169
Views
0
CrossRef citations to date
0
Altmetric
2023 National Association for Kinesiology in Higher Education Hally Beth Poindexter Young Scholar Address

Disability Simulation Design and Implementation in Adapted Physical Activity Coursework – Reports from Faculty

ORCID Icon, ORCID Icon, , ORCID Icon &

References

  • Andrews, E. E., Forber-Pratt, A. J., Mona, L. R., Lund, E. M., Pilarski, C. R., & Balter, R. (2019). #saytheword: A disability culture commentary on the erasure of “disability. Rehabilitation Psychology, 64(2), 111–118. https://doi.org/10.1037/rep0000258
  • Arroyo-Rojas, F., Simpson, C. A., Laxton, P., Leake, M., Linker, J., & Haegele, J. A. (2022). Ableism in kinesiology in higher education: A conversation starter. Kinesiology Review, 1-7. https://doi.org/10.1123/kr.2022-0014
  • Bailey, K. M. (2012). Reflective pedagogy. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (1st ed., pp. 23–29). Cambridge University Press.
  • Bailey, K. M. (2012). Reflective pedagogy. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (1st ed., pp. 23–29). Cambridge University Press.
  • Beckett, A. E. (2015). Anti-oppressive pedagogy and disability: Possibilities and challenges. Scandinavian Journal of Disability Research, 17(1), 76–94.
  • Behler, G. T., Jr. (1993). Disability simulations as a teaching tool: Some ethical issues and implications. Journal of Postsecondary Education and Disability, 10(2), 3–8.
  • Bogart, K. R., & Dunn, D. S. (2019). Ableism special issue introduction. The Journal of Social Issues, 75(3), 650–664. https://doi.org/10.1111/josi.12354
  • Burgstahler, S., & Doe, T. (2004). Disability-related simulations: If, when, and how to use them in professional development. Review of Disability Studies: An International Journal, 1(2), Article 2. https://rdsjournal.org
  • Cervantes, C. M., & Clark, L. (2020). Cultural humility in physical education teacher education: A missing piece in developing a new generation of socially just physical education teachers. Quest, 72(1), 57–71. https://doi.org/10.1080/00336297.2019.1608267
  • Clarke, E. (2021). Methodological pragmatism—Freedom from the Squeeze? International Journal of Multiple Research Approaches, 13(3), 267–282. https://doi.org/10.29034/ijmra.v13n3a3
  • Clarke, E., & Visser, J. (2019). Pragmatic research methodology in education: Possibilities and pitfalls. International Journal of Research & Method in Education, 42(5), 455–469.
  • Colwell, C. M. (2012). Simulating disabilities as a tool for altering individual perceptions of working with children with special needs. International Journal of Music Education, 31(1), 68–77.
  • Colwell, C. M. (2013). Simulating disabilities as a tool for altering individual perceptions of working with children with special needs. International Journal of Music Education, 31(1), 68–77. https://doi.org/10.1177/0255761411433725
  • Crooks, V. A., Owen, M., & Stone, S. D. (2012). Creating a (more) reflexive Canadian disability studies: Our team’s account. Canadian Journal of Disability Studies, 1(3), 45–65. https://doi.org/10.15353/cjds.v1i3.56
  • Desrochers, M. N., House, A. M., & Seth, P. (2001). Supplementing lecture with simulations in developmental disabilities: SIDD software. Teaching of Psychology, 28(3), 227–230. https://doi.org/10.1207/S15328023TOP2803_10
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11
  • Flower, A., Burns, M. K., & Bottsford-Miller, N. A. (2007). Meta-analysis of disability simulation research. Remedial and Special Education, 28(2), 72–79. https://doi.org/10.1177/07419325070280020601
  • French, S. (1992). Simulation exercises in disability awareness training: A critique. Disability, Handicap & Society, 7(3), 257–266. https://doi.org/10.1080/02674649266780261
  • Gernsbacher, M. A. (2017). Editorial perspective: The use of person-first language in scholarly writing may accentuate stigma. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 58(7), 859–861. https://doi.org/10.1111/jcpp.12706
  • Gill, D. L. (2007). Integration: The key to sustaining kinesiology in higher education. Quest, 59(3), 269–286. https://doi.org/10.1080/00336297.2007.10483552
  • Herbert, J. T. (2000). Simulation as a learning method to facilitate disability awareness. The Journal of Experiential Education, 23(1), 5–11. https://doi.org/10.1177/105382590002300102
  • Hutzler, Y. (2003). Attitudes toward the participation of individuals with disabilities in physical activity: A review. Quest, 55(4), 347–373. https://doi.org/10.1080/00336297.2003.10491809
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26.
