Institutionalization of children with disabilities in Russia
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Institutionalization of children with disabilities in Russia is the placement of children, who have been abandoned or whose parents cannot support them, into a facility which can be similar to an orphanage. This often occurs in countries where alternative methods of care are not available.[1] The definition of an institution can be ambiguous; the "Report of the Ad Hoc Expert Group on the Transition from Institutional to Community-based Care"[2] defines an institution based on the following guidelines:
- A facility that is separated from the local community and does not allow for normal community interaction[3]: 119
- A facility that houses a large group of non-family members who are made to follow a pre-planned schedule that may not meet their individual needs[3]: 119
- A facility that provides housing for individuals who are segregated due to a disability and have to live in isolation for prolonged periods of time[3]: 119 According to the Convention on the Rights of the Child, Article 23: "States Parties recognize that a mentally or physically disabled child should enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance and facilitate the child's active participation in the community."[4] The Committee on the Rights of the Child finds that institutions have become a widespread option for the placement of children with disabilities. The 2006 General Comment No.9 reports concern with the lack of adequate treatment provided, as well as increased vulnerability to institutional abuse and neglect.[5] In Russia, 400,000 to 600,000 children are under institutional care, and these children are subject to the concerns stated in the committee's report.[6]
In 1917, the Russian Revolution resulted in Soviet ideology that centered around the idea of creating a society free of anomalies[citation needed]. As such, children born with disabilities were considered "defective", and the policy on "defectology" was developed through resolutions passed by the Council of Ministers of the USSR.[7] According to law, parents had to send their children to institutions, as familial care was viewed as inadequate for the upbringing of children with special needs; the state found it necessary to correct such disabilities, and the provision of necessary treatment was promised. Such policies were influenced by Lev Vygotsky's Institute of Defectology, which was based on the idea that all children should be corrected to have normal functioning.[citation needed] If they were unable to participate and meet the requirements of "normal" standards when attending school, they were considered to be "uneducable" and were subject to a life of institutionalization, isolated and segregated from the public. Schools did not have the flexibility to adjust to their needs. The establishment of social segregation was widely accepted, and a distinct separation between individuals with disabilities and the rest of society was part of everyday life in Russia. Early isolation of these individuals was not specific to the early years, as it continued unto adult life due to laws that grouped citizens with disabilities into one area of employment, further alienating them from society.[6]
Effects of institutionalization on children
The 1998 report "Findings and Recommendations of a UNICEF Sponsored Fact-finding Mission to the Russian Federation" found instances of children left neglected and constricted with restraints, as well as cases of stereotypies, such as self-inflicted physical harm and rocking in Russian institutions.[8] Also observed was the confinement of children to a bed-ridden state for hours and days and the segregation of older children into separate institutional classrooms, where they were subject to inadequate education. The report attributed such conditions to lack of necessary resources and overworked staff, who are unable to provide the necessary care to all children.[9] Institutionalized children were often confined to their beds or cribs by staff if the child was considered contagious of an infectious disease or if they were too weak to be moved from their bed. Children of highest concern to orphanage administrators were forcefully bed-ridden and often restricted with rags of fabric to cribs in designated "lying-down rooms". Its common that a disabled child in an institution is considered contagious because of their mental conditions including children diagnosed with schizophrenia. Orphanage staff neglect the children with the belief that care will "spoil" the children (Human Rights Watch report). Children are left deprived of experiencing being outdoors and being given emotional attention.[10]
Research related to institutional care has been conducted in various European countries and found that these types of environments lead to a plethora of negative consequences. The following are common effects:
- Developmental delay is prevalent due to the absence of physical stimulation and presence of daily neglect, as is motor skill delay, inadequate brain development, impairment in social and cognitive skills, and speech impediments. Attachment disorders are also common, which lead to harmful self-inflicting actions. Enuresis, anxiety disorders, eating disorders, as well as difficulty in forming healthy relationships have also been reported.[3]: 121 [11]
- Delay in physical development occurs for a variety of reasons. Malnutrition, lack of immunization, improper feeding, and depression resulting from lack of emotional attention all contribute to physical growth delays among children. Widespread infectious disease and problems with vision, hearing, low height and weight, along with microcephaly have been reported. While children may have correctable birth defects, surgery or necessary treatment is rarely provided.[11][12]
- Institutional abuse is widespread, leading to further physical and emotional damage. Sexual abuse also occurs, but the actual frequency is unknown.[3]: 121 [11]