the Handicapped and Gifted. <v Robert Roark>But when Joel was born Down Syndrome, what was their reaction? <v John Symons>When we first heard about it uh I <v John Symons>can't believe the amount of rage and anger, and
<v John Symons>how come us that was in me. <v John Symons>And part of it may have been due that <v John Symons>I'm a trained special education teacher. <v John Symons>I've been working with handicapped youngsters for years and years. <v John Symons>How come me? And then someone would come up and say, well, if a handicapped youngster has <v John Symons>to be born, how lucky it is that he's born to <v John Symons>a family that knows. <v John Symons>Uh, that was a very painful period of time and the <v John Symons>counseling and the mental health and the outside kinds of help <v John Symons>that was available then as opposed to now. <v John Symons>Well, let me rephrase it. I don't think there was as much as there is now. <v Ann Symons>We know we're you know, we're 4 years, 4 1/2 years removed from the situation. <v Ann Symons>And it's it's no longer painful the way it was when Joel was born. <v Ann Symons>You know, nobody I think nobody wants to have a handicapped child. <v Ann Symons>But, you know, when you when you choose to become a parent, you <v Ann Symons>know, nobody gives you any guarantees about what kind of courage you're gonna be dealt. <v Ann Symons>And you just have to accept that responsibility, or look for alternatives. <v Ann Symons>You know, in some cases, perhaps an institution is an alternative. <v Ann Symons>In Joel's case, an institution would be a very inappropriate placement for a <v Ann Symons>child like Joel. <v Robert Roark>How can society's apprehensions be replaced with acceptance toward handicapped children <v Robert Roark>or adults. <v Ann Symons>I think by showing that people who have handicaps, you know, <v Ann Symons>can function and live and do the same kind of things that other people <v Ann Symons>do, rather than, you know, if a person is able <v Ann Symons>to live in their community, they should stay in their community. <v Ann Symons>If they can live with their parents, they shouldn't be. <v Ann Symons>They should live with their parents and do that. <v Ann Symons>And just I think that, you know, the more you can show <v Ann Symons>the normalcy of the situation, I think the more people will accept. <v John Symons>And I think people are being far more acceting now than they used to be. No, that <v John Symons>stays on the table Joel. Far more accepting <v John Symons>in the sense that when I grew up, <v John Symons>I knew of one downs youngster, and I know we had more but <v John Symons>where they were, I don't know. <v John Symons>Some church basement somewhere. <v John Symons>And now kids and people who have handicaps or are <v John Symons>coming out of the closet and becoming more and more productive citizens. <v Robert Roark>What about Joel's future? Have you thought about what's going to happen down the road? <v Robert Roark>Where do we go from here? <v Ann Symons>We really haven't got to that point where we have you know, it's it's still too
<v Ann Symons>far into the future, for us, really, to know what his skills are going <v Ann Symons>to be, what his interests are. Because if he's like us, if he's going to <v Ann Symons>go into the work world and spend the rest of his life doing something, we want it to be <v Ann Symons>something that he likes doing and that interests him. <v John Symons>There there's no reason why uh Joel needs to be subsidized <v John Symons>as much as youngsters with downs have been in the past. <v John Symons>I shared with you some information about the Tektronix <v John Symons>program in Portland, where youngsters <v John Symons>who have Down's youngsters, adults, young adults who have Down's <v John Symons>syndrome and other kinds of handicapping conditions being paid full union wages <v John Symons>and being faster on piecework <v John Symons>than their, quote, normal peers. <v John Symons>And it's a job that they can do that they enjoy and something <v John Symons>that perhaps would that you and I could not do <v John Symons>day after day, eight hours a day. <v John Symons>And they enjoy it and they know they're good,. <v Ann Symons>They're steady, hardworkers. <v John Symons>They're steady, hard workers who know they're good. <v John Symons>That's right. You are good. <v