Crip for a Day – New research shows role-playing disability promotes distress, discomfort and disinterest 

Source: New research shows role-playing disability promotes distress, discomfort and disinterest

https://www.ncbi.nlm.nih.gov/pubmed/28287757

Professionals in the fields of education and rehabilitation psychology have long used disability simulations to try to promote understanding and improve attitudes about persons with disabilities. To simulate blindness, for instance, participants might complete tasks while wearing blindfolds or goggles. Others use earplugs to mimic deafness. Others may navigate indoor and outdoor areas in a wheelchair. The idea is to boost empathy by giving people perspective on what it is like to have a disability.

However, a recent study published by Michelle Nario-Redmond, Ph.D., professor of psychology, reveals that disability simulations often result in feelings of fear, apprehension and pity toward those with disabilities, proving Nario-Redmond’s thesis that disability simulations do more harm than good.

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Guidelines: How to Write and Report About People with Disabilities

Guidelines: How to Write and Report About People with Disabilities (Download PDF)

Your Words, Our Image

Writers, editors, reporters and other communicators strive to use the most accurate terminology about people with disabilities. However, inaccurate, archaic and offensive expressions are still commonly used, perpetuating negative stereotypes and beliefs about people with disabilities.

For example, a person who uses a wheelchair – an objective fact – is often described as wheelchair-bound, a subjective description that implies victim hood.

As one wheelchair user puts it, “I personally am not ‘bound’ by my wheelchair. It is a very liberating device that allows me to work, play, maintain a household, connect with family and friends, and ‘have a life.’ ”

Who Says?

Since the first edition was published in 1984, we have consulted with hundreds of disability groups and individuals who have disabilities to produce Guidelines: How to Write and Report About People with Disabilities. The eighth edition presents the latest terminology preferred by people with disabilities.

The Associated Press Stylebook, the Publication Manual of the American Psychological Association (6th edition) and the American Association for the Advancement of Science have all adopted some of the recommendations from previous editions of the Guidelines.

The first edition of the Guidelines was produced with funding from the National Institute on Disability and Rehabilitation Research. Since then, more than one million copies have been distributed, and the electronic version is now used by people around the world.

Please use the Guidelines when you write or report about people with disabilities. We also offer a poster that presents a short list of disability writing style dos and don’ts.

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Rights in mind: Thinking differently about dementia and disability

Tom Shakespeare -University of East Anglia, UK, Hannah Zeilig – University of the Arts London, UK, & Peter Mittler – University of Manchester, UK

Download Rights in Mind (2017)

Abstract

The aim of this paper is to argue for the utility of a relational model of disability, as a way of conceptualizing dementia. We explore whether dementia should be considered as a disability, and whether people with dementia might consider themselves as disabled people. We review examples of, and issues raised by, the political activism of people with dementia. We consider how language constructs dementia negatively. We discuss how the environment influences the experience of dementia. In conclusion, we show that a relational model of dementia lays the basis for a human rights approach to the condition, based on collaborative partnerships between people with dementia and people from other disability communities.

The Unique Challenges of Surveying U.S. Latinos | Pew Research Center

As the U.S. Hispanic population grows, reaching nearly 57 million in 2015 and making up 18% of the nation’s population, it is becoming increasingly important to represent Hispanics in surveys of the U.S. population and to understand their opinions and behavior. But surveying Hispanics is complicated for many reasons – language barriers, sampling issues and cultural differences – that are the subject of a growing field of inquiry. This report explores some the unique challenges currently facing survey researchers in reaching Hispanics and offers considerations on how to meet those challenges based on the research literature and our experiences in fielding the Pew Research Center’s National Survey of Latinos.

Source: The Unique Challenges of Surveying U.S. Latinos | Pew Research Center

By Anna Brown

Designing the Survey Questionnaire: Stress Confidentiality, Translate with Cultural Context in Mind

A respondent’s answer to a survey question, or even their decision to participate in the survey at all, is a product of social and cognitive context and may differ across racial and ethnic groups. In fact, studies have shown that Hispanics are more likely to refuse to participate in surveys, or having agreed to take a survey, more likely to refuse to answer individual questions under some circumstances. This disproportionate refusal rate may in part be driven by a general suspicion of government or a more specific fear of deportation among subgroups of the U.S. Hispanic population, including unauthorized immigrants. Introductory language at the start of the questionnaire that stresses the random selection of the respondent and confidentiality of responses can help to mitigate this risk, though experience suggests it will not mitigate it entirely.

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What is a “Person Month” & How Do I Calculate It? | NIH Extramural Nexus

A “person month” is the metric for expressing the effort (amount of time) principal investigators (PIs), faculty and other senior personnel devote to a specific project. The effort is based on the type of appointment of the individual with the organization; e.g., calendar year (CY), academic year (AY), and/or summer term (SM); and the organization’s definition of such. For instance, some institutions define the academic year as a 9-month appointment while others define it as a 10-month appointment.