  • Kwon, E. H. (2018). Status of introductory APE course and infusion in PETE program. Palaestra, 32, 32–39.
  • Lalvani, P., & Broderick, A. A. (2013). Institutionalized ableism and the misguided “Disability Awareness Day”: Transformative pedagogies for teacher education. Equity & Excellence in Education, 46(4), 468–483. https://doi.org/10.1080/10665684.2013.838484
  • Lawson, H. A. (1983). Toward a model of teacher socialization in physical education: The subjective warrant, recruitment, and teacher education. Journal of Teaching in Physical Education, 2(3), 3–16. https://doi.org/10.1123/jtpe.2.3.3
  • Leo, J., & Goodwin, D. (2014). Negotiated meanings of disability simulations in an adapted physical activity course: Learning from student reflections. Adapted Physical Activity Quarterly: APAQ, 31(2), 144–161. https://doi.org/10.1123/apaq.2013-0099
  • Leo, J., & Goodwin, D. (2016). Simulating others’ realities: Insiders reflect on disability simulations. Adapted Physical Activity Quarterly: APAQ, 33(2), 156–175. https://doi.org/10.1123/APAQ.2015-0031
  • Leo, J., & Goodwin, D. L. (2013). Pedagogical reflections on the use of disability simulations in higher education. Journal of Teaching in Physical Education, 32(4), 460–472. https://doi.org/10.1123/jtpe.32.4.460
  • Lortie, D. C. (1975). Schoolteacher: A sociological study. The University of Chicago Press.
  • Lynch, S., Simon, M., & Maher, A. (2020). Critical pedagogies for community building: Challenging ableism in higher education physical education in the United States. Teaching in Higher Education, 1–16.
  • Maher, A. J. (2021). Disrupting phonocentrism for teaching Deaf pupils: Prospective physical education teachers’ learning about visual pedagogies and non-verbal communication. Physical Education and Sport Pedagogy, 26(4), 317–329. https://doi.org/10.1080/17408989.2020.1806996
  • Maher, A. J., Haegele, J. A., & Sparkes, A. C. (2022). Stop fearing blindness! Visually impaired people reflect on the ethics of sighted prospective teachers simulating visual impairment. Disability & Society, 1–19.
  • Maher, A. J., Haegele, J. A., & Sparkes, A. C. (2022). ‘It’s better than going into it blind’: Reflections by people with visual impairments regarding the use of simulation for pedagogical purposes. Sport, Education and Society, 27(6), 647–661. https://doi.org/10.1080/13573322.2021.1897562
  • McNamara, S., Wilson, K., & Lieberman, L. (2022). The syllabus is a living document: An examination of introductory adapted physical education syllabi. Physical Educator, 79(2), 117–141. Article 2. https://doi.org/10.18666/TPE-2022-V79-I2-10607
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.
  • Merriam-Webster. (n.d.). In Merriam-Webster.com dictionary. Retrieved April 1, 2022, from https://www.merriam-webster.com/dictionary/simulation
  • Mohler, E. C., & Rudman, D. L. (2022). Negotiating the insider/outsider researcher position within qualitative disability studies research. Qualitative Report, 27(6), 1511–1521. https://doi.org/10.46743/2160-3715/2022.5047
  • Narasaki-Jara, M., Carmona, C. E., Stillwell, B., Onofre, R., Brolsma, D. J., & Buenavista, T. L. (2021). Exploring ableism in kinesiology curriculum through kinesiology students’ experience: A phenomenological study. International Journal of Kinesiology in Higher Education, 5(3), 105–114. https://doi.org/10.1080/24711616.2020.1753602
  • Nario-Redmond, M. R., Gospodinov, D., & Cobb, A. (2017). Crip for a day: The unintended negative consequences of disability simulations. Rehabilitation Psychology, 62(3), 324–333. https://doi.org/10.1037/rep0000127
  • Nowland, L., Brink, C., & Block, M. E. (2023). Using a social justice lens when training future physical educators for the inclusion of students with disabilities. PALAESTRA, 37(1).
