Midterm #1 Flashcards
3 commons images/ representations of PWD?
1.. Poster child’
2. ‘Supercrip’
• Flip side of poster child
• Overcome limitation through extraordinary
feats
3. Cripsploitation’
What do the images/ representations of PWD do?
Do not allow normal interaction • Automatically underestimate the capabilities of people with disabilities • Ableism • discrimination or prejudice against individuals with disabilities
Representation of disability?
(Often) seen as a problem, something that needs to be ‘fixed’ • Perhaps we should fear disability • At times, disability can be overcome • people triumph over their hardship • all ends well
10 common stereotypes?
Stereotype 1: To be pitied • Stereotype 2: Victims • Stereotype 3: Sinister or Evil • Stereotype 4: Exotic, curious • Stereotype 5: Triumph over tragedy • Stereotype 6: Laughable entertainment • Stereotype 7: Resentful and hostile • Stereotype 8: Burden to others /dependent on others • Stereotype 9: Non-sexual • Stereotype 10: Cannot participate fully in everyday life
Why do we need to categorize disability?
•Identify one’s philosophy
•Understand terms
•Understand how we approach service
delivery
3 models of categorizing disability?
Categorical, Deficit or Medical Model
• Social Minority or Disability Rights Model
• Ecological Model
Categorical, Deficit or Medical model?
Disability Definition
• Equated with being defective, inferior or less than
• Identity Perception
• Individuals have common anomalies and deficits that are
viewed as personal tragedy
• Terminology
• Negative (i.e. deficits, problems)
• Service Delivery Basis
• Is a treatment based on deficits, problems or characteristics
• Service Delivery Purpose
• Give advice, prescription or remediation
• Symbols
• Passive
Social Minority Model?
• Disability Definition
• Equated with being different where different is not less
than
• Identity Perception
• Individuals have one commonality (social stigma created
around differences)
• Terminology Use
• Person-first and positive or neutral
• Service Delivery Basis
• Based on individual assessment and personal strengths and
weaknesses
• Service Delivery Purpose
• Empower individual to assume active role in self- actualization
• Symbol
• Active
Ecological Model?
Disability Definition
• Equated with being different and with person-environment
interactions that cause difference
• Environment can impede or enable functioning
• Identity Perception
• Persons have some common barriers and enablers
• Barriers must be eliminated
• Terminology
• Person-first
• Environment variables emphasized
Service Delivery Basis
• Assessment encompasses individuals and their ecosystems
• Goals focus on barriers and enablers
• Service Delivery Purpose
• Empower individual to assume active role in self-actualization
• Appropriate Symbol
• Active
Social
Minority &
Ecological
Model both use?
•Empowerment is the Ultimate Purpose • Interactional process by which persons, groups, societies acquire the vision, motivation, resources, and power to strive toward being the best they can be • Self-Actualizing
Process of devaluation?
Historically people with disabilities have been treated as
“abnormal” or special.
• This role perception is based on the assumption - that people
with disabilities are in need of “special things” because their
needs cannot be met in traditional ways.
• Does this belief perpetuate segregation
• May serve more of a professional purpose than anything
else
• In order to understand devaluation, social scientists have put
forward theories of deviance. These theories centre on how
people come to be defined as deviant or different
Cycle of Devaluation?
Person has impairment, loss of physical, mental, emotional function. Impairment is viewed negatively by society. Because of the impairment, the person has a disability and support is required. ----> In order to get support, the person is given a label. ----> Because of label, person is segregated from services. ----> Isolated from community. ----> Person congregates with others who are also labeled which accentuates differences. ----> Feelings of powerlessness ----> Lowered expectations ----> Few opportunities ----> Further impairment and social handicap Repeat.
How do we know that someone has a disability?
World Health Organization Definitions (1980):
International Classification of
Functioning, Disability & Health
•Classification of health and healthrelated domains
Components of World Health Organization Definitions (1980) (3)?
Impairment - any loss or abnormality of psychological, physiological, or
anatomical structure or function, which might result from a disease,
accident, genetic or other environmental agents
Disability - any restriction or lack of ability to perform an activity in the
manner or the range considered normal for a human being
Handicap – a disadvantage for a given individual that limits or prevents the
fulfillment of a role that is normal for that individual
What is the ICF?
Developed by the World Health Organization
•Is the revision of the International Classification of
Impairment, Disabilities and Handicaps
•Reflects a universal, integrative, and interactive
approach to functioning, disability, and health.
•Is a global model that provides classifications of
health and functioning while allowing for a holistic
approach to wellbeing
•Provides a common language for health-care
disciplines
The World Health Organization: ICF(2001) Looks at ‘disability’ from what 3 perspectives?
- One’s body (body function & structure)
- The individual (activities & participation)
- Societal (environmental factors)
What is perspective of one’s body?
