Crip for a day: The unintended negative consequences of disability simulations.

Nario‐Redmond, Michelle R.; Gospodinov, Dobromir; Cobb, Angela

doi:10.1037/rep0000127

Cited by 138 publications

(85 citation statements)

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“…Disability simulation (DS) has long been used as an experiential learning tool for health science students (Jackle, 1974;Kilbane, 2000;Nario-Redmond et al, 2017). These activities typically consist of students role-playing to experience an impairment directly.…”

Section: Disability Simulation (Ds)mentioning

confidence: 99%

“…While commonly used as an experiential and active learning strategy, the effectiveness of DS in educating future professionals is inconsistent, often with unintended negative consequences. Research suggests that DS can provide a false sense of "true insight" into disability and evoke sympathy rather than empathy (Nario-Redmond et al, 2017;Silverman, Gwinn, & Van Boven, 2015). Both participants and organizers question the role of DS in educational curricula, recognizing inaccuracies in attempted representations of disability experiences and calling into question their game-like rather than academic exercise execution (Colwell, 2012;Lalvani & Broderick, 2013;Silverman et al, 2015).…”

Section: Disability Simulation (Ds)mentioning

confidence: 99%

“…The potential of medical simulation to develop practice competencies is well supported in the literature (DeLeon et al, 2015;Rutledge, Garzon, Scott, & Karlowicz, 2004). However, SPS and DS have also garnered significant critique that collectively challenges the supposed beneficence of these exercises (Brew-Parrish, 2004;Duggan, Bradshaw, Carroll, & Rattigan, 2009;Kafer, 2013;Minihan et al, 2004;Nario-Redmond, Gospodinov, & Cobb, 2017). As such, there are grounds for the profession to consider these critiques in order to make informed decisions regarding student experiential learning.…”

Section: Introductionmentioning

confidence: 99%

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Experiential Learning: Critical Analysis of Standardized Patient and Disability Simulation

VanPuymbrouck

Heffron

Sheth

et al. 2017

JOTE

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Current revisions to the accreditation standards for occupational therapy (OT) education include proposed changes to experiential learning. The AOTA Fieldwork/Experiential Learning Ad Hoc Committee recommends that fieldwork Level I experiences be replaced with a new model of experiential education that includes the use of standardized patients and simulation (AOTA, 2017). The purpose of this article is to present critical perspectives about standardized patient simulation and disability simulation to support informed decision-making about the integration of experiential learning in OT professional education. In standardized patient simulation, actors play the roles of clients and important others in therapeutic scenarios; in disability simulation, students act out impairments in a variety of settings. While these forms of simulation are commonly used within OT education, they are critiqued for failing to present participants with authentic lived experiences of disability. This paper presents alternative approaches that would more fully align the OT curriculum with perspectives and priorities of intersectional disability communities. Recommendations to be considered by educators and educational programs include becoming familiar with relevant literature across fields and communities; developing long-term partnerships with disability organizations and community members; involving people with disabilities in the development, implementation, and evaluation of experiential learning opportunities; and providing experiential learning opportunities that take place outside educational and clinical settings and that attend to multiple intersecting dimensions of people with disabilities' lived experiences. Together, these recommendations can help ensure that students have access to evidence-based educational approaches and best practices that accurately reflect the self-identified needs, concerns, and priorities of intersectional disability communities.ABSTRACT Current revisions to the accreditation standards for occupational therapy (OT) education include proposed changes to experiential learning. The AOTA Fieldwork/Experiential Learning Ad Hoc Committee recommends that fieldwork Level I experiences be replaced with a new model of experiential education that includes the use of standardized patients and simulation (AOTA, 2017). The purpose of this article is to present critical perspectives about standardized patient simulation and disability simulation to support informed decision-making about the integration of experiential learning in OT professional education. In standardized patient simulation, actors play the roles of clients and important others in therapeutic scenarios; in disability simulation, students act out impairments in a variety of settings. While these forms of simulation are commonly used within OT education, they are critiqued for failing to present participants with authentic lived experiences of disability. This paper presents alternative approaches that would more fully align the OT curriculum with pe...

