ABILITY AND DISABILITY AS A DIMENSION OF DIVERSITY

Understanding the disability experience can be a multi-faceted process. In addition

to living with potentially functional limitations, individuals with disabilities face
INTRODUCTION

system-level barriers such as stigmas and discrimination. These barriers can

impact how they think, feel and interact with the world around them. Specific
challenges can include personal development, educational achievement,
vocational goals, socialization, recreational activities and general aspects of well
being. These challenges, however, can be addressed and confronted through a
variety of interventions, including Assistive Technology (Falvo, 2005).
This module will introduce students to a variety of factors impacting the experience
of individuals with disabilities. Definitions, categories and concepts related to
disability and disability awareness will be presented. Through understanding these
ideas, students will be better prepared to customize interventions that will promote
self-efficacy for individuals with disabilities.

On completion of this module, students should be able to:

OBJECTIVES

• Describe and understand what a disability is and identify the factors that causes
this condition;
• Identify the different categories of disabilities and the factors affecting the
impact of disability and how people respond to disabilities in different ways;
• Distinguish the different ways on how people view disabilities and what impact
it will give to people with disabilities ; and
• Identify the strategies for people in general to combat negative stereotypes and
attitudes toward people with disabilities

“ We have no special needs children. Just children…with special needs. ”

– Uwe Maurer

Understanding Disability
A disability is any continuing condition that restricts everyday activities. It is a
physical, mental, sensory, or social impairment that, in the long term, adversely
affects one’s ability to carry out normal day-to-day activities (ICN, 2010).
The World Health Organization (WHO) defines disability as an umbrella term
that includes impairments, activity limitations, participation restrictions, and
environmental factors.
Impairment – problem in body function or structure.
Activity limitation – difficulty encountered by an individual in executing a
task or action.
Participation restriction – problem experienced by an individual in
involvement in life situations.
Furthermore, the notion of disability also includes the impairments of physical
or mental health, cognition, speech, language, or self-care. They can be
present at birth (e.g., Down syndrome, spina bifida, muscular dystrophy,
deafness or vision impairment) or occur at the time of birth (e.g., cerebral palsy)
due to birth injury. Thus, those disabilities that are present at birth or at a very
young age and occur in children are often considered as developmental
disabilities.
It is important to note that disability is not the same thing as a disabling
condition. While a disabling condition typically refers to the disorder or condition
that caused the impairments associated with a disability, the term disability also
addresses the effects that a disabling condition has on an individual’s ability to
carry out normal day-to-day activities, the role changes that may occur, and the
interaction of the disabling condition on the individual’s physical, psychological
and social responses to the disabling condition (ICN, 2010).

CATEGORIZING DISABILITIES
Disabilities are categorized for many reasons; a primary reason is to establish
protocols for the distribution of benefits and services. In addition, these
classifications provide a basis around which individuals with disabilities can
organize their legal, social, and advocacy efforts.
There are many different ways to classify disabilities, but no one way has been
deemed the standard. The most general way to categorize disabilities is to
categorize them into on of the following categories (Falvo, 2005).
Visible Disabilities – disabilities that can be objectively observed and
measured by others. These disabilities often lead to marginalization or to the
development of stereotypes of the person having the disability.
Invisible Disabilities – disabilities whose manifestations do not evoke outward
signs that may alert casual observers of a person’s condition.
Furthermore, disabilities may also fall into one of four broad categories:
 Physical Disability – a condition that limits one or more basic physical activity,
including mobility and sensory activities. Examples include: spinal cord injuries,
paraplegia, quadriplegia, amputations, cerebral palsy, seizure disorders,
muscular dystrophy, arthritis, visual impairments and hearing impairments.
Intellectual Disability – a disability originating prior to the age of 18,
characterized by significant limitations in conceptual, social, and practical
adaptive skills, for example, mental retardation.
Cognitive Disability – an impairment that affects an individual’s ability to
access, process, or remember information, for example, learning disabilities
(dyslexia, attention deficit disorder) and traumatic brain injury.
Psychiatric Disability – a disability characterized by emotional, cognitive,
and/or behavioral dysfunction, for example, autism, substance abuse, different
types of mental illnesses.

Factors Affecting the Impact of Disability

People respond to disabilities in different ways. Some react negatively and thus
their quality of life is negatively affected. Others choose to focus on their abilities
as opposed to their disabilities and continue to live a productive life. There are
several factors that affect the impact a disability has on an individual. The following
are often considered the most significant factors in determining a disability's impact
on an individual (Falvo, 2005).
The Nature of the Disability – Was the disability acquired (a result of an
accident, or acquired disease) or congenital (present at birth)? If the disability
is acquired, it is more likely to cause a negative reaction than a congenital
disability. Congenital disabilities are disabilities that have always been present,
thus requiring less of an adjustment than an acquired disability.
The Individual’s Personality - Is the individual typically positive or negative,
dependent or independent, goal-oriented or laissez-faire? Someone with a
positive outlook is more likely to embrace a disability then someone with a
negative outlook. Someone who is independent will continue to be independent
and someone who is goal-oriented will continue to set and pursue goals.
The Meaning of the Disability to the Individual - Does the individual define
himself/herself by his/her looks or physical characteristics? If so, he/she is more
likely to feel defined by his/her disability and thus it will have a negative impact.
The Individual’s Current Life Circumstances - Is the individual independent
or dependent on others (parents)? What is the economic status of the individual
or the individual's caregivers? What is the individual's education level? If the
individual is happy with their current life circumstance, they are more likely to
embrace their disability, whereas if they are not happy with their circumstances,
they often blame their disability.
The Individual's Support System - Does the individual have good support
from family, a significant other, friends, or social groups? If so, he/she will have
an easier time coping with a disability and thus will not be affected negatively
by their disability.

