Simulation as a Learning Method to Facilitate Disability Awareness

Herbert, James T.

doi:10.1177/105382590002300102

Cited by 28 publications

(27 citation statements)

References 33 publications

(40 reference statements)

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“…Protecting student safety was also an essential component of the recommendations provided by Burgstahler and Doe (2004), Herbert (2000), and Kiger (1992) and should be a component of all simulated learning environments. Kirk and Macdonald ( 1998) suggested that learning that occurs within school-based communities of practice may not translate to practice beyond the school walls.…”

Section: Discussionmentioning

confidence: 97%

“…Students may also be left with the unintended impression that the lives of people with impairments are unfortunate, to be pitied or devalued due to the perceived negative social consequences. These impressions may reinforce their able-bodiedness (Herbert, 2000;Kiger, 1992;Leo & Goodwin, 2013;Williams & Dattilo, 2005;Wurst & Wolford, 1994).…”

Section: Unanticipated Learning Outcomesmentioning

confidence: 87%

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Negotiated Meanings of Disability Simulations in an Adapted Physical Activity Course: Learning From Student Reflections

Leo

Goodwin

2014

Adapted Physical Activity Quarterly

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Disability simulations have been used as a pedagogical tool to simulate the functional and cultural experiences of disability. Despite their widespread application, disagreement about their ethical use, value, and efficacy persists. The purpose of this study was to understand how postsecondary kinesiology students experienced participation in disability simulations. An interpretative phenomenological approach guided the study's collection of journal entries and clarifying one-on-one interviews with four female undergraduate students enrolled in a required adapted physical activity course. The data were analyzed thematically and interpreted using the conceptual framework of situated learning. Three themes transpired: unnerving visibility, negotiating environments differently, and tomorrow I'll be fine. The students described emotional responses to the use of wheelchairs as disability artifacts, developed awareness of environmental barriers to culturally and socially normative activities, and moderated their discomfort with the knowledge they could end the simulation at any time.

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Section: Discussionmentioning

confidence: 97%

Section: Unanticipated Learning Outcomesmentioning

confidence: 87%

Negotiated Meanings of Disability Simulations in an Adapted Physical Activity Course: Learning From Student Reflections

Leo

Goodwin

2014

Adapted Physical Activity Quarterly

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“…Research findings indicate that children's attitudes toward disability can be changed through direct experience (e.g., intergroup contact) or indirect experience (e.g., information or simulation activities) (Clore & Jeffrey, 1972;Herbert, 2000;Manetti, Schneider, & Siperstein, 2001;Maras & Brown, 1996). In Favazza and Odom (1997), 5 to 6-year-olds without disabilities participated in a contact programme.…”

Section: Changing Attitudes Toward People With Disabilitiesmentioning

confidence: 97%

Changing Disability‐related Attitudes and Self‐efficacy of Israeli Children via thePartners to Inclusion Programme

Marom

Cohen

Naon

2007

International Journal of Disability, Development and Education

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This quasi-experimental study investigated how direct contact between students with and without disabilities impacted disability-related attitudes and specific self-efficacy of study participants. Study participants (N = 170) were students without disabilities who attended general education schools. Students in an experimental group (N = 77) participated in a Partners to Inclusion Programme. This 1-year programme provided direct contact with students with disabilities, via weekly or bi-weekly joint activities that lasted 30-90 min. Participants in a no-treatment control group (N = 93) did not participate in the programme. We found that disability-related attitudes and specific self-efficacy improved over time for participants in the experimental group, but not for participants in the control group. These results extend research findings and practical implications on how to change disability-related attitudes and biases.

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“…Within the social sciences and humanities, mock trials and games are used to develop critical thinking and practical problem solving skills (Karraker 1993;Ringel 2004). Within the health sciences, various simulation exercises have been used to teach students about the experiences and environments of people with impairments as an attempt to increase their understanding of and empathy for aging (Clark et al 1995;Herbert 2000) and such disabling conditions as tunnel vision, hearing impairment and dyslexia (Weisz 1990).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Student Attitudes Toward Impairment and Accessibility: an Evaluation of Awareness Training for Urban Planning Students

Lewis

2009

Vocations and Learning

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Within the urban planning profession, designing for the needs of people with impairments has rarely been a significant feature of planning theory and instruction. Given the role of urban planners in affecting the opinions of policy-makers and the public, the prevalence of negative and misinformed attitudes among planning professionals toward impaired populations has been highlighted as requiring study. This paper reports on the effectiveness of awareness training with regard to its influence on the attitudes of urban planning students toward the needs of people with impairments and accessible design. Using an established attitude assessment instrument (the Attitudes Towards Disablement Scale), pre and post-awareness training data were collected from 112 urban planning students. Results from the present study suggest that awareness training can result in significant attitude changes, independent of the student's gender or prior familiarity with impairment. The paper concludes with recommendations and caveats for planning education and research.

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Simulation as a Learning Method to Facilitate Disability Awareness

Cited by 28 publications

References 33 publications

Negotiated Meanings of Disability Simulations in an Adapted Physical Activity Course: Learning From Student Reflections

Negotiated Meanings of Disability Simulations in an Adapted Physical Activity Course: Learning From Student Reflections

Changing Disability‐related Attitudes and Self‐efficacy of Israeli Children via thePartners to Inclusion Programme

Student Attitudes Toward Impairment and Accessibility: an Evaluation of Awareness Training for Urban Planning Students

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