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Lecture 2

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Lecture 2 EEX2000

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These notes cover Lecture 2.
Impact of disabilities: home, community and workplace
Penny R Cox
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This 7 page Class Notes was uploaded by Notetaker Notetaker on Tuesday January 12, 2016. The Class Notes belongs to EEX2000 at a university taught by Penny R Cox in Spring 2016. Since its upload, it has received 15 views.


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Date Created: 01/12/16
Accessibility fair on the 20th from 10am-2pm. To be considered disabled you have to have some combination of the three words. Impairments means some physical disability. Activity limitation means they cannot do what other can at the same level. They are limited due to difficulties. Participations restrictions refers to different elements that may also play a role. Recognizes mental impairments. It has to limit one of those two disabilities. They have a record of having that type of impairment. They may be in “remission.” The last one is more difficult because they don’t want to discriminate. You don’t see it as often. Some people look like they have a disability that they don’t actually have. People see it that way. Moral model- caused by wrongs that they have committed. A “punishment”. It’s associated with blame and shame. It is not positive at all. It is a judgmental model. Medical model- looks at the person. They label the problems. They identify everything about the person that seems to be inferior. They diagnose the problem and after the diagnosis they begin treatment to get rid of the problem. They want them to be like everyone else. “5 hour retarded” they were only unusual in school. They were fine everywhere else. Social model- the problem is with society. They say, “What’s wrong with the environment?” adjust the environment and some people may not even be recognized as disabled anymore. Change instruction to adapt to the needs of the observer. It will always have an impact on their lives. Recognize that they have abilities as well. They are problem solvers. It will impact the things they do and how they participate in activities. It will also impact the choices they makes. Access: Communication: Buildings must be physically accessible: if you couldn’t say what you wanted to say? How would that -entrance/exit areas make you feel? -doorways; hallways -bathroom facilities -affected by level of vocabulary. -dining areas - putting thing into words can be -ramps/stirs/elevators difficult for someone with a Outdoor areas: disability. -Expressive communication is -parking areas important. - Sidewalks; other paths -curb cuts -people assumed Cristie couldn’t -slope express what he wanted to say. Common or gathering areas: However he does have receptive -seating arrangements communication. He understood what was being said to and about -lighting; sound him. He understood the message. Access also applies to a person’s ability to function within specific contexts: - is equipment "usable" by people with physical or other disabilities? Access to activities, etc. Discrimination: -not always intentional -put the emphasis on the ABILITIES part of DISABILITIES. -are implications of disabling conditions considered? Do people with disabilities have the opportunity to participate fully in all environments? “Societies pervasive negative attitudes about disabilities.” -recognize the importance of diagnosis; you’ll understand what you’re dealing with and how to help them. - Don’t use the diagnosis as the description as the person. - They think they don’t have the ability to do things. Self- determination. - MUST be included in the same places and different things. They should not be thought of as a separate entity. -have high expectations for them. Let them have goals. Don’t dumb down for them. Cristie: “My left foot” -could not talk -difficult to express facial expression -couldn’t feed himself -couldn’t walk -couldn’t control body -no way to get around -could not dress himself -dependent on others -assumed he wasn’t smart -blamed -not included at table -talked about him in front of him. -not the same opportunities as siblings.


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