Disability-related Simulations: If, When, and How to Use Them in Professional Development
Main Article Content
Keywords
postsecondary, simulations, training, disability awareness
Abstract
Increasing numbers of students with disabilities participate in mainstream pre-college classes in preparation for higher education. Many educators and administrators have limited knowledge about specific accommodations that can facilitate learning for students with disabilities. Professional development has the potential to increase their knowledge and skills in this area. Simulations of disability experiences, such as completing tasks while covering eyes or sitting in a wheelchair, have sometimes been used to show learners what it is like to have a disability. This form of training has been criticized as inappropriate in the context of emerging paradigms of disability studies, which leads to the question: “Is the use of disability-related simulations ever appropriate?” In this article, we explore positive and negative aspects of disability-related simulations; paradigm shifts regarding approaches to disability studies; implications for training educators and administrators, and examples of disability awareness activities that maximize positive outcomes.
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Sheryl Burgstahler, University of Washington
Dr. Sheryl Burgstahler directs project DO-IT (Disabilities, Opportunities, Internetworking and Technology) at the University of Washington. DO-IT promotes the success of students with disabilities in postsecondary programs and careers. DO-IT employs technology to help young people with disabilities achieve success in postsecondary education and careers. It sponsors programs that increase the use of assistive technology and promote the development of accessible facilities, computer labs, electronic resources in libraries, Web pages, educational multi-media and Internet-based distance learning programs.
Tanis Doe, University of Washington
Dr. Tanis Doe is a trained sociologist who works in education and advocacy with and for people with a range of disabilities. She acts as an external evaluator and research consult for several DO-IT projects at the University of Washington. Her Ph.D. is from University of Alberta in Sociology of Education and she completed a Fulbright session at the University of Washington School of Public Health. She was also the director of the NIDRR funded Research and Training Center for Independent Living and Disability Policy in Oakland California. In her spare time she performs wheelchair ballroom dancing.