Disability Simulations: Using the Social Model of Disability to Update an Experiential Educational Practice

Barney, Keith W.

doi:10.1080/1937156x.2012.11949361

Cited by 24 publications

(27 citation statements)

References 18 publications

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“…By contrast, the social model does not consider the disability an attribute of the individual, but rather a socially created problem (Hutchison, 1995;Mitra, 2006;Purdue, 2009;Barney, 2012). In this case, the problem that needs to be corrected lies not within the individual, but within the unaccommodating social environment (Brandon and Pritchard, 2011;Roush and Sharby, 2011;Barney, 2012;Palmer and Harley, 2012;Bingham et al, 2013). According to the social model, disability could be imposed by society on individuals with impairments through isolation and exclusion from everyday activities (Brandon and Pritchard, 2011;Bingham et al, 2013).…”

Section: Conceptual Models Of Disabilitymentioning

confidence: 99%

“…By contrast, the social model does not consider the disability an attribute of the individual, but rather a socially created problem ( Hutchison, 1995 ; Mitra, 2006 ; Purdue, 2009 ; Barney, 2012 ). In this case, the problem that needs to be corrected lies not within the individual, but within the unaccommodating social environment ( Brandon and Pritchard, 2011 ; Roush and Sharby, 2011 ; Barney, 2012 ; Palmer and Harley, 2012 ; Bingham et al, 2013 ).…”

Section: Conceptual Models Of Disabilitymentioning

confidence: 99%

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Factors Affecting the Perception of Disability: A Developmental Perspective

Babik

Gardner

2021

Front. Psychol.

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Perception of disability is an important construct affecting not only the well-being of individuals with disabilities, but also the moral compass of the society. Negative attitudes toward disability disempower individuals with disabilities and lead to their social exclusion and isolation. By contrast, a healthy society encourages positive attitudes toward individuals with disabilities and promotes social inclusion. The current review explored disability perception in the light of the in-group vs. out-group dichotomy, since individuals with disabilities may be perceived as a special case of out-group. We implemented a developmental approach to study perception of disability from early age into adolescence while exploring cognitive, affective, and behavioral components of children’s attitudes. Potential factors influencing perception of disability were considered at the level of society, family and school environment, and the individual. Better understanding of factors influencing the development of disability perception would allow the design of effective interventions to improve children’s attitudes toward peers with disabilities, reduce intergroup biases, and promote social inclusion. Based on previous research in social and developmental psychology, education, and anthropology, we proposed an integrative model that provides a conceptual framework for understanding the development of disability perception.

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Section: Conceptual Models Of Disabilitymentioning

confidence: 99%

“…By contrast, the social model does not consider the disability an attribute of the individual, but rather a socially created problem ( Hutchison, 1995 ; Mitra, 2006 ; Purdue, 2009 ; Barney, 2012 ). In this case, the problem that needs to be corrected lies not within the individual, but within the unaccommodating social environment ( Brandon and Pritchard, 2011 ; Roush and Sharby, 2011 ; Barney, 2012 ; Palmer and Harley, 2012 ; Bingham et al, 2013 ).…”

Section: Conceptual Models Of Disabilitymentioning

confidence: 99%

Factors Affecting the Perception of Disability: A Developmental Perspective

Babik

Gardner

2021

Front. Psychol.

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“…Education on caring for those with disabilities fits naturally into EM education as part of a larger diversity and inclusion curriculum, with the amount of time dedicated to the topic varying based on program preferences and needs. Specifically, we suggest that a disability health curriculum be integrated into all aspects of the EM residency curriculum, including lectures, journal clubs, and simulations [24][25][26] and should also include direct interaction with individuals with disabilities. 27,28 In this study the presence of residents with disabilities was statistically associated with more hours of content dedicated to teaching about disability in the curriculum, possibly due to faculty/resident advocacy or a more inclusive program environment.…”

Section: Discussionmentioning

confidence: 99%

The Prevalence of Disability Health Training and Residents With Disabilities in Emergency Medicine Residency Programs

