Chapter 1: Early Career
Lindsey: We're recording.
21:36:58:08 - 21:37:19:10 Lisa: Okay, thanks. Just a little introduction before we start. My name is Lisa Sonneborn. I'm conducting a video interview with Steve Eidelman, at his home in Newark, Delaware on October 26, 2011. Also present is our videographer, Lindsey Martin. And Steve, do we have your permission to begin recording the interview?
Steve: You do.
21:37:19:20 - 21:37:43:28 Lisa: Thank you. The first question I wanted to ask, Steve, was if you knew anyone with a disability when you were growing up.
Steve: Yeah, I grew up in suburban Washington and there was in my elementary school class of kids, all of whom had Down Syndrome, interestingly enough, in my elementary school, and then I have a first cousin with an intellectual disability. So he was obviously part of our lives.
21:37:45:23 - 21:38:56:04 Lisa: Was your cousin's disability viewed as a natural part of your family's experience, would you say?
Steve: I'm not so sure it was natural. He -- my aunt and uncle lived in Plymouth Meeting, Pennsylvania, and they were told, interestingly enough, to put him in Pennhurst when he was a little boy, and my uncle, who was a Holocaust survivor, said no way, that's not happening to my son, and there's a place outside of Philadelphia called the Institute for Advancement of Human Potential, that does something called patterning, and so they had a whole community of people coming in, doing exercises with him, things like that.
So he was just part of the family at that point, and I had an uncle who probably had an intellectual disability, but mostly he had a very significant speech impediment and so, again, he was always part of our family.
You knew there was something different, but it wasn't bad different, it was just different, and again, my grandparents were first generation American, so of the generation where my uncle had a job, rode a bicycle, lived with my grandparents until they died.So again, part of the fabric, but I'm not sure I was cognizant of disability issues, per se.
21:38:57:05 - 21:39:22:19 Lisa: So having exposure to kids with disabilities in school, and having a cousin and an uncle with a disability, did that affect your decision to earn your MSW to become a social worker?
Steve: I don't think so, no. That was -- it was the late '60s, early '70s, and how do you rally against the man, how do you rebel, and for me, that was rebellion.
21:39:22:24 - 21:41:44:06 Lisa: So what did you imagine your career would be?
Steve: Well, not what it's been, that's for sure. I was -- in graduate school, had to do a year's internship, field placement, 30 hours a week, and I was really headed towards doing something in -- I was interested in transportation and housing, those two things, and the dean of the graduate school, who was this big guy, he was about 6'10, a guy named Dan Thurz, stopped me in the hallway one day, and he had this bosso profundo voice.
He said Eidelman, come here, and I said, oh my, what have I done now, and he said, do you have a field placement yet, and I said no, I'm sort of looking around. He said, well there's this place over at Hopkins called the John F. Kennedy Institute, and they want somebody interested in policy and administration, and that's what you're interested in, right? I said, well, I'm not really sure. They do stuff with handicapped kids, that was the name of the place.I said, I don't think so, and he said, and they'll pay you $7,500 a year, and they'll pay your tuition.
Damn, I'm interested.
So I went over and interviewed, and it sounded like the guy I interviewed with, two men and a woman, were fascinating, and one was a social work director, one was an assistant director, one was the administrator of the institute, and they had agreed if I came I could split my time, so I'd learn, and they said, and you have to make a five year moral commitment because this was a maternal and child health grant that paid for those fellowships. It was the UAPs before they were the UCEDDs. They were actually called UAFs at that point, facilities, because the original facilities were built under the Hill Bunton Act. Literally, they built the buildings under the hospital portion of hospital construction.
So they said, and you have to make a five year moral commitment to the field. And I said, well what does that mean? Well you agree to work in the field for five years. You don't have to sign anything. So I went there for a year, stayed for six, and then decided I really needed to run something, and so started applying for jobs where I could be the executive director of something, and sort of things went on from there. It just becomes -- at some point, it becomes part of you. It's not just a job, it's not just a career, it's part of who you are. And I got very interested in this whole deinstitutionalization idea, and after seeing some institutions, said we shouldn't really treat people like this. I don't think it was any more elegant or complex than that, it just offended me the way people lived.
21:41:44:09 - 21:42:13:09 Lisa: And how were people living? Was there a tipping point, one moment, one experience --
Steve: No, I went to a place called Forest Iaven, which was the District of Columbia's institution. Physically it was in Laurel, Maryland, and walked in on a hot day, no air conditioning, holes in the screens, people living in a small room with four beds. It stunk, and the smell was horrible. People sort of -- it was just horrible, just isn't right. And that place is now closed.
21:42:14:07 - 21:42:48:15 Lisa: So in this early part of your career, what did services and supports look like for families of kids with intellectual or developmental disabilities?
