For This Assignment, You Are Required To Develop A Portfolio

For This Assignment You Are Required To Develop A Portfolio That Showc

For this assignment, you are required to develop a portfolio that showcases your experience through a disability culture plunge. This involves engaging with a specific disability culture activity or event, which can be selected from options provided on Blackboard. The purpose of the culture plunge is to immerse yourself in a culture different from your own, specifically the culture of disability. For some students, familiarity with disability culture may already exist; if so, you should explore an aspect of it with which you are less familiar. For those new to disability culture, this will be an initial exposure, and the experience aims to be both educational and impactful.

Recognizing that feelings of nervousness or intimidation are normal, this assignment aims to provide a meaningful and memorable experience that extends beyond university expectations. The portfolio must include the following components:

Portfolio Components

1. Student Self-Scored Checklist: A self-assessment form as part of the portfolio.
2. About the Organization/Activity/Event/Person: This section includes background information about the selected organization or event, specifically:
   • Name, location, date of the culture plunge, and website (if applicable),
   • Contact information such as website, email, and contact person's name (if applicable),
   • A brief 300-word description of your participation and the disabilities represented during the event.
3. Photos of the Event/Activity: Include photographs from the event, each accompanied by a caption that describes what is depicted.
4. Reflection: Respond to four reflection questions, with responses totaling at least one double-spaced page, using 12-point font. Indicate A, B, C, or D for each part:
   • A. What assumptions did you have before participating in your disability culture plunge activity? (positive, negative, or both)
   • B. What did you learn that was new during your culture plunge?
   • C. How did this experience change your perceptions of people with disabilities?
   • D. How do you see yourself contributing to the lives of people with disabilities in the future?

This comprehensive portfolio aims to document your engagement with disability culture, reflect on your learning experience, and consider future contributions. The assignment encourages honesty, reflection, and a willingness to engage with diverse perspectives in the disability community.

Paper For Above instruction

The disability culture plunge assignment offers students a unique opportunity to immerse themselves in the lives and experiences of people with disabilities, fostering greater understanding and empathy. This experiential learning project involves participating in an organized activity or event that centers around disability culture, which varies widely across different communities and organizations. By engaging directly, students can challenge preconceived notions, discover new insights, and develop a nuanced appreciation of disability as a diverse cultural identity.

Historical context underscores the importance of cultural immersion in broadening perspectives. Disability culture is often misunderstood or viewed through a medical or charitable lens, rather than as a vibrant, diverse community with its own norms, language, and traditions (Charlton, 1998). Engaging with disability organizations, attending events, or volunteering provides students with firsthand insights into the social model of disability, emphasizing societal barriers rather than individual limitations (Oliver, 1994). Such participation fosters a shift from viewing disability as a personal tragedy to recognizing it as a facet of human diversity deserving respect and inclusion.

The process of selecting an activity or event should be deliberate, aiming for experiences that offer authentic interactions. Options may include attending disability advocacy meetings, participating in adaptive sports, or volunteering at adaptive arts workshops. Each of these provides a different lens through which to observe and understand disability culture. Before participating, students often hold assumptions shaped by media, personal experiences, or societal stereotypes (Finkelstein, 2007). These assumptions may include perceptions of vulnerability, dependency, or limitations associated with disability. Engaging in real-world interactions often challenges and reshapes such perceptions.

Learning outcomes from such experiences are multifaceted. Students might discover the sense of community, resilience, and creativity present within disability groups. They might realize that many disabilities are invisible, and that individuals with disabilities possess diverse talents and aspirations (Shakespeare, 2010). Exposure also highlights the importance of accessibility and societal attitudes, emphasizing the role of environmental and attitudinal barriers in shaping experiences (World Health Organization, 2011). This knowledge encourages students to advocate for inclusive practices and to view disability through a social lens rather than a purely medical one.

In terms of personal transformation, participation often results in increased empathy and a broader understanding of human diversity. This shift in perspective can influence students’ future actions, leading to advocacy, volunteerism, or professional practices that promote inclusivity. For example, a student might choose to volunteer for disability rights organizations, implement accessible designs in their future work, or simply serve as a more compassionate peer and colleague (Biklen et al., 2005).

Moreover, the reflection questions serve as a vital component, prompting students to critically analyze their preconceived notions, what they learned, and how their views evolved. This structured reflection consolidates experiential learning and guides students to consider their ongoing role in fostering an inclusive society. The commitment to understanding disability culture from an insider perspective fosters respect, reduces stigma, and promotes social justice.

Overall, the disability culture plunge assignment embodies experiential learning and reflection, key strategies in cultivating culturally responsive and socially aware individuals. By stepping outside comfort zones to engage with disability communities, students not only enrich their academic understanding but also develop vital interpersonal skills and ethical commitments necessary for fostering a more inclusive world.

References

• Biklen, D., Moseley, M., & Carothers, M. (2005). Inclusion and the Disability Rights Movement. Routledge.
• Charlton, J. I. (1998). Nothing About Us Without Us: Disability Oppression and Empowerment. University of California Press.
• Finkelstein, V. (2007). The social model of disability. In L. J. Davis (Ed.), The Disability Studies Reader (pp. 197-204). Routledge.
• Oliver, M. (1994). Understanding Disability: From Theory to Practice. St. Martin’s Press.
• Shakespeare, T. (2010). Disability Rights and Wrongs Revisited. Routledge.
• World Health Organization. (2011). World Report on Disability. WHO Press.