Source: What is a “Person Month” & How Do I Calculate It? | NIH Extramural Nexus

Conversion of percentage of effort to person months is straight-forward. To calculate person months, multiply the percentage of your effort associated with the project times the number of months of your appointment. For example:

25% of a 9 month academic year appointment equals 2.25 (AY) person months (9 x 0.25= 2.25)

10% of a 12 month calendar appointment equals 1.2 (CY) person months (12 x 0.10 = 1.2)

35% of a 3 month summer term appointment equals 1.05 (SM) person months (3 x 0.35= 1.05)

10% of a 0.5 FTE 12 month appointment equals 0.6 (CY) person months (12 x .5 X .1 = 0.6)
Another example:

If the regular pay schedule of an institution is a 9 month academic year and the PI will devote 9 months at 30% time/effort and 3 months summer term at 30% time/effort to the project, then 2.7 academic months and .9 summer months should be listed in the academic and summer term blocks of the application (9 x 30% = 2.7 person months; 3 x 30%= .9)

An Excel-based Percent of Time & Effort to Person Months Calculator is available on grants.nih.gov.

Have additional questions related to NIH’s usage of “person months”? Visit our page of frequently asked questions (FAQs) on this topic.

Fitness facilities still lack accessibility for people with disabilities – Disability and Health Journal

James H. Rimmer, PhD, Sangeetha Padalabalanarayanan, Laurie A. Malone, PhD, Laurie A. Malone, Tapan Mehta

Source: Fitness facilities still lack accessibility for people with disabilities – Disability and Health Journal

Abstract

Background

Fitness facilities have potential to serve as places of ‘health enhancement’ for many underserved populations, particularly among people with physical/mobility disabilities where walking outdoors to meet recommendations for regular physical activity is not an option due to mobility or safety issues.

Objective

To examine the accessibility and usability of fitness facilities across the U.S. from a broader framework of physical and program access.

Methods

A convenience sample of 227 fitness facilities in 10 states were assessed by trained evaluators using the Accessibility Instrument Measuring Fitness and Recreation Environments (AIMFREE) tool. Non-parametric tests were performed to determine whether AIMFREE section scores were different by geographic region (urban, suburban), business type (nonprofit, for-profit), facility affiliation (fitness center/health club, park district/community center, hospital/rehabilitation facility, university/college), and facility construction date (pre/post passage of the Americans with Disabilities Act, ADA). Raw scores were converted to scaled scores with higher scores indicating better accessibility based on a criterion-referenced approach.

Results

Section scale scores (11/13) were low (<70) with differences found across facility affiliation. While facilities built after passage of the ADA had higher accessibility scores compared to pre-ADA facilities, only programs and water fountains had scaled scores ≥70 regardless of facility construction date.

Conclusions

There exists a strong and urgent need to encourage owners and operators of fitness facilities to reach a higher level of accessibility. Until then, many people with physical/mobility disabilities will continue to have limited access to programs, equipment, and services offered at these facilities.

Improving hospital care of patients with intellectual and developmental disabilities – Disability and Health Journal

People with intellectual disabilities and developmental disabilities (IDD) face poorer care and outcomes when hospitalized than patients without IDD. A panel discussion “Hospital care for individuals with IDD: The Issues and Challenges” was held at the Annual Conference of the American Academy of Developmental Medicine and Dentistry, held in Chicago July 8–10, 2016. Among the panelists were representatives from Rush University Medical Center in Chicago, IL and Saint Barnabas Medical Center in Livingston, NJ who discussed efforts to improve hospital care of patients with IDD at their institutions.

Source: Improving hospital care of patients with intellectual and developmental disabilities – Disability and Health Journal

Sarah H. Ailey, PhD RN, Paula J. Brown, MBA, Caitlin M. Ridge, BA, CCLS

YouthBuild: Goal Planning Tool

Goal Planning Tool Author(s): YouthBuild USA This goal planning tool was designed to engage staff across each program components and the young person in the goal planning and assessment process. This process should be introduced very early in the program year, ideally towards the end of mental toughness or shortly after the completion of mental toughness. It tracks the young person’s academic, career, and personal goals and aspirations while allowing both staff and young people to track assessment scores

Source: YouthBuild: Goal Planning Tool

Preparing for Life After High School: Characteristics and Experiences of Youth in Special Education

Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other Youth (Full Report)

Key Findings: Youth with an IEP are more likely than their peers to be socioeconomically disadvantaged and to face problems with health, communication, and completing typical tasks independently. The vast majority of youth with and without an IEP feel positive about school, but those with an IEP experience bullying and are suspended at higher rates, and are less engaged in school and social activities. Youth with an IEP are more likely than youth without an IEP to struggle academically, yet less likely to

Source: Preparing for Life After High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other Youth (Full Report)

Policymakers and educators have long recognized the importance of addressing the needs of youth in special education, who today account for 12 percent of all youth in the United States. Concern that this objective was not being adequately met led Congress to pass landmark legislation in 1975, now known as the Individuals with Disabilities Education Act (IDEA) (U.S. Department of Education, 2010). IDEA mandates that children and youth with disabilities have access to a free appropriate public education.

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