Disability Simulations: Logical, Methodological and Ethical Issues

ABSTRACT

This paper examines issues of theory, methods and ethics in the use of disability simulations. Much of the educational, rehabilitation and counseling literature encourages teachers and counselors to use simulations to reduce prejudice toward persons with disabilities. However, the disability simulation literature reveals that: (a) there is typically a failure to consider the relationship between social/behavioral science theory and simulation design; (b) there are methodological weaknesses in most of the studies that render them virtually worthless to evaluate attitude change; and (c) there is little discussion of ethical concerns in disability simulations. A research agenda is proposed that focuses on logical, methodological and ethical issues in disability simulations. It is argued that simulations can be effective if: (a) certain ethical precautions are taken; (b) activities are well designed and evaluated; and (c) the simulation exercises are closely linked to social/behavioral science theory.