Sapp

Sebok‐Syer

Gisondi

et al. 2020

AEM Education and Training

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Objectives: Individuals with disabilities experience significant health care disparities due to a multitude of barriers to effective care, which include a lack of adequate physician training on this topic and negative attitudes of physicians. This results in disparities through inadequate physical examination and diagnostic testing, withholding or inferior treatment, and neglecting preventative care. While much has been published about disability education in undergraduate medical education, little is known about the current state of disability education in emergency medicine (EM) residency programs.Methods: In 2019, a total of 237 EM residency program directors (PDs) in the United States were surveyed about the actual and desired number of hours of disability health instruction, perceived barriers to disability health education, prevalence of residents and faculty with disabilities, and confidence in providing accommodations to residents with disabilities.Results: A total of 104 surveys were completed (104/237, 43.9% response rate); 43% of respondents included disability-specific content in their residency curricula for an average of 1.5 total hours annually, in contrast to average desired hours of 4.16 hours. Reported barriers to disability health education included lack of time and lack of faculty expertise. A minority of residency programs have faculty members (13.5%) or residents (26%) with disabilities. The prevalence of EM residents with disabilities was 4.02%. Programs with residents with disabilities reported more hours devoted to disability curricula (5 hours vs 1.54 hours, p = 0.017) and increased confidence in providing workplace accommodations for certain disabilities including mobility disability (p = 0.002), chronic health conditions (p = 0.022), and psychological disabilities (p = 0.018).Conclusions: A minority of EM PDs in our study included disability health content in their residency curricula.The presence of faculty and residents with disabilities is associated with positive effects on training programs, including a greater number of hours devoted to disability health education and greater confidence in accommodating learners with disabilities. To reduce health care disparities for patients with disabilities, we recommend that a dedicated disability health curriculum be integrated into all aspects of the EM residency curriculum, including lectures, journal clubs, and simulations and include direct interaction with individuals with

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“…Traditional medical models of disability focus on physical manifestations and limitations, whereas the more modern social model focuses on negative social attitudes and stigmatization as barriers to adaptive functioning that may be as disabling as a physical limitation (Barney, 2012;Behler, 1993). These differences in perspectives have contributed to differences in the purpose, procedures, outcomes, and interpretations of research on disability simulation activities.…”

Section: Theoretical Perspectives and Practical Implicationsmentioning

confidence: 99%

Effects of a Disability Simulation Activity on the Achievement, Efficacy, Attitudes, and Interests of Preservice Professionals

Hollo

Brigandi

Jelsema³

et al. 2021

Journal of Visual Impairment & Blindness

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Introduction: Disability simulation activities are commonly used for various purposes in higher education; however, instructors may be unaware of controversies regarding their use. The purpose of this research was to assess the effects of an activity using low vision goggles to simulate visual impairment in the context of an undergraduate course in special education. We highlight the need for instructors to consider the appropriateness of disability simulation activities given possible countertherapeutic effects. Methods: In this cluster-randomized trial, 11 classes (248 students) of preservice education and related services professionals were randomized to experimental (lecture + simulation) or control (lecture only) conditions. During a single class session, all students received basic information about visual impairment and watched a video on being a human guide. Students in the experimental group then practiced guiding and being guided while wearing low vision goggles. At the end of class, students completed three Likert-type surveys and later completed a quiz using publisher-developed materials. Results: Results showed individuals in the experimental group reported higher levels of interest and enjoyment than those in the control condition; however, there were no statistically significant differences in attitudes toward persons with visual impairments, confidence or self-efficacy for working with students with visual impairments, content knowledge, or perceptions of activity usefulness. Discussion: Findings of positive engagement in the absence of harmful effects indicate that disability simulation activities should be neither promoted nor denigrated wholesale; instead, instructors must weigh carefully potential benefits and drawbacks. Discussion includes considerations for professional education programs in using such simulations to promote skill acquisition via positive and respectful learning experiences. Implications for practitioners: Instructors who use disability simulation activities are encouraged to consider whether to discontinue this practice or incorporate principles recommended by the disability community and assess outcomes to ensure they are not perpetuating harmful stereotypes.

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Disability Simulations: Using the Social Model of Disability to Update an Experiential Educational Practice

Cited by 24 publications

References 18 publications

Factors Affecting the Perception of Disability: A Developmental Perspective

Factors Affecting the Perception of Disability: A Developmental Perspective

The Prevalence of Disability Health Training and Residents With Disabilities in Emergency Medicine Residency Programs

Effects of a Disability Simulation Activity on the Achievement, Efficacy, Attitudes, and Interests of Preservice Professionals

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