Steve: There wasn't much. There was a little bit of respite care. This was in Maryland, so there was a little bit of respite care. There were some group homes, but they were big, ten, 12, 20 people. And then there were the state institutions. Maryland was not, I think, at the leading edge of what was going on there. So when I left Maryland, I went to Ohio, which was one of the states that was doing a lot of leading edge work at the time, and it was close enough to the east coast that we could get back.
More Interview Chapters
- YOU ARE HERE: Early Career
- Tenure as Director of Mental Retardation Services in Philadelphia
- Growing Self-Advocacy Movement and Roland Johnson
- Accomplishments as Director of Mental Retardation Services in Philadelphia
- Tenure as Deputy Secretary of Mental Retardation for PA
- Accomplishments as Deputy Secretary for Mental Retardation for PA
- Kennedy Foundation, National ARC and International Work
About Steve Eidelman
Born: 1949
H. Rodney Sharp Professor of Human Service Policy and Leadership, University of Delaware. Formerly: Director, Mental Retardation Services, Philadelphia, Deputy Secretary of Mental Retardation, PA, Executive Director The Arc of the US, Executive Director Joseph P. Kennedy Jr. Foundation
Pennsylvania
Keywords
ARC, Community, Institutions, Joseph P. Kennedy Jr. Foundation, Leadership, Parents, Pennhurst
The Disability and Change Symposium is available as a free online learning module.
Combating Implicit Bias: Employment
About this year's theme
Employment statistics for persons with disabilities continue to be disappointing, ~19% compared to ~66% of peers without disabilities. (US Bureau of Labor Statistics, 2018). We ask ourselves, "is there something beyond overt discrimination and access that perhaps we need to address? Are there silent barriers such as those created by implicit bias?"
Most of us believe that we are fair and equitable, and evaluate others based on objective facts. However, all of us, even the most egalitarian, have implicit biases – triggered automatically, in about a tenth of a second, without our conscious awareness or intention, and cause us to have attitudes about and preferences for people based on characteristics such as age, gender, race, ethnicity, sexual orientation, disability, and religion. These implicit biases often do not reflect or align with our conscious, declared beliefs.(American Bar Association, Commission on Disability Rights, "Implicit Bias Guide," 2019)
This year's theme challenges us to each ask ourselves "What implicit bias(es) do we have and encounter, and how do we recognize them and move beyond them to create opportunities, welcome, and full participation for all?"
As always, this Symposium privileges first-person voices and experiences.
About the Disability and Change Symposium
The stated goal of the annual Symposium is "to create conversation that transcends any one-dimensional depiction of people with disabilities, and foregrounds the multidimensional lives of our speakers - as writers, educators, performers, and advocates."
The Disability and Change Symposium is a one-day, interdisciplinary conference focusing on cultural equity and disability. The event is free, accessible and open to the public.
Acknowledgments
Organized by the Institute on Disabilities at Temple University, the Symposium is an outcome of collaboration with the Interdisciplinary Faculty Council on Disability whose mission is "to foster collaboration across Temple University on disability-related projects including research, teaching, programming, publication, and grant-seeking. By connecting with one another, Council members help build community among the growing number of people at Temple whose work engages with disability."
Core funding for the Disability and Change Symposium is through a grant from the Center for the Humanities at Temple University (CHAT)
We extend our appreciation to Disability Resources and Services for providing Communication Access Realtime Translation (CART) and American Sign Language services for the day.
The Institute on Disabilities, Temple University College of Education is pleased to recognize some of our 2020 Symposium Partners/Sponsors from Temple University:
- Center for Bioethics, Urban Health, and Policy (CBHUP), Lewis Katz School of Medicine
- Center for Humanities at Temple (CHAT), College of Liberal Arts
- Dean of Libraries
- Dean of Students
- Delta Alpha Pi International Honor Society
- Disability Resources and Services (DRS), Student Affairs
- Division of Student Affairs
- Faculty Senate Committee on Disability Concerns
- First Year Writing
- Intellectual Heritage
- Interdisciplinary Faculty Council on Disabilities
- Office of Institutional Diversity, Equity, Advocacy and Leadership (IDEAL)
- School of Sport, Tourism, and Hospitality Management
This year we also want to recognize the contributions of students (Associate Professor Deb Blair, STHM 2114 - Leisure & Tourism in a Diverse Society), who contributed to shaping and supporting this symposium:
- Madeline Culbert, School of Sport, Tourism, and Hospitality Management; Bachelor of Science: Tourism and Hospitality Management (est. 08/2021)
- Jair Guardia, School of Sport, Tourism, and Hospitality Management, Bachelor of Science: Tourism and Hospitality Management. (est. 08/2021)
- Hallie Ingrim, School of Sport, Tourism, and Hospitality Management Bachelor of Science: Tourism and Hospitality Management
- Thomas Leonard, School of Sport, Tourism, and Hospitality Management Bachelor of Science: Tourism and Hospitality Management (est. 08/2021)
- Bryan McCurdy, School of Sport, Tourism and Hospitality Management, Bachelor of Science: Tourism and Hospitality Management (est. 05/2022)