Literaturnachweis - Detailanzeige
| Autor/in | Barney, Keith W. |
|---|---|
| Titel | Disability Simulations: Using the Social Model of Disability to Update an Experiential Educational Practice |
| Quelle | In: Schole: A Journal of Leisure Studies and Recreation Education, 27 (2012) 1, S.1-11 (11 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1937-156X |
| Schlagwörter | Attitudes toward Disabilities; Measurement Techniques; Experiential Learning; Educational Practices; Interpersonal Relationship; Interaction; Researchers; Simulation; Daily Living Skills; Interpersonal Competence; Models; Rejection (Psychology); Intimacy Messtechnik; Experiental learning; Erfahrungsorientiertes Lernen; Bildungspraxis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Researcher; Forscher; Simulation program; Simulationsprogramm; Alltagsfertigkeit; Interpersonale Kompetenz; Analogiemodell; Ablehnung; Intimität |
| Abstract | Disability simulation as a form of experiential learning has been a popular way for students to "learn what it is like to have a disability" in many different educational curricula from nursing to recreation. There is a lack of research detailing the efficacy of such activities, and some researchers have noted the possibility of negative results. Due to the inconsistency of how such activities are introduced and debriefed, some researchers feel that the practice should be discontinued. By introducing a new paradigm known as the Social Model of Disability, the outcome of the simulation is altered dramatically. Rather than trying to accomplish some task of daily living, the student is cued to observe social interaction. Given proper direction, students have the opportunity to confront and reintegrate their own attitudes as they view such attitudes and behaviors being expressed toward them during a simulation exercise. Measurement techniques based on the Medical Model of Disability will need to be improved or replaced in order to have consistency from design to outcome. Only then can the long-term viability of the disability simulation be accurately evaluated. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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