- Body Function (formerly disease)
• Physiological functions of the body systems (including
psychological functioning) - Body Structure (formerly impairment)
• Anatomical parts of the body such as organs, limbs and
their components
• Can involve an anomaly, defect, loss or other significant
deviation in body structure
• Can be temporary, permanent, progressive, regressive
or static
What is perspective of the individual?
- Activities and Participation (formerly disability)
• Activity – execution of a task or action
• Participation – involvement in a life situation
• Activity Limitations – difficulties an individual may have in
executing activities
• Participation Restrictions – problems an individual may
experience in involvement in life situations.
What is perspective of societal?
- Environmental Factors(formerly handicap)
• Organized into two different levels (physical, social and
attitudinal environment in which people live and
conduct their lives)
a. Individual – Immediate environment of the
individual (e.g. home, workplace and school)
b. Societal – Formal and informal social structures,
services and approaches/systems in the
community or society (e.g. transportation, policies,
attitudes, government agencies)
How does the ICF change how we view disability?
Think of ‘health’ and ‘disability’ in a new light.
•It acknowledges that every human being can
experience a decrement in health and thereby
experience some degree of disability.
•‘Mainstreams’ the experience of disability and
recognizes it as a universal human experience.
Shifts to focus of disability from cause to impact.
• Takes into account the social aspects of disability and
does not see disability only as a ‘medical’ or ‘biological’
dysfunction.
• Considers environmental factors and how the
environment affects the person’s functioning.
What’s unique about the ICF?
• It utilizes a non-linear model
• Recognizes an intervention at any area may impact other areas
• Does not assume a disablement syndrome – just because there is an
impairment present, doesn’t mean there is a decrease in activities and
participation.
• Regardless of ability and impairment, it can be classified in the ICF
• Biopsychosocial Model – Challenges the medical model by removing
all labelling and negative characteristics (i.e., handicap)
What does the ICF allow?
Allows professionals to classify what an individual can do.
• Provides a picture of functional abilities and classifies things that
decrease functions
How is the ICF Used?
• Health and disability reporting
• Measure health status of countries
• Used to teach others how to report on health and disability
• Clinical and epidemiological use
• Functional status assessment, goal setting & treatment
planning and monitoring, as well as outcome measurement
• Social policy
• Anti-discrimination law, disability evaluation
• Research
• Impact, intervention, application
What is the strengths perspective?
With the Strengths Perspective – We are rallying to an individual’s interests,
capacities, motivations, resources, and emotions in the work of reaching their hopes
and dreams, help them find pathways to those goals. This type of approach can
possibly enhance the quality of daily life for an individual.
What happens once labeled?
Once labeled – other elements of a person’s character, experiences, knowledge,
aspirations, slowly fade into the background – and can be replaced by language of the
symptom or syndrome, and the conversation becomes dominated by the imagery of
disease or deficit.
What does the strengths perspective allow?
Allows us to see what people want their lives to be.
Components of strengths perspective?
Capacities, assets, and resources.
Personal qualities, traits, and virtues.
Knowledge – People come ‘into view’ when we assume that they know something,
learned lessons from experience, have hopes and interests, and do some things
masterfully.
Talents- ex. telling stories, motivational specking, cooking, home repair, etc.
How can you discover strengths?
Stories, Narratives and Accounts – The interpretive angles they take on THEIR OWN
EXPERIENCES
What are Survival Questions?
How have you managed to survive (or thrive) thus far, given all
the challenges you have had to contend with? How have you been able to rise to the
challenges put before you? What was your mindset as you faced these difficulties?
What have you learned about yourself and your world during your struggles? Which
of these difficulties have given you special strength, insight, or skill? What are the
special qualities on which you can rely?
What are support questions?
What people have given you special understanding, support, and
guidance? Who are the special people on whom you can depend? What is
exceptional about what they give you? How did you find them or how did they come
to you?
What are exception questions?
Provide people with the opportunity to identify times
when things have been different for them. I.e., There’s an exception to every
rule. With exception questions we can discover strengths by thinking of the
times when we may have thought that we had a problem or issue but they
either overcame it, didn’t realize it was a problem, or it takes the focus off of
the fact that they (at the moment) they may feel the way they do, and
potentially gives them a different perspective.
What are possibility questions?
What now do you want out of life? What are your
hopes, visions, and aspirations? How far along are you toward achieving
these? What people or personal qualities are helping you move in these
directions? What do you like to do? What are your special talents and abilities?
How can I help you achieve your goals or recover those special abilities and
times that you had in the past?
What are esteems questions?
When people say good things about you, what are they likely to
say? What is it about your life, yourself, and your accomplishments that give you real
pride? How will you know when things are going well in your life –what will you be
doing, who will you be with, how will you be feeling, thinking, and acting? What gives
you genuine pleasure in life? When was it that you began to believe that you might
achieve some of the things you wanted in life? What people, events, and ideas were
involved?