Robert Roark>Joel has greatly benefited from a law that says that all children have a right to an <v Robert Roark>education. As his father said, some children wear glasses and some have <v Robert Roark>other handicaps. But in the early ages, it does not make a difference. <v Robert Roark>Joel has been going to the St. Jude Center. It is a special education program for the <v Robert Roark>handicapped, but all children are eligible to attend. <v Robert Roark>St. Jude's is an outgrowth of Henry House, which was founded by Aletha Henry <v Robert Roark>at a time when there was no other facility available for the handicapped in Juneau. <v Aletha Henry>Well, I guess the thing that got our family going was the fact that <v Aletha Henry>we had a little boy born to us. Well, Henry was diagnosed <v Aletha Henry>severely handicapped, mentally retarded, with not uh too much <v Aletha Henry>hope of being much of anything. <v Aletha Henry>And um we had a bit of, had some previous training <v Aletha Henry>and counseling and dealing with children and a nursing back. <v Aletha Henry>I decided that perhaps I could get together with <v Aletha Henry>other people who had the same problem. <v Aletha Henry>And and to help them get something done, that child does not get that opportunity. <v Aletha Henry>If you lose the early years, you never gave them back and that child never get another <v Aletha Henry>chance to go back and learn those things that he could have learned when he was 1, 2 <v Aletha Henry>and 3. And that's the same thing with every child. <v Aletha Henry>If you deprive learning to a small child who is normal,
<v Aletha Henry>he's never the same. If he doesn't get the stimulation that he needs when he's a baby and <v Aletha Henry>when he's a toddler, and then when he's a preschooler, he does very poorly in school <v Aletha Henry>and does poorly in school continually. <v Robert Roark>Ken Moss explains how we can help ourselves. <v Ken Moss>Sometimes more helpful than almost any organization or anything else, if you can refer a <v Ken Moss>patient to another parent who's who's had a similar thing <v Ken Moss>in their, in their home and their family. <v Ken Moss>It's often very helpful. I've used this in different situations, uh <v Ken Moss>people do share experiences together, happy and sad ones, <v Ken Moss>and find that in the case of well, in the case of severe injuries <v Ken Moss>of children or if there's been a loss of a child uh or in <v Ken Moss>this case, speaking of the handicapped child, if there has <v Ken Moss>been a family who has had a handicapped child and thus had learned to cope with the <v Ken Moss>situation there. <v Ken Moss>They're often the best source of help to someone who comes up with the situation <v Ken Moss>themselves and uses several times to use my patients as consultants. <v Ken Moss>And they they've been very good about that. <v Ken Moss>We also have the March of Dimes clinic, which sends a geneticist and <v Ken Moss>this morphologies people who are specialist in etiquettes and <v Ken Moss>children and adults. They've been coming about two or three times a year since <v Ken Moss>1971. <v Robert Roark>Different disabilities manifest themselves in different ways where a physical handicap <v Robert Roark>may be more visible, it is also more likely to allow the individual to continue to make <v Robert Roark>progress as they get older. <v John Jordan>I'm not I'm not sure. I think this is probably going to happen anytime <v John Jordan>in a similar situation that people are more curious and anything else. <v John Jordan>And. <v Joan Jordan>I think it's a curiosity. It's not a. <v John Jordan>Small kids are the greatest thing in the world, you know, because they all come right out <v John Jordan>and ask, what's wrong? What happened to you? <v John Jordan>What'd you do? How'd you break yourself? Questions like that? <v John Jordan>And I think maybe that's something that helps kind of helps a family get over it. <v John Jordan>You learn to develop a real sense of humor about it. <v John Jordan>And uh, but as far as the attitude of people, <v John Jordan>it's mainly curiosity, and I don't think that's really going to change. <v Joan Jordan>I think it's always gonna be there. I think it's just that we have to learn to cope with <v Joan Jordan>the curiosity and he has to learn to cope, too. <v Joan Jordan>It's never been a problem for him because he's never known anything else. <v Joan Jordan>But I think the older the older kids and, and
