Institutionalized Ableism and the Misguided “Disability Awareness Day”: Transformative Pedagogies for Teacher Education

Lalvani, Priya; Broderick, Alicia A.

doi:10.1080/10665684.2013.838484

Cited by 36 publications

(22 citation statements)

References 9 publications

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“…They must involve people with disabilities, and offer an opportunity for mutual exchanges and understandings. They must be authentic experiences (Lalvani and Broderick, 2013).…”

Section: Facilitators Of Inclusive Educationmentioning

confidence: 99%

Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands

Sharma

Loreman

Simi

2017

Research in Spec Educ Needs

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This paper reports perceived barriers and facilitators of disability‐inclusive education, and outcomes of an effective system of inclusive education in the Solomon Islands. Data were gathered from a variety of stakeholder group participants (n = 10) and individual key informants (n = 2), ranging from parents of children with disabilities to government representatives. The results revealed a unique perspective on disability‐inclusive education in this context, and provided insight into possible directions towards a more inclusive system.

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“…They must involve people with disabilities, and offer an opportunity for mutual exchanges and understandings. They must be authentic experiences (Lalvani and Broderick, 2013).…”

Section: Facilitators Of Inclusive Educationmentioning

confidence: 99%

Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands

Sharma

Loreman

Simi

2017

Research in Spec Educ Needs

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“…As part of their design, these activities intend to allow students to practice and integrate clinical skills, such as learning about proper equipment use, assessment execution, and physical environmental barriers (DeLeon et al, 2015;Short et al, 2016;Smallfield & Anderson, 2012). In addition to clinical skill-related outcomes, other intended outcomes include changing perceptions about disability, challenging negative attitudes about disability, evoking empathy for PWD, increasing awareness of barriers to participation, and creating opportunities for reflection (Lalvani & Broderick, 2013;Leo & Goodwin, 2014;Singer, 2016).…”

Section: Disability Simulation (Ds)mentioning

confidence: 99%

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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“…The authors of the current study agree that the idea of a "disability simulation" is not possible and as such a simulation does not accurately portray living with a disability that limits mobility (Lalvani & Broderick, 2013). However, we do believe that direct, personal experiences can focus participants' attention on the constraints imposed by physical and social barriers.…”

Section: Purpose and Context Of Studymentioning

confidence: 77%

“…A few of the participants' statements (e.g., feeling grateful for own abilities) may also corroborate the notion of ableism, or the idea that having a disability is in some way tragic or detrimental to quality of life (Lalvani & Broderick, 2013). However, over 93% of papers stated at least one positive impact of the assignment and all participants surveyed and interviewed felt the assignment was beneficial while none felt the assignment was inappropriate.…”

Section: Discussionmentioning

confidence: 89%

“…Lalvani and Broderick (2013) stated, "Rather than throwing out the idea of disability simulation altogether, we propose recasting it as a powerful tool of social justice pedagogy with which to enable teacher candidates to think more critically about and, indeed, to work to disrupt the sociocultural and political-economic dimensions of disability oppression" (p. 480). This may be a loftier goal than that of the course instructor; however, using the assignment as a tool to teach preservice special educators to assess accessibility and improve awareness of barriers to accessibility seems to have merit.…”

Section: Resultsmentioning

confidence: 99%

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“The Idea of Accessibility and the Reality of Accessibility are Very Different!” Using a Wheelchair Experience to Teach Preservice Special Educators about Accessibility

Coleman

Cady

Rider

2015

PDERS

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P-12 students who have mobility limitations often face environmental and social barriers that have an impact on educational performance; thus, teachers who work with these students need to have an understanding of these barriers. One potential way for teachers to understand environmental and social barriers is to experience them from a first-hand perspective such as through the usage of mobility devices. The provision of such "disability simulation" experiences during university training programs is somewhat controversial. The authors of the current study do not feel it is possible to simulate the experience of having a disability; however, they feel that providing wheelchair experiences can aid preservice special education teachers in identifying the barriers that need to be considered for their students with mobility issues. Thus, the purpose of this mixed methods study was to examine the impact of an accessibility assessment assignment on preservice special education teachers. Data sources included written reflections about the experience, follow-up surveys, and interviews with preservice teachers. An overwhelming majority of preservice teachers reported positive benefits from participating in the experience, with the largest reported benefit being new insights into accessibility barriers.

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Institutionalized Ableism and the Misguided “Disability Awareness Day”: Transformative Pedagogies for Teacher Education

Cited by 36 publications

References 9 publications

Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands

Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands

Experiential Learning: Critical Analysis of Standardized Patient and Disability Simulation

“The Idea of Accessibility and the Reality of Accessibility are Very Different!” Using a Wheelchair Experience to Teach Preservice Special Educators about Accessibility

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