week 11: students and (dis)ability Flashcards
(21 cards)
What are 5 topics in this week? (disability)
- The Medical Model and the Social Model
- Universal Design
- Law, Policy, and Disabilty in Schools
- Transforming your Classroom
- The Best Interest of the Child
What is the medical model versus the social model?
Medical Model: People are disabled by their impairments of difference.
Social Model: While people have impairments, they are disabled by the way society is organized.
What is the medical model?
Medical Model People are disabled by their impairments of difference. This model looks at what is ‘wrong’ with the person rather than what they could acquire to support them. It creates low expectations and leads to a loss of independence, choice, and control.
What is the social model?
Social Model While people have impairments, they are disabled by the way society is organized. The model looks at how to remove barriers that restrict life choices. The removal of barriers can enhance independence, choice, and control.
Barriers of the medical model?
It makes the problem the disabled person, as they cant see or hear, they are housebound, they are cofnined in a wheelchair, they have fits, cant walk, all of these things pointed at THEM.
Barriers of the medical model?
It makes the problem the disabiling world, as the world has communication barriers, environmental barriers, organizational barriers, attitudinal barriers, and more, that disable the indivudal, as opposed to an indiviudal being inherently disabled by their disbaiitly. The world is what disables them.
What is univerasl design?
Universal Design The term universal design (UD) originated in the mid-1980s from the architect Ronald Mace, who is internationally recognized for advancing the concept and design of barrier-free buildings for people with disabilities.
Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.
7 steps of universal design?
(1) Equitable Use: Design that does not disadvantage or stigmatize any group or users.
(2) Flexibility in Use: Design that accommodates a wide range of individual preferences and abilities.
(3) Simple, Initiative Use; Use is easy to understand, regardless of the user’s experience, knowledge, language skills or current concentration level.
(4) Perceptible Information: The design communicates necessary information effectively to the user.
(5) Tolerance for Error: The design minimizes hazards and the adverse consequences of accidental or unintended actions.
(6) Low Physical Effort: The design can be used efficiently and comfortably, and with a minimum of fatigue.
(7) Size and Space for Approach and Use: The design is appropriate size and space.
^remember 3 of these that could be applied to situations like the one at the curling club where the installed railing was too high when it was meant to support wheel chair curlers and an alternative was suggested where the height of the bar can always be adjusted, and then locked in for safety. now THATS universal design.
What is Special Education and the Education Act?
A special education program is an educational program that is: * Based on and modified by the results of a continuous assessment and evaluation of a student. * Includes a plan (Individual Education Plan or IEP) containing specific objectives and an outline of the educational services that meet the needs of the exceptional pupil.
What is exceptional pupil?
An exceptional pupil is a student who has been identified by a committee as having behavioural, communicational, intellectual, physical or multiple exceptionalities that requires them to have a special education program.
Who is special education programming for?
Those with…
Behavioural issues
Autism Spectrum Disorder (ASD)
Deaf and Hard of Hearing
Learning Disability
Gifted
Developmental Disability
What is transforming your classroom to be a neuro-affirming learning environment?
“A neuro-affirming classroom is one in which every student is a valued member of the community. No student is seen as … needing to be fixed” (Autism Ontario).
“In today’s classrooms, variability is the rule, not the exception. … Neuro-affirming classrooms support and appreciate that every student’s brain functions and learns differently. Our job as educators is to recognized values and embrace what makes each of our students who they are and do our absolute best to make school a place where every student feels seen, valued, and heard” (Autism Ontario).
What are tips for transforming your classroom to be a neuro-affirming learning environment?
- Know your Learners: Relationship before Expectation.
Collect Data from observation, conversations, families, team members .Set Purposeful Goals for the student using collected information, Invest time building relationships with students. Build a Classroom Culture where it is okay for students to need different supports. - Classroom Environment: Set up for Success. Create zones for students who need a quiet area, options for movement, and flexible seating. Design your space to be visually calming and well-organized, making it easy to navigate and focus. Identify what equipment will be important in meeting the diverse needs in your classroom.