<v Joan Jordan>we felt it more than anything. <v Robert Roark>John and Joan Jordan already had two children when Sean was born with Larson syndrome. <v Robert Roark>Did it affect the way they live their life? <v John Jordan>Yes, I think so, I think it's a it's been an attitude problem, adjustment <v John Jordan>type situation that we've all had to had to face uh I <v John Jordan>remember here not too long ago, my son making the comment that, he's <v John Jordan>finally becoming known as Scott Jordan. <v John Jordan>That's my older son and not Sean's brother. <v John Jordan>So as you say, Sean, Sean does stand out. <v John Jordan>People people do tend to remember him, but it's it's a little bit of an adjustment we've <v John Jordan>all had to go through. <v Robert Roark>Has the concept of mainstreaming been an effective one with Sean in the local school <v Robert Roark>district? <v John Jordan>Absolutely. I think so. <v John Jordan>It's the exposure that, you know, the the kids accept Sean, <v John Jordan>just like they do the other children, especially children who've been mainstreamed, and <v John Jordan>that I think that's a. <v John Jordan>They're not treated as some sort of an oddity. <v John Jordan>Kids accept him, they know him and they do accept him. <v John Jordan>And for that reason, I'm wholeheartedly in <v John Jordan>favor of it. I think it's really going to help. <v Joan Jordan>Once they got over the curiosity. That's the one thing I guess really neat about him <v Joan Jordan>continuing on in his education in the same school and with all of his friends. <v Joan Jordan>Once they've got over the curiosity of what is crutches for. <v Joan Jordan>In fact, in kindergarten, I had to get two sets of crutches, one for <v Joan Jordan>the class, so they wouldn't keep taking his away from him and one for him. <v Joan Jordan>[laughs] So once they got over the <v Joan Jordan>curiosity of of him and crutches, they just treated like any other child. <v Joan Jordan>And except that I think in the beginning they tried to help him quite a bit. <v Joan Jordan>And they found out that he can do most of the things himself with just a little bit of <v Joan Jordan>help. I think a lot of his development I was thinking today, a lot of his <v Joan Jordan>development I think has to do with the kids and the fact that they kept comparing him to <v Joan Jordan>other children. And they when they compared him, they thought, well, Sean can sit up. <v Joan Jordan>I mean, if this other child can sit up, Sean can sit up. <v Joan Jordan>And so they had him sitting up byy the time he was six months old, which I probably <v Joan Jordan>wouldn't have tried myself. <v Joan Jordan>Scotty had him walking when he was, and it was through his <v Joan Jordan>him picking him up and saying, you're going to walk and let's do use the crutches <v Joan Jordan>and Scotty's actually the one that had him walking.
<v Joan Jordan>And he was saying, you know, that if he's gonna do it, you're gonna do it. <v Joan Jordan>I think they had a lot to do with it. <v John Jordan>We try to encourage him, we don't come right out and tell him that there's anything <v John Jordan>he can't do. If he wants to try something within limits, I think he knows his own <v John Jordan>physical limits. But if he wants to try something climbing, trees, skiing, whatever. <v John Jordan>We tell him to go for. [music] [Song: Mona Ray by Leo Kottke] <v Robert Roark>What else can we do to further integrate Sean into the life that you and I live <v Robert Roark>or that anyone else lives. Is there anything else that can be done? <v John Jordan>As I see it, I think probably the biggest problem has been one of attitude acceptance by <v John Jordan>the by the general public. <v John Jordan>Once they've learned that children like Sean and other handicapped <v John Jordan>children are able to. To cope on a day to day basis, just like other children, <v John Jordan>and they do accept a lot. I think that's the biggest thing. <v John Jordan>It's just an attitude thing. Sean has always had a pretty healthy attitude about his own <v John Jordan>his own problems. It's not-it's not been a hang up with him and so why should it be with <v John Jordan>his friends? And so he does get along quite well. <v Joan Jordan>He hasn't had a lot of people