Disability Simulations: Logical, Methodological and Ethical Issues

Kiger, Gary

doi:10.1080/02674649266780061

Cited by 49 publications

(40 citation statements)

References 11 publications

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“…Education and information programs that address minority-group stereotypes have used books, videos, slides, and other audiovisual aids to highlight false assumptions about groups (e.g., that all persons with severe mental illness are extremely violent) and to provide facts that counter these assumptions (Bookbinder, 1978;Pate, 1988;Shapiro & Margolis, 1988;Smith, 1990). Simulations were developed by members of the disability community to help persons who are not disabled understand their trials (Kiger, 1992). Participants may also obtain information through simulations (e.g., negotiating a wheelchair through an obstacle course to understand ambulatory disabilities or participating in "Simon says" games where up-down and left-right are reversed to experience spatial disorientation).…”

Section: Public Education About Mental Illnessmentioning

confidence: 99%

Lessons from social psychology on discrediting psychiatric stigma.

Corrigan

Penn²

1999

American Psychologist

925

619

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Advocacy, government, and public-service groups rely on a variety of strategies to diminish the impact of stigma on persons with severe mental illness. These strategies include protest, education, and promoting contact between the general public and persons with these disorders. The authors argue that social psychological research on ethnic minority and other group stereotypes should be considered when implementing these strategies. Such research indicates that (a) attempts to suppress stereotypes through protest can result in a rebound effect; (b) education programs may be limited because many stereotypes are resilient to change; and (c) contact is enhanced by a variety of factors, including equal status, cooperative interaction, and institutional support. Future directions for research and practice to reduce stigma toward persons with severe mental illness are discussed.

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Section: Public Education About Mental Illnessmentioning

confidence: 99%

Lessons from social psychology on discrediting psychiatric stigma.

Corrigan

Penn²

1999

American Psychologist

925

619

View full text Add to dashboard Cite

show abstract

“…Simulation has been used in the past and continues to be used to promote disability awareness via exercises such as riding a wheelchair or wearing a blindfold. However, simulation treads a fine line between helping someone to improve their understanding of disability and reinforcing problematic opinions [36]. In many cases, simulations give the uninitiated an overly negative view of disability as they fail to navigate their experience successfully.…”

Section: Designing For Accessibilitymentioning

confidence: 95%

Disability studies as a source of critical inquiry for the field of assistive technology

Mankoff

Hayes

Kasnitz³

2010

Proceedings of the 12th International ACM SIGACCESS Conference on Computers and Accessibility

234

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Disability studies and assistive technology are two related fields that have long shared common goals-understanding the experience of disability and identifying and addressing relevant issues. Despite these common goals, there are some important differences in what professionals in these fields consider problems, perhaps related to the lack of connection between the fields. To help bridge this gap, we review some of the key literature in disability studies. We present case studies of two research projects in assistive technology and discuss how the field of disability studies influenced that work, led us to identify new or different problems relevant to the field of assistive technology, and helped us to think in new ways about the research process and its impact on the experiences of individuals who live with disability. We also discuss how the field of disability studies has influenced our teaching and highlight some of the key publications and publication venues from which our community may want to draw more deeply in the future.

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“…Perhaps, as Scullion (1996) noted, this ethical dilemma may be avoided if educators pay greater attention to learning objectives, orientation concerns, and debriefing of the experience. Within the latter area, Kiger (1992) contended that disability simulations pose potential emotional risks for participants. These risks are height ened in cases where participation is not voluntary.…”

Section: Ethical and Safety Concernsmentioning

confidence: 99%

“…This characterization noted almost 25 years ago is applicable today. Within the context of disability sim ulation, Kiger (1992) noted that most educators simply do not question the effectiveness when using disability simulations. Given the apparent discordance between effectiveness and use, educators employing disability simulation as a learning method may be in a dilemma as to how to best proceed.…”

mentioning

confidence: 97%

Simulation as a Learning Method to Facilitate Disability Awareness

Herbert¹

2000

Journal of Experiential Education

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Disability Simulations: Logical, Methodological and Ethical Issues

Cited by 49 publications

References 11 publications

Lessons from social psychology on discrediting psychiatric stigma.

Lessons from social psychology on discrediting psychiatric stigma.

Disability studies as a source of critical inquiry for the field of assistive technology

Simulation as a Learning Method to Facilitate Disability Awareness

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