What are perspective questions?
What are your ideas or theories about your current situation?
How do you understand, what kind of sense do you make of your recent experiences
and struggles? How would you explain these to yourself, to me, or anyone else?
What are change questions?
What are your ideas about how things –thoughts, feelings,
behavior, relationships, etc. - might change? What has worked in the past to bring
about a better life for you? What do you think you should or could do to improve
your status, your affairs? How can I help?
What are meaning questions?
What are the primary ideas and values of your system of
meaning system: those things that you utterly believe in and value above all? What
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are those transcendent, iridescent beliefs that give you a sense of purpose beyond
the self? Where do they come from; experience, spirituality? What part do they play
in your everyday life?
What is the hope aspect of the strengths perspective?
Liberation is founded on the idea of possibility – The opportunities for choice,
commitment, and action. It is the ‘flicker of possibility’ that can ignite the fire of
hope.
Visions and dreams.
Service providers must find ways for the hope/ ‘the possible’ to survive.
What is the resource aspect of the strengths perspective?
To be empowered – a person requires an environment that provides options.
In every environment there are individuals, associations, groups, and institutions and
organizations who have something to give.
Create a roster of resources
What is the most basic form of civic participation?
Caring for each other.
What is a paradigm?
A set of assumptions, concepts, values, and practices that constitutes a way of
viewing reality for the community that shares them, especially in an intellectual
discipline.
An accepted way of thinking.
What is facility based?
PWD are menace.
Should be isolated from the public.
Have very different needs from typical population.
Results from following actions:
Institutions
Residential programs
Specials schools
Education based on labels rather than needs
No treatments
Corrective therapy ignored conditions that could not be corrected (ID,
blindness, deafness)
What is services based?
public outcry due to:
Unfair treatment of PWD
lack of support for veterans
Research revealed the capabilities and potential growth of those who were thought to be uneducable
What is supports based?
Meant well.
No move away from isolated residential and vocational programs
Programming seemed to be inefficient
Made use of natural, human, or technical supports to assist with inclusion
What is empowerment?
Make choices, reach decisions, assume responsibility, take risks, regulate personal learning, know personal strengths and weaknesses, and live as independently as possible.
Offers choice and control
Requires assistance
Supportive change within the community.
What did supports based implement?
Teaching assistants/aides
Peer support
Use of computers
Individualized physical activity plans; focus on lifetime development
Inclusion- Physical activity/phys ed programs focused on “the science of analyzing
movement, identifying problems in the psychomotor domain and developing
instructional strategies for remediating problems and preserving ego strength”
What is the resistance theory?
Views people experiencing disability as oppressed and the acknowledgement of the social forces that oppose people experiencing disability
Recognizes the presence of power in social relations- power is manifested through policy, support practices, inequities and lack of accessibility.
Resistance begins with a simple recognition of oppression. - a desire to change, fuelled by collective consciousness, leading to empowerment, action, and societal change.
What is personal coherence?
Rooted in a strength perspective.
People experiencing disability are experts in their own lives and that professional support should be based on their strengths
What is contemporary APA?
Cross-disciplinary Philosophy and attitude Focus on differences Advocacy Adaptions to accommodate Offers opportunities fr independence and self-determination
What does ‘adapted’ really mean?
Suggests that there are changes, modifications, or adjustments of goals, objectives, and/or instruction
Used to enhance learning, practice and enjoyment of independent PA, choice, and opportunity leading empowerment.
Why is adapted a myth?
The term adapted does not solely refer to programs designed specifically for PWD
Why is quality PE/PA adapted?
Individualized
Choice-driven
Encourages people of all abilities to engage and succeed.
Most adaptations are changes of instructional methods and use of adaptive
devices, not changes to the activity per se
Programming for students with disabilities is more about preservation of quality
in PE
What is the theory of adaption?
Stressed individual and envy interactions
• Adaptation is a reciprocal process
• Holistic, age-appropriate, person-centered
approach
What is the adaption theory?
Asserts that certain environmental variables
create barriers and risks when they interact with
personal variables in a goal-oriented physical
education setting.
• Other person-environment variables serve as
enablers, and it’s the teacher’s role to help the
student find or create the best situational match
of all interacting variables.
What is adaptiion?
Purposeful change process to promote goals for
students who are experiencing environmental
barriers and physical limitations
• An umbrella process that encompasses related
services, and such supports as accommodations
(small changes), modifications (large changes),
supplementary resources or aids
Art and science of assessing, prioritizing, and
managing variables to facilitate the changes
needed to achieve desired physical activity and
movement outcomes.
What is adapted physical activity?