to to compare <v Joan Jordan>himself to, though. We went up to- he had the opportunity to go up to the Special <v Joan Jordan>Olympics and he saw, you know, children there with all kinds of physical handicaps. <v Joan Jordan>And he could see that- compare himself and find out he wasn't really <v Joan Jordan>as bad as some of the other kids that were coping. <v Robert Roark>Mainstreaming of the handicap to be in compliance with public law 94-142 <v Robert Roark>is the most obvious effect of bringing about a changing public attitude toward a variety <v Robert Roark>of disabilities. The children and families learned to take the disability for granted <v Robert Roark>and go about their lives as they would normally. <v Robert Roark>There's a great amount of therapeutic value in knowing that the child is progressing <v Robert Roark>academically with children in his or her regular classes. <v Robert Roark>Dave Thomas is the director of Pupil Personnel Services for the Borough, which oversees <v Robert Roark>all special education classes. <v Dave Thomas>Basically what happens is anyone can make a referral or start the process <v Dave Thomas>on a student. Once a referrals made, the school district then <v Dave Thomas>observe a child within the classroom talks to the parents who then have to <v Dave Thomas>get parent permission to do any type of testing concerning the student. <v Dave Thomas>From there, we developed what we call an IEP or individualized educational
<v Dave Thomas>plan for the student. We sit down with the parents, talk to them about it, tell them <v Dave Thomas>what we're gonna do within the classroom, how much time they're going to be in the <v Dave Thomas>special ed classroom. These types of things and develop long range goals, <v Dave Thomas>short term objectives for the student. <v Dave Thomas>And then again, the parent has to give us the okay before we can even begin working with <v Dave Thomas>the student. And then each year we have to do what we call an annual review <v Dave Thomas>or update his program on a yearly basis. <v Dave Thomas>I think the most important aspect of the student, a handicapped <v Dave Thomas>child going into the regular classroom is the attitude that the <v Dave Thomas>regular classroom teacher has toward handicapped students. <v Dave Thomas>If they're accepting I think most of the kids will relate <v Dave Thomas>to what the teacher and how she reacts to kids and to the handicapping condition. <v Dave Thomas>I think it also depends on what the handicap is. <v Dave Thomas>If you have a boy who's in a wheelchair, for an example, I think the kids will <v Dave Thomas>actually respond better to that type of situation and they'll act <v Dave Thomas>more as as little guardians to- to the kid pushing him around <v Dave Thomas>the school, these types of things. <v Dave Thomas>I think again, though, I think the teacher really has a lot to do with it, and a lot of <v Dave Thomas>teachers are not aware of how to deal with handicaps and the handicapped <v Dave Thomas>condition. I think that's where the school district here in Juneau needs to do some work, <v Dave Thomas>some training. In-service training is in the areas of handicapping <v Dave Thomas>conditions, what regular classroom teachers can do. <v Warren Endicott>But they tell us in Clark's case that he was not uh <v Warren Endicott>hurt on as far as his intelligence level goes. <v Warren Endicott>So it's all motor area and it's just a question of how much he can develop <v Warren Endicott>his hearing, as Mary Ann said earlier, has improved a great deal. <v Warren Endicott>Just in the last two or four months has he been able to roll completely <v Warren Endicott>over and get across the floor and now he jams himself up under a couch or <v Warren Endicott>just gets himself in trouble now. But so he is he is improving all <v Warren Endicott>along and we really don't know how far he will improve. <v Warren Endicott>Neither does anybody else. <v Marian Endicott>I think that, you know, I have problems <v Marian Endicott>with know, just developing a line of communication with Clark <v Marian Endicott>to to know, you know, at some point how much he does understand. <v Marian Endicott>That'll make it easier for me to try to evaluate or reevaluate how far <v Marian Endicott>he's going to get. <v Robert Roark>When Warren and Marian Endicott had a son a little over two years ago.
