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Disabilities rights movement essay
Implications of stigma to sufferers of mental health
Implications of stigma to sufferers of mental health
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Each article presents a unique problem and solution in the world of disabilities, and I can proudly say this has broadened my perspective on the lives of disabled citizens. From finding their place in society to their educational needs for the future; I am enlightened and delighted that so much thought and effort is exercised in this area. Much progress has been seen; however, there is always room for further advancements. In Participation by adults with lifelong disability: More than a trip to the bowling alley*, Begin With the End in Mind, and Assessing Transition Skills in the 21st Century we are presented with ideas and options to continue this progress. Balandin, in Participation by adults with lifelong disability: More than a trip to …show more content…
Though somewhat contested, I enjoy the idea of treating disabled members of society just as they are. Treating them as human beings with thoughts, feelings, and needs seem intuitive to allowing them to make personal progress in the disabilities they live with every day. There are some things universally necessary to achieve a fulfilling life, such as genuine interaction with others or enjoyment within their careers. Some ideas in this theory do push the limits of changing peoples, but there is a balance to be found between having them involved with normal societal actions and also giving them the attention and specialization that they require. Oliver (1996) aids in this idea that society has to change to accept this and I agree; however, it takes two forces working together to achieve real change in society. Within the “Five Elements of Integration” mentioned in the piece, I found the “Director of Ones Own Life” point pertinent. I love this idea and after reading this point felt that many problems arise because a family is overprotective or caretakers are unsupportive of those with disabilities. There must be medium found between sheltering the individuals while giving them the proper support system so they can provide for themselves given a chance. Helping them understand that they have options in their own life is critical for a positive outlook in life. And finally, my favorite and …show more content…
The focus of this piece is on transition assessments for students to hone in on areas that they are excelling in and areas that need attention. As if reflecting a type of instruction manual, this piece lists categories for assessment of students; while also giving backing as to why this action should take place. It covers preparation for assessments, deciding what to assess, how to assess it, and what to do once you've retrieved that
Disability is a ‘complex issue’ (Alperstein, M., Atkins, S., Bately, K., Coetzee, D., Duncan, M., Ferguson, G., Geiger, M. Hewett, G., et al.., 2009: 239) which affects a large percentage of the world’s population. Due to it being complex, one can say that disability depends on one’s perspective (Alperstein et al., 2009: 239). In this essay, I will draw on Dylan Alcott’s disability and use his story to further explain the four models of disability being The Traditional Model, The Medical Model, The Social Model and The Integrated Model of Disability. Through this, I will reflect on my thoughts and feelings in response to Dylan’s story as well as to draw on this task and my new found knowledge of disability in aiding me to become
What comes into one’s mind when they are asked to consider physical disabilities? Pity and embarrassment, or hope and encouragement? Perhaps a mix between the two contrasting emotions? The average, able-bodied person must have a different perspective than a handicapped person, on the quality of life of a physically disabled person. Nancy Mairs, Andre Dubus, and Harriet McBryde Johnson are three authors who shared their experiences as physically handicapped adults. Although the three authors wrote different pieces, all three essays demonstrate the frustrations, struggles, contemplations, and triumphs from a disabled person’s point of view and are aimed at a reader with no physical disability.
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
‘“Now it’s my turn to make it better for generations that come after, which is why I’ve become, involved in disabilities issues”’ (Open University, 2016a).
Historically, we have been taught that people with disabilities are different and do not belong among us, because they are incompetent, cannot contribute to society or that they are dangerous. We’re still living with the legacy of people with disabilities being segregated, made invisible, and devalued. The messages about people with disabilities need to be changed. There needs to be more integration of people with disabilities into our culture to balance out the message. Because of our history of abandonment and initialization, fear and stigma impact our choices more than they would if acceptance, community integration, and resources were a bigger part of our history.
Radley, M. (2009). Understanding the social exclusion and stalled welfare of citizens with learning disabilities. Disability and Society, 23(4): 489-501.
In this paper, the determination is to examine the social and cultural models of disability that have been critiqued in recent disability studies scholarship because the social model omits disabled people and the cultural model disabled people do not need their own identity and they need to be included like the rest of us. By understanding why and how the social model and cultural model is being offered, why do people critique it and what are the negatives of it.
Routledge: New York : New York, 2001. Shakespeare, T (2013) “The Social Model of Disability” in The Disability Studies Reader Ed Davis, L D. Routledge: New York.
The World Health Organisation, WHO, (1980) defines disability in the medical model as a physical or mental impairment that restricts participation in an activity that a ‘normal’ human being would partake, due to a lack of ability to perform the task . Michigan Disability Rights Coalition (n.d.) states that the medical model emphasizes that there is a problem regarding the abilities of the individual. They argue that the condition of the disabled persons is solely ‘medical’ and as a result the focus is to cure and provide treatment to disabled people (Michigan Disability Rights Coalition, 2014). In the medical model, issues of disability are dealt with according to defined government structures and policies and are seen as a separate issue from ordinary communal concerns (Emmet, 2005: 69). According to Enabling Teachers and Trainers to Improve the Accessibility of Adult Education (2008) people with disabilities largely disa...
According to the World Health Organisation (2011), there are more than 1 billion people with disabilities in the world, with this number rising. Many of these people will be excluded from the regular situations we, ‘the ordinary’, experience in everyday life. One of these experiences is our right to education. Article 42 of the Irish Constitution states that the state shall provide for free primary education until the age of 18, but is this the right to the right education? Why should being born with a disability, something which is completely out of your control, automatically limit your chances of success and cut you off from the rest of society due to being deemed ‘weaker’ by people who have probably never met you? With approximately 15% of the world’s population having disabilities, how come society is unable to fully accept people with disabilities? In order to break this notion, we must begin with inclusion.
In the essay “Disability,” Nancy Mairs discusses the lack of media attention for the disabled, writing: “To depict disabled people in the ordinary activities of life is to admit that there is something ordinary about disability itself, that it may enter anyone’s life.” An ordinary person has very little exposure to the disabled, and therefore can only draw conclusions from what is seen in the media. As soon as people can picture the disabled as regular people with a debilitating condition, they can begin to respect them and see to their needs without it seeming like an afterthought or a burden. As Mairs wrote: “The fact is that ours is the only minority you can join involuntarily, without warning, at any time.” Looking at the issue from this angle, it is easy to see that many disabled people were ordinary people prior to some sort of accident. Mairs develops this po...
This article discusses the four methods I use for assessing students, which are questioning, observation, student-teacher dialogue, and selected-response. Included, are explanations about the author’s prior knowledge of assessment, what I have learned regarding assessments, how this knowledge transferred to the classroom, and its use in future classes.
People with disabilities often face societal barriers and disability evokes negative perceptions and discrimination in society. As a result of the stigma associated with disability, persons with disabilities are generally excluded from education, employment, and community life, which deprives them of opportunities essential to their social development, health and well-being (Stefan). It is such barriers and discrimination that actually set people apart from society, in many cases making them a burden to the community. The ideas and concepts of equality and full participation for persons with disabilities have been developed very far on paper, but not in reality (Wallace). The government can make numerous laws against discrimination, but this does not change the way that people with disabilities are judged in society.
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a