• An attitude and philosophy (believing component) • A service delivery system (doing component) • A cross-disciplinary body of knowledge • Focus on individual differences • Lifespan approach • Process of advocacy • Promotion of independence and selfdetermination
The 3 branches of APA?
Adapted Physical Education Adapted Physical Recreation Adapted Sport
What are adapted physical activity programs?
Adapted physical activity programs have the same
objectives as regular physical activity programs (i.e.,
motor, cognitive, affective, social), but adjustments are
made in regular offerings to meet the needs and
abilities of all participants.
• APA programs may be integrated or segregated
and may involve groups or individuals.
Stages of APA model?
1) Access to movement needs
2) Select functional goal (functional, top down approach)
3) Specify objectives
4) Assess, prioritize, and manage variables
5) Evaluate program and change plan
APA: Select functional goals?
Follow a Top-Down Approach
• Start with chronological age of the student and
focus on acquisition, generalization and
maintenance of movement skills and patterns that
will enrich quality of family, school and
neighbourhood activities.
• Functional Competence
• Being able to use movement skills and patterns in
meaningful, age appropriate drills and games and
to be able to perform under varied conditions.(ex. to catch a ball during a game of basketball, to run on varied surfaces, etc.)
APA: Specifying objectives?
What are the things that you want to achieve in
order to reach your goals?
• Difference between Goals vs. Objectives
• A goal is a desired result you want to achieve and
is typically broad and long-term.
• An objective, on the other hand, defines the
specific, measurable actions taken to achieve the
overall goal.
APA: Assessing, prioritizing, and managing variables?
With the selection of functional goals variables
that must be changed are identified
• Engaging in adaptation decisions leads to
awareness of the barriers to overcome,
personal limitations that may or may not be
modifiable and enablers to facilitate social
change
APA: Evaluate the lesson or program and plan for change?
• Engaging in Continuous Assessment
• Underlying principle is to engage the person in
critical thinking and make him/her feel responsible
for making environmental conditions the best
they can be
• Evaluating the Overall Program & Planning
Change
• All aspects of the program should be evaluated by
as many participants as possible
• Changes are planned as needed and the cycle of
instruction or intervention is begun anew
What do you need to keep in mind for the person you are working with?
- Interests
- Strengths and weaknesses
- Needs
- Cognitive ability
- Social skills
What do you need to keep in mind for yourself when working with PWD?
Strengths and weaknesses • Needs • Body language / gestures • Patience • Experience • Your knowledge of disability
What are the interacting variables for APA?
Task variables Physical environment Objects and equipment Psychosocial The learner Instruction and information Temporal environment
What are task variables? APA
Speed – Fast, medium, slow; constant or changing • Pathway – Horizontal, vertical, curved zigzag • Direction – Constant, changing; to midline, preferred side, no preferred side, forward, backward; to a target or unspecified • Height –Way above head, eye level, chest or waist level ground • Accuracy – no error, some error lots of error • Force – Hard, medium, soft.
What are physical environment? APA
Space – Open, closed; blank or structured lines; large or small; barriers • Lighting – Bright, dull; direct, indirect • Sound – Loud, average, soft ; clear, muffled; use of music • Support –Wall and ceiling surfaces – their stability and colors; their influence on sound, lighting and movement • Mirrors • Distracters • Allergens – Pollens, molds, dusts • Temperature/Humidity –Air temperature; water temperature • Equipment – For play, sport, exercise, mobility communication.
What are objects and equipment? APA
Size – Small medium or large • Weight – Light, medium, heavy • Color – Blue ball against white background yellow or orange ball against black background • Surface – Smooth or rough, cushy or soft rubber like projections • Texture – Soft, firm or hard • Sound – Silent, beeping loud or soft, jingling with bells or rattling with noisemakers • Shape – Round oblong or irregular • Movement – Stationary or moving
What are psychosocial? APA
Attitudes and feelings about one’s self and others • Encompasses the nature and number of persons sharing the space, how they are perceived by the teacher and the learner, and how they affect learning. • Perceptions of the instructor and others • Is only one person recognized as the teacher or are several individuals helping (sometimes giving conflicting directions)? • Are peers viewed as supportive, indifferent, neutral, or hostile?
What are the learner? APA
- Interest
- Previous experience
- Learning style
- Age, gender, race
- Strengths and weaknesses
- Is this activity meaningful?
What are instruction and information? APA
Type of feedback • Methods of presentation • Level of assistance during practice • Use of time • Distance between teacher and learner • Model Type • Teacher or student? • Similar or dissimilar to student? • How do you present new material? How much feedback or information do you provide?
What are temporal environment? APA
How is time structured and determine speed of instruction and activities • Planned time or unplanned time • Time on task, number of trials within time period • Duration of time for each set of instructions and other parts of lesson • Time intervals between cues, performance correction, reinforcement
