This is a question I grapple with because too often the solution is for
the instructor/authority to talk more and the students/clients to talk
less. Then a reading is assigned which "explains it all." That's not
possible, but some students won't read it anyway.
Though I tend to be cynical, I try to create experiences that convey
more reality than simulation. Some of these I haven't tried before and
after 5 minutes would likely decide they wouldn't work:
1. Talking about simulations. In every class there will be a few kids
who did one before, and they'll usually have liked it, but haven't
really reflected on why. Usually they will have had some experience
that only a nondisabled person simulating a disabled one would have (eg
spending 10 minutes unsuccessfully trying to get a wheelchair into a
standard restroom stall)
2. Talking/listening to disabled people(sometimes themselves), about
life, not about medical aspects of the disability. Not a couple
"experts" but enough people to realize that there are differences and
similarities. Then comparison with aggregate data (in the US, the
census and Harris surveys)
3. Some reading/video that is simple, interesting.
4. NOT doing things. If a restaurant isn't accessible not going
there. If a restroom isn't accessible not using it.
5. Surveying neighborhoods: parked cars over driveways, loose dogs,
sidewalks, color contrast on stairs (low vision), branches, taking note
of audible cues (horns honking). At least talking about differences
between neighborhoods; perhaps half will have been to the depressed
"enterprise zone" 5 blocks away, several to Tijuana, Mexico. Usually 3
or 4 have traveled extensively.
6. Finding out what confronts a family traveling to/living in motels or
hotels. A huge tourist destination, Disneyland, is fifteen minutes away
and many of our students work there. Without practicing deception
(misrepresenting themselves) to find out where TTD/TTY phones are and
how you would find one, plus choices for one looking for an accessible
room for a family of 6.
7. As with simulation the above examples would reinforce perceptions of
how bad it is. I'd ask students to write anonymously on a 5x8 card
reactions if they were to wake up as a member of the other gender. How
would they/friends/family/neighbors react? . I explain that the next
class I'll transcribe some of the comments on a sheet. I'd expect most
to have trivial fears about gender change. (I can see that some would
respond with comments on sexual orientation which isn't what I'm getting
at. A few would say "no big deal" and a couple would say "that'd be
cool." But no doubt everyone would think that another's comments were
based on preconceptions and just plain silly. Hopefully they'd explain
why.
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