<v Robert Roark>He was a fine, healthy child. <v Robert Roark>It was only at age four months that Clark contracted a virus that sent his temperature <v Robert Roark>to 107 degrees and dehydrated much of his body fluids. <v Robert Roark>Marion, Clark's mother, as well as a member of the Governor's Council for the Handicapped <v Robert Roark>and Gifted, explains what was the effect of the virus. <v Marian Endicott>He became fatally ill <v Marian Endicott>was like within a 24 hour period and he dehydrated <v Marian Endicott>and lost about 10 percent of his body fluid and had a real high <v Marian Endicott>fever. And that's what caused the brain damage to take place. <v Marian Endicott>Was the lack of circulation of blood, oxygen to the brain during that time period. <v Warren Endicott>I think it's pretty difficult work were Clark was a very <v Warren Endicott>normal baby. And then in a period of -from <v Warren Endicott>being very healthy, I'd say within 36 hours, maybe 48 hours, we're in Seattle <v Warren Endicott>and didn't know if he was even going to live for oh better <v Warren Endicott>than a week. <v Warren Endicott>And it still continues today that you don't know just how much he's going to be able to <v Warren Endicott>improve or what just what is in store for him in the future, but he has <v Warren Endicott>made a number of improvements. They're slow but <v Warren Endicott>we certainly noticed them. <v Robert Roark>Through the St. Jude's Center, the intercoms have been able to benefit from a number of <v Robert Roark>different services. There is physical therapy, a respite service to provide <v Robert Roark>short term relief for both parents and child. <v Robert Roark>And then infant learning program where a specialist comes to the home to work with the <v Robert Roark>child. Beth Siemon showed how the infant learning program works with Clark <v Robert Roark>Endicott. <v Beth Siemon>What I do, is the purpose of me coming to the home every week is to support them <v Beth Siemon>in the program, as well as to see the progress that <v Beth Siemon>the kids are making so that I can establish some new goals when they have met the goals <v Beth Siemon>that were already set up. <v Beth Siemon>One other thing that can do with the ball <v Beth Siemon>is to help Clark to experience some weight <v Beth Siemon>on his legs. Do some bouncing on his legs. <v Beth Siemon>You don't mind that, do ya? <v Beth Siemon>Eventually, I'd like to see him push and he has done that <v Beth Siemon>a couple of times before. This is just to give him the experience that this is <v Beth Siemon>what his legs are for is somee weight bearing. <v Beth Siemon>Good boy. Yeah. Good boy. <v Robert Roark>Respite allows the parents to leave the child at St. Jude's overnight, providing both <v Robert Roark>with time away from each other. <v Marian Endicott>We need to have a break from him and he needs more specifically to have a break for me.
<v Marian Endicott>Clark can't be isolated to the family and home environment. <v Marian Endicott>He has to be able to be out with other children <v Marian Endicott>and to have other people give him his therapy and <v Marian Endicott>not just to be totally dependent on me. <v Marian Endicott>And that's where I exclusively. I mean, I really use the respite program. <v Robert Roark>Ya know when people come in contact with the handicapping situation they don't know <v Robert Roark>exactly how to act. They're they're apprehensive or they're happy <v Robert Roark>that this did happen to them or they're glad or there's some type of pity. <v Robert Roark>There's this type of thing isn't destructive or does it degress <v Robert Roark>Clark's progress in any way? <v Warren Endicott>The main things just take, we take Clark out with us and uh <v Warren Endicott>it is sometimes it's a little difficult to take him out, but that's probably I think the <v Warren Endicott>biggest problem with handicapped children is you tend to leave them at home because it's <v Warren Endicott>easier or because you don't, maybe you don't want somebody gawking or looking, <v Warren Endicott>you know, at him. <v Warren Endicott>Obviously, there's something wrong with Clark when you're when you have him in his chair <v Warren Endicott>going around, but he enjoys getting out. <v Marian Endicott>If there's just some some way, you know, that people could uh, you now, <v Marian Endicott>take the time to look into programs. <v Marian Endicott>Ya know, don't bother with things like a handicapped child <v Marian Endicott>until it's really brought to home and that people should at least that uh <v Marian Endicott>look at what the community is doing. <v Marian Endicott>And if there is some way that they can lend a hand, ya know. <v Marian Endicott>It doesn't necessarily have to be monetary support. <v Marian Endicott>You know, not everybody is always looking for the dime. <v Marian Endicott>Sometimes it's better to be have the time. <v Robert Roark>There is no way to predict what may be in Clark Endicott's future. <v Robert Roark>With specialized care he should continue to make progress. <v Robert Roark>His hearing has improved, and because his sight is nerve damage only, he may experience <v Robert Roark>the return of his visual faculties as well. <v Robert Roark>Success stories do happen. We have them here in Alaska. <v Robert Roark>How much of a disability is only a failure of the sensory organs, to relay the message <v Robert Roark>is still up to researchers to determine. <v Robert Roark>But we are finding out that some handicaps are preventable. <v Robert Roark>David Spence is the chief of the Section of Family Health and the Department of Health <v Robert Roark>and Social Services. <v David Spence>Over the past 20 years, we've seen a lot of improvements in <v David Spence>medical care with regard to preventing infections.