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Section: Disability Simulation (Ds)mentioning

confidence: 99%

Section: Disability Simulation (Ds)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Experiential Learning: Critical Analysis of Standardized Patient and Disability Simulation

VanPuymbrouck

Heffron

Sheth

et al. 2017

JOTE

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“…Importantly, this type of strategies must be implemented with caution. Research has shown that putting yourself in someone else's shoes might have an opposite effect than intended -it is recommended that more inclusive curricula incorporates contemporary representations of disability, insider expertise, and awareness of strategies for challenging discrimination and promoting disability justice (58). To be able to have disability-related training in universities -and appropriate access to education for students with disabilities -university professors need to be better trained on universal learning design(41)(43) (44).…”

Section: Discussionmentioning

confidence: 99%

Factors that influence the use of community assets by people with physical disabilities: results of participatory mapping in Envigado, Colombia.

Toro-Hernández¹,

Villa-Torres

Mondragón-Barrera³

et al. 2019

Preprint

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Background: Disability is an evolving concept that results from the complex interaction between a person with an impairment and the context in which he/she lives. There is limited understanding on the types, access and use of community assets valuable for people with disabilities, and the role of contextual factors in Colombia. Our goal with this work was to identify the factors at the levels of the socio-ecological framework, and their interaction, that influence the use of community assets among people with physical disabilities and community stakeholders in Envigado, Colombia. Methods: Using participatory mapping, a community based participatory approach, we carried out an assessment of community assets identified by people with disabilities and rehabilitation professionals. In-depth interviews (n=32) informed the design of two participatory mapping activities, one among people with disabilities (n=5) and a second with rehabilitation professionals (n=4). Results were presented in a community forum to receive feedback on the findings. Results: Main findings indicate a chain of contextual factors that limit access and use of assets stemming from the personal (e.g. financial resources, inaccessible housing), interpersonal level (e.g. lack of a personal assistance or aid), and community levels (e.g. lack of accessible public transportation and inaccessible buildings). In most cases these barriers are heightened by system level barriers (e.g. lack of effective enforcement of the legal framework). Conclusions: Identifying these contextual factors, and their interactions, calls for stronger enforcement of the existing legal framework through articulated work between different stakeholders, so that people with disabilities can enjoy community assets.

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“…28 Thirdly, as many disability activists and critical disability studies scholars have argued, simulation exercises not only fail to "simulate" the experience in question, they are actively harmful by reinforcing misguided ableist prejudices. 29 As some who are blind have claimed and as neuroscientific evidence supports, blindness cannot be simulated by a sighted person because blindness is not a lack of sight, but a fundamental set of sensory-physical conditions for the creation of a world. 30 How could one-through a discrete activity, much less a thought experiment-simulate the total, habituated, embodied conditions of an experience of the world?…”

Section: Merleau-ponty's Canementioning

confidence: 99%

Merleau-Ponty, World-Creating Blindness, and the Phenomenology of Non-Normate Bodies

Reynolds¹

2017

Chiasmi International

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Crip for a day: The unintended negative consequences of disability simulations.

Abstract: Simulating disabilities promotes distress and fails to improve attitudes toward disabled people, undermining efforts to improve integration even while participants report more empathetic concern and "understanding of what the disability experience is like." (PsycINFO Database Record

Cited by 138 publications

References 50 publications

Experiential Learning: Critical Analysis of Standardized Patient and Disability Simulation

Experiential Learning: Critical Analysis of Standardized Patient and Disability Simulation

Factors that influence the use of community assets by people with physical disabilities: results of participatory mapping in Envigado, Colombia.

Merleau-Ponty, World-Creating Blindness, and the Phenomenology of Non-Normate Bodies

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