  • Olmos-Vega, F. M., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2023). A practical guide to reflexivity in qualitative research: AMEE guide no. 149. Medical Teacher, 45(3), 241–251.
  • Piletic, C. K., & Davis, R. (2010). A profile of the introduction to adapted physical education course within undergraduate physical education teacher education programs. ICHPER-SD Journal of Research, 5(2), 26–32.
  • Plano Clark, V. L., & Creswell, J. W. (2008). The mixed method reader. SAGE Publications Ltd.
  • Riccobono, M. (2017). Walking a mile: The possibilities and pitfalls of simulations. Braille Monitor. https://nfb.org/images/nfb/publications/bm/bm17/bm1704/bm170402.htm
  • Richards, K. A. R., & Hemphill, M. A. (2018). A practical guide to collaborative qualitative data analysis. Journal of Teaching in Physical Education, 37(2), 225–231. https://doi.org/10.1123/jtpe.2017-0084
  • Ross, S. M., Fines, A., & Brink, C. (2022, October). Critical pedagogy: Design and delivery of disability simulation activities in APA/APE undergraduate courses. [ Building session presentation]. North American Federation of Adapted Physical Activity (NAFAPA) 2022.
  • Ross, S. M., Richards, A., Fines, A., Judge, K., Tucker, C., & Matthews, H. (2020, December 7-9). Appraisal of disability simulations, and related disability awareness activities, use in higher education programs. Association of University Centers on Disability (AUCD) 2020 Conference. Virtual conference.
  • Silverman, A. (2015). The perils of playing blind: Problems with blindness simulation and a better way to teach about blindness. Journal of Blindness Innovation and Research, 5(2). https://doi.org/10.5241/5-81
  • Silverman, A. M., Pitonyak, J. S., Nelson, I. K., Matsuda, P. N., Kartin, D., & Molton, I. R. (2018). Instilling positive beliefs about disabilities: Pilot testing a novel experiential learning activity for rehabilitation students. Disability and Rehabilitation, 40(9), 1108–1113. https://doi.org/10.1080/09638288.2017.1292321
  • Silverman, A. M., Pitonyak, J. S., Nelson, I. K., Matsuda, P. N., Kartin, D., & Molton, I. R. (2018). Instilling positive beliefs about disabilities: Pilot testing a novel experiential learning activity for rehabilitation students. Disability and rehabilitation, 40(9), 1108–1113.
  • Sparkes, A. C., Martos-Garcia, D., & Maher, A. J. (2019). Me, osteogenesis imperfecta, and my classmates in physical education lessons: A case study of embodied pedagogy in action. Sport, Education and Society, 24(4), 338–348. https://doi.org/10.1080/13573322.2017.1392939
  • Stamou, A., & Padeliadu, S. (2009). Discourses of disability by teacher candidates: A critical discourse analysis of written responses to a disability simulation 1. Journal of Applied Social Psychology, 39(3), 509–540. https://doi.org/10.1111/j.1559-1816.2009.00449.x
  • Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63–75. https://doi.org/10.3316/QRJ1102063
  • Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing and Health Sciences, 15(3), 398–405. https://doi.org/10.1111/nhs.12048
  • Wilson, W. J., & Richards, K. A. R. (2020). Occupational socialization theory and the lived experiences of adapted physical educators. In Routledge handbook of adapted physical education (pp. 363–378). Routledge.
  • Wlodarsky, R. (2018). The benefits of reflection on improving teaching through change: A reflective model for professional development. National Teacher Education Journal, 11(1), 33–41.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.