Southeast Profile
Handicapped Children
Producing Organization
KTOO-TV (Television station : Juneau, Alaska)
Contributing Organization
The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia (Athens, Georgia)
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Episode Description
The narrator begins by discussing education of handicapped children in Alaska. It profiles three disabled children and interviews their families. The first child is Joel Symons, who has Down Syndrome. His parents, who have experience working with handicapped children, talk about their reactions to learning that Joel had Down Syndrome, how to spread acceptance of handicapped children and adults, and Joel's future. Alitha Henri, founder of a center for educating disabled children, talks about the goals of her center, and a pediatrician discusses how best to help disabled children. The next child is Sean Jordan, who has Larson's Syndrome, and his parents talk about the way his disability affected their lives and how mainstreaming has affected Sean. The Pupil Personnel Director of the school district discusses developing education plans for handicapped children. The final child is Clark Endicott, who suffers from severe brain damage, and his parents talk about the cause of his brain damage, their difficulties communicating with him, and his improvements. A physical therapist talks about the work she does with Clark. Finally, a pediatrician talks about preventing disabilities during pregnancy, like not smoking during pregnancy.
Series Description
"This program focused on the handicapped child in Juneau with video portraits of three children and their families: Joel Symons/Down Syndrome; Sean Jordan/Larson's Syndrome; and Clark Endicott/severely brain damaged. The program was a composite of interviews with the parents, and various 'experts', as well as footage of each child. Although quite small and isolated, Juneau is a microcosm of the larger and more metropolitan cities to the south. We, therefore, have many of the same concerns and problems -- not the least of which is the handicapped child. In this era of 'mainstreaming,' we felt an in-depth look at the handicapped child was important. The intent of this program was to highlight the handicapped child and his/her problems; to assist other parents of handicapped children in terms of their coming to grips with their children; and to serve as a means of creating greater public awareness of these situations. Although Juneau is an unmeasured market and we have no sophisticated means of audience research, we have to assume that the number of positive phone calls and letters (sample attached) point to the success of the program. Along with extensive reading on the part of our producer, among which were drafts of state legislation for handicapped, The Alaska Developmental Disability Plan (1978,1979), and Alaska Attitudes Towards the Handicapped and Handicapped Programs, Mr. Roark also spoke extensively with the parents of the handicapped children in the program, with two pediatricians, with Juneau's coordinator of special education, and with the founder of the St. Jude's Center, Juneau's mainstreaming model program. In addition, a computer run was made to break down the handicapped population of the state."--1979 Peabody Awards entry form.
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Director: Roark, Robert
Host: Roark, Robert
Interviewee: Henri, Alitha
Interviewee: Moss, Ken
Interviewee: Jordan, Joan
Interviewee: Spence, David
Interviewee: Symons, Ann
Interviewee: Endicott, Warren
Interviewee: Endicott, Marian
Interviewee: Symons, John
Interviewee: Thomas, Dave
Interviewee: Siemon, Beth
Interviewee: Jordan, John
Producer: Roark, Robert
Producing Organization: KTOO-TV (Television station : Juneau, Alaska)
Writer: Roark, Robert
AAPB Contributor Holdings
The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia
Identifier: cpb-aacip-e39779d2511 (Filename)
Format: U-matic
Duration: 0:30:27
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Chicago: “Southeast Profile; Handicapped Children,” 1979-04, The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed June 26, 2022,
MLA: “Southeast Profile; Handicapped Children.” 1979-04. The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. June 26, 2022. <>.
APA: Southeast Profile; Handicapped Children. Boston, MA: The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Retrieved from