Hello All,
With all due respect, Phylis, I would like to share an opposing-or at least,
a different view. I was required to participate in a disability awareness
experience that was part of an "Intro to Rehabilitation" course taken in
grad school-I shudder to think, some 20 years ago. I was about midway
through a Masters degree in vocational education studies with a
concentration in "adult special needs"-as it was called at the time.
Knowing that a disability simulation was a component of the course, I almost
elected to take an alternative course-except that my major advisor insisted
that I take this one. Quite reluctantly I enrolled for the course and just
dreaded the first three weeks of the course leading up to the simulation.
Then, the day came. A hat was passed around the room and in it were slips
of paper with several different disabilities written on each slip. Each
student-those with and without disabilities-was required to draw a slip of
paper. If an individual drew a disability that she/he already had in real
life, then she/he simply drew again until a new disability was drawn. At
that time in my life, I thought I was in the group who did not have a
disability (quite some time after grad school, I discovered that I do indeed
have a learning disability). At any rate, I drew "paraplegia" and was
required to take a wheelchair for a week-a Monday through Friday. We were
issued stern warnings that we must simulate the disability for the entire
week and that if we were found on campus or off to be "cheating" - i.e.,
taking a break from our assigned disability that we would receive an "F" for
that part of the course. By the way, this part of the course was weighted
equally to a mid-term exam. At any rate, I followed my assignment to the
letter. I asked a classmate-who had paraplegia in real life-for a few tips
such as transferring from chair to an auto, opening doors, restroom
procedures, etc. Phylis, I have to tell you that from my perspective this
was one of the greatest grad school experiences of my life. It is one of
the few specific "lessons" that actually stuck with me some 20 years later -
and one that I can honestly say has affected my work-on the positive side-in
the field of vocational rehabilitation and adult special needs vocational
education. I went on to work for over 13 years in centers serving
individuals with TBI and SCI. I believe that my disability simulation-and
the quite tasteful and structured way in which it was carried out by the
Professor-helped me to be an effective counselor and therapist in countless
ways. It did increase my level of awareness and sensitivity toward
individuals with all sorts of disabilities. It has always seemed "second
nature" for me to see individuals as individuals first and the fact that
some folks have a disability is just a characteristic of their
"personhood"-no different than the fact that some people have red hair, some
have blonde hair, etc. I believe that the disability simulation played a
significant part-admittedly, not the only factor-in the development of my
attitudes and sensitivities toward individuals with disabilities. I should
point out that I worked in the disability field for nearly 15 years before I
confirmed that I too was, after all, a PWD-albeit a "hidden" disability. I
should point out that some eight years ago I met an individual at work who
had paraplegia. He and I-as well as our spouses-have been very best friends
to this day. I can honestly and sincerely say that I never think of my
friend as a paraplegic nor even as an individual who uses a wheelchair. I
am sensitive and aware of accommodations that he may need at times. But, he
is just a good buddy of mine and he regards me as the same. We became
friends before I knew I was also a PWD.
Sorry for the rambling rant. I just felt this perspective and opinion may
be of interest and value to the discussion at hand. In summary, I can say
that participating in the disability awareness project was a most beneficial
and rewarding educational experience for me. Now, I will have to concede
that such an experience may be most beneficial for those who are "leaning
toward" sensitivity and awareness already. That is, I don't suspect that
such an experience would have significant nor lasting impact on an
individual who is just a die-hard bigot or who is otherwise just an
insensitive SOB. On the other hand, in this business of "stomping out
ignorance" I think almost anything is worth a shot. I think everyone has
had a least one "significant emotional moment" in their life that has
affected their core value system-sometimes for the good; sometimes for the
bad. I think that disability simulations are well worthwhile-just on the
basis of the "long shot" that they may make even the slightest difference.
It's no magic bullet, but it does have potential for helping to make at
least some positive change. What if a disability causes someone to develop
a negative-or more negative perspective on disability? Well, that
individual was doomed for a life of insignificance and ignorance anyway-the
simulation just hastened the inevitable.
Best Regards,
Bill Carnagey, M.S.Ed., CVE (Ph.D. student-at age 46, no less)
Adaptive Computer Technologist
-----Original Message-----
From: Dr.Phyllis Rubenfeld [mailto:[log in to unmask]]
Sent: Saturday, October 09, 1999 8:15 PM
To: [log in to unmask]
Cc: [log in to unmask]; [log in to unmask];
[log in to unmask]; [log in to unmask]
Subject: Re: Disability Awareness on campus
Hi,
In my experience, over 20 years, at City University of New York this type
of event does more harm than good-it's like putting burnt cork on a white
person for a day, week, etc, and expect them to understand the black
experience.
In Unity,
Phyllis
<snip>
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
|