Dear Arielle,
I wasn't able to find the attachment in the message either. Could you
please resend?
Years ago I worked in an organization of parents who had children with
disability. The organization had a contract with one of the
departments at the school of medicine and it was substituted by
simulation based curricula. That was tremendously offensive to some of
the parents and triggered a rather conflicted set of exchanges.
This dichotomy of simulation versus flesh and bone embodiment is
tremendously fruitful at the theoretical level. But I wonder how best
to frame interactive experiential learning processes without
highlighting the debate itself. Would that even be desirable?
Anyhow, that's why I's eager to read your attachment and see how this
is being handled... Best,
Alexis
On 6/22/15, Arielle M Silverman <[log in to unmask]> wrote:
> Hello all,
> I was recently contacted by the disabilities inclusion director at the
> Foundation for Jewish Camping. In her role, she supports Jewish summer
> camps in the United States to include more children with disabilities
> in their programs. She and her colleagues have prepared an online
> resource guide for camp directors to learn about matters related to
> including campers with disabilities. The guide includes a chapter with
> information about specific impairments and activities that camps can
> use to train their staff (counselors, volunteers, etc.) about specific
> impairments. The inclusion director approached me because many of the
> proposed training activities are simulations, and she is aware of my
> research on the problems with disability simulations. She understands
> the problems with disability simulations and is looking for
> suggestions of alternative training activities that could be included
> in the guide to replace or complement simulations. She is open to
> feedback from the disability studies community about the proposed
> activities and better alternatives.
> I've attached the relevant document and would appreciate feedback from
> any of you on the content. Specifically, I would be interested in
> hearing:
> (1) if any of the information given about specific impairments is
> inaccurate, and if so, how should it be revised or re-worded?
> (2) if any of the proposed training activities are good as is,
> (3) if a simulation you see is problematic, what would you propose be
> done instead? Bear in mind that camp directors will be inclined to use
> interactive or experiential activities rather than mere lectures or
> films (although guest speakers or films could certainly complement
> some of the learning activities).
> Feel free to send your feedback by simply replying to this message.
> Thank you in advance for your help!
> Best, Arielle
> (now postdoctoral fellow at the University of Washington)
>
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