Disability Simulations: Using the Social Model of Disability to Update an Experiential Educational Practice

Abstract

Disability simulation as a form of experiential learning has been a popular way for students to Ȝlearn what it is like to have a disabilityȝ 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.

KEYWORDS:

• Stigma
• disability
• disability simulations
• social model of disability

Additional information

Notes on contributors

Keith W. Barney

Keith Barney has been a wheelchair user since he experienced a spinal cord injury in 1974. He completed a master's degree in social work (1988) and worked in physical medicine on a CARF-accredited spinal cord injury unit. He has also worked in durable medical equipment design and sales. In 2002 he was a member of the United States Paralympic team (Salt Lake City). He completed a Ph.D. in recreation in 2010 with a certificate in disability studies at the University of Utah and is an assistant professor at Brigham Young University.