Dealing with Negative Stereotypes

Negative stereotypes of people with disabilities has always been an issue. In
ancient times individuals with disabilities were often isolated in forests or
institutions, treated as being possessed by evil spirits, or seen as a product of
sinful relations of their parents.
Unfortunately, those attitudes have not completely changed. More recently,
people with disabilities have been seen as carriers of disgrace to their family or
community because they were unable to be educated or obtain employment.
These are examples of how in many cases, a disability may only affect a small
percentage of an individual’s life, however, it is considered his/her defining
characteristic by others. People with disabilities experience many stereotypes
that are originated in the fact that their disability makes them different.
Even today, people with disabilities have to deal with forms prejudice, such as
ableism, in aspects of their daily lives, most notably, when applying for jobs.
The following are definitions of the factors that impact how people view
disabilities.
Ableism - a form of oppression that emphasizes abilities and favors able-
bodied individuals over individuals with disabilities (Robinson, 2005).
Attitudes - an individual’s inclinations, tendencies, or biases that
manipulate their responses to situations, activities, people, or
environments.
Stereotype - theories that organize our mental representation of group
differences (Smart, 2000).
Stigma - a trait or a mark that makes an individual stand out of “normality”.
Researchers in the areas of counseling and education suggest that society
develops attitudes toward disability in different ways. Some of the most
important means of developing attitudes specifically toward people with
disabilities are defined as follows.
Direct Experiences – direct, one-on-one interaction with people with
disabilities in various social, educational or personal contexts.
 Indirect Experiences – the reflections of popular media and how people
with disabilities are represented in TV, radio, or literature. This affects
opinions, attitudes, and perceptions of people with disabilities, especially
with those who have not had direct experiences with people with disabilities.
Reference Group – the ideologies and views on disabilities inherited from
parents, peers, and society.

Challenging Attitudes
There are many ways to combat negative attitudes toward individuals with
disabilities by the general public. Some strategies are basic, such as treating
people with disabilities with respect. Others take a little more effort. Enacting
the following strategies are the best ways for people in general to combat
negative stereotypes and attitudes toward people with disabilities:
See and treat individuals with disabilities as equals deserving of respect. An

1 individual's disability is not their defining characteristic. Nor does having a

disability make anyone less of a person. People with disabilities deserve the
same respect given to everyone else.
Be able to confront oneself or others when oppressive or stereotypical

2 comments or behaviors are exhibited against an individuals with a disability.

The only way to prevent negative stereotypes from perpetuating is to confront
those that express these negative stereotypes and educate them as to why
their comments or behaviors are incorrect and highly offensive.

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Don't be afraid to ask a person about their disability. Many people with
disabilities don't mind talking about their disabilities when asked. Instead of
forming opinions without knowing the facts, ask an individual with a disability
questions about their disability, such as how it affects various aspects of their
life.
Ask before assuming. Although it may seem that helping someone with a

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disability perform a task is the right thing to do, that person may not want help.
Before acting, ask the individual if they need help, don't just assume that they
do. Assuming an individual with a disability needs help, perpetuates the
stereotype that people with disabilities are dependent on others. For example,
before pushing someone in a wheelchair up a hill ask if they'd like some
assistance getting up the hill. If the person does not accept, don't be offended.

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Become knowledgeable on disability-related issues. Understanding the issues
that effect people with disabilities helps one to understand the difficulties that
they face on a daily basis.
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Become involved in awareness and advocacy activities. The best way to
educate large numbers of people on disabilities and issues related to
disabilities is by participating in awareness and advocacy activities

ACTIVITY 1: Using one hand

Have students try different activities using only one hand.
• Tying their shoes;
• Eating using one hand only
• Opening a jar that has a screw-on lid;
• Playing catch;
• Holding a stack of papers and handing out one at a time; and
• Going to the bathroom
Discuss the problems the students had. What if they couldn’t use either
hand? What problems would there be if they were in a wheelchair AND
couldn’t use their hands? Let the students share their thoughts about it.

ACTIVITY 2: 1-Minute Paper/Reflection

Spontaneous writing promotes confidence in writing quickly. In this activity

students are provided with a question for brief reflection. Emphasize that
responses should be concise.Each student then records and submits their
answers.
Question: What was the most important thing you learned during this class
today? and what questions remained unanswered in your mind today?"

ACTIVITY 3: Pass the “Mic”

In every class discussion it’s amazing to know how much information students
have learned. In this activity a list of words related to ability and disability is in
a box and students will form a circle, each one will pick a word from the box
and tell the class what they know about that word. The more you encourage
participation, the more you’ll see where your class is struggling, and the more
comfortable students will become with course material.