- Instructional Strategies: One Size Does Not Fit All
Take note of the barriers to student success (offer technology, let students stand while they work, allow students to move or fidget). Ensure all materials are accessible (record instructions to listen again, provide visuals, offer various ways for students to engage). Be purposeful in how your lessons are delivered (provide clear and concise instructions, chunk information, incorporate special interests)
What is the best interest of children? Specifcally between special education versus inclusive education?
Special Education or Inclusive Education? Special education can involve separation from typically developing children. Inclusive education is a rights-based approach that brings all children together.
Difference between the UNCRC and te UNCRPD?
Both of these human rights treaties advance the rights of children and persons with disabilities, it is noteworthy that the drafters of the respective documents varied. Professionals in the area of children development were very active in writing the UNCRC whereas the UNCRPD was written by activists.
United Nations Convention on the Rights of the Child (UNCRC) While children as human rights holders improved through the UNCRC there is a continual recognition that “children remain more vulnerable than adults” (Veerman, 2022, 503).
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) “The CRPD expanded the right of people with disabilities to have [among other items] autonomy, dignity, [and] equality” (Veerman, 2022, 504).
How was Article 23 of the UNCRC rewritten?
Article 23: Original Draft in the UNCRC: “The child who is … handicapped shall be given the special treatment … required by his particular condition” (Veerman, 2022, 505).
to now…
Article 23: Rewritten in the UNCRC: “A disabled child shall grow up and receive education in conditions most possibly similar to those provided to all other children, aiming at social integration of such a child” (Veerman, 2022, 505).
What is the clash of conventions between the CRC and the CRPD?
“There is a ‘clash of Conventions’ between the CRC and CRPD. … [The] participatory rights int he CRC, [Article 12: Best Interest] never amount to real self-determination, which the CRPD does promote. .. The CRC’s paternalistic best interest of the child approach (which … often functions as an extension of the medical model] will be undermined by the new model the CRPD provides” (Veerman, 2022, 506).
“The CRPD [is] a bridgehead to achieve a paradigm shift and a less paternalistic approach. … the CRPD ‘departs from the CRC’s weaker requirement of mere government intention’ while the CRPD ‘affirms the entitlement [nothing less!] Of children and people with disabilities to education” (Veerman, 2022, 507).
At around the time of the CRPD (2007), the “CRC Committee supported the principle of inclusion, but by mentioning the ‘individual needs which may not be readily available in the regular school system’ the CRC Committee allowed a back door for special education” (Veerman, 2022, 507).
Over time however, the UNCRC would shift. The UNCRC and UNCRPD are now aligned moving from special education to the rights-based approach of inclusive education (Veerman, 2022, 511).
A Third Way: Dutch Education Council “The Education Council aims ‘to have children with disabilities follow as much as possible lessons together with children without disabilities.’ … It proposed to bring regular and special education closer to each other” (Veerman, 2022, 515).
“The CRPD focuses mostly on a agency, the CRC is balanced and focuses on vulnerabilities, evolving capacity and agency. … [Therefore] inclusion remains a worthy goal, but [according to Veerman] it is not in the best interests of all children” (Veerman, 2022, 517-518).
How does universal design PROMOTE the social model? <- exam question maybe
Universal design highlights that it is the structural and organizational construction of buildings, environments, and products, that disable people (similar to the social model) as opposed to viewing disabled individuals through more of a the medical mode and making them the issue in regards to accessibility.
EXPLAIN how the medical model works, how the social model works, and how you can knock down the barriers that create this disabling world? <- exam question?
In regards to the best interests of the child, consider how the UNCRC holds the child in an overly protective lens and fashion especially with article 12: right to express views? <- exam question?
How does the clash of conventions differ>
There is a clash of conventions, as UNCRC protects, and UNCRPD gives more inclusive education? Empower disabled indivudals to be invovled and heard? Try more things, be participants in their education and lives.
