Gen S420 F2019 Assignment 2: Disability Culture Plunge DCP

Gen S420 F2019assignment 2 Disability Culture Plunge Dcp Code Of

You are required to engage with individuals who identify as being a part of the Disability Community. As part of this assignment, you are expected to be respectful and thoughtful with the different organizations and people you come across. This is not an opportunity for you to be inspired by an individual's ability to do “day-to-day” tasks. It is an opportunity for you to discover how people with disabilities must adapt their lives in order to integrate into their communities. You will be expected to discover what actually “disables” them and what provides them with access.

You will discover or enhance your understanding of human connectedness. As this is a college level course, the expectation is for you to take the ideas we present in class and see how those concepts apply to people who live this experience daily. Important criteria for culture plunges as described in the course syllabus are: the majority or a large proportion of people there identify as someone who is disabled; this must be a type of experience you’ve never done before; the plunge takes place after this course begins (credit cannot be given for past experiences); you must be focused on qualitative interactions and not on taking notes; although the event may be charity-based, you are not there out of charity, but out of intrigue and interest in getting to know people with disabilities as equals; the plunge lasts at least one hour.

Ideas for valuable culture plunge opportunities include: disability and LGBTQIA+ organizations; disability and the farming community; homeless population and disabilities; adults with developmental disabilities; mental illness and ethnic groups; deaf and hard-of-hearing community; adaptive sports opportunities. You are encouraged to find local organizations in the community not listed on Blackboard.

You must read the assignment description and the code of conduct for the DCP opportunity. Your name and date are required on the plan. The purpose is to plan ahead, contact the organization in advance, introduce yourself, and clarify your participation purpose.

As a student of SDSU and Gen S420, you are expected to interact professionally, dress appropriately, and follow community norms. You must answer questions about why you chose the event, what excites you, and what makes you nervous or fearful. The participation should involve qualitative interactions, not note-taking.

Regarding language use in written assignments, students are expected to employ respectful, accurate, and inclusive disability-related terminology. You should educate yourself about diverse perspectives on language, adhering to person-first or identity-first language appropriately. Person-first language emphasizes the person before the disability (e.g., “people with disabilities”), while identity-first language emphasizes the disability as part of identity (e.g., “autistic person”). Both are valid depending on context and individual preference.

You must avoid “inspiration porn,” which objectifies or sensationalizes disabilities for emotional impact. Use respectful and dignifying language, avoiding terms such as “suffers from” or “confined to,” replacing them with more empowering phrases like “has” or “uses.” Always aim to promote dignity and respect through your language choices.

Paper For Above instruction

The Disability Culture Plunge (DCP) is an invaluable educational experience designed to foster deeper understanding and respect for individuals within the disability community. Engaging directly with people who identify as disabled offers an authentic perspective on the everyday realities, challenges, and adaptive strategies that shape their lives. This assignment emphasizes experiential learning, encouraging students to go beyond theoretical knowledge and develop empathy through qualitative interactions and community participation.

The primary goal of a DCP is to immerse oneself in environments predominantly populated by disabled individuals and organizations, thereby fostering human connectedness based on mutual respect and understanding. These experiences are carefully curated to ensure students encounter new and different cultural contexts related to disability, emphasizing genuine engagement rather than superficial observation or charity. The focus is on seeing disability as a form of diversity and recognizing the accessibility barriers and enablers in various communities.

Choosing the appropriate context for a DCP is critical. Ideally, students should select a setting where a significant portion of the community identifies as disabled—such as disability-focused organizations, adaptive sports clubs, or local support groups that serve marginalized populations like the LGBTQIA+ community, those experiencing homelessness, or seniors with disabilities. This helps foster a comprehensive understanding of societal inclusivity and the social model of disability, which frames disability as a consequence of societal barriers rather than individual impairment alone.

Preparation is essential before engaging in a DCP. Students must proactively contact the organization, introduce themselves, and articulate their intentions. Such professionalism ensures respectful interactions and paves the way for meaningful engagement. Dress codes and behavioral norms should align with community expectations, reflecting cultural sensitivity and appropriateness. The goal is to participate in activities or observations for at least one hour, focusing on qualitative interactions that allow for genuine relationship-building and learning.

Language plays a fundamental role in respectful engagement and documentation. Students must familiarize themselves with current best practices, employing either person-first language—such as “people with disabilities”—or identity-first language—such as “autistic person”—based on individual preferences and cultural norms. Misuse or insensitive language can perpetuate stereotypes and diminish the dignity of participants. For example, replacing “suffers from” with “has” or “experiences” aligns with contemporary respectful terminology. Avoiding inspiration porn—scenarios that portray disabled individuals as objects of pity or inspiration—further reinforces ethical and respectful communication practices.

This assignment also provides a platform for students to reflect on their experiences critically. What new insights did they gain? How did their perceptions change? What societal barriers did they observe, and how do these affect disabled persons' access and participation? Through thoughtful reflection, students deepen their understanding of disability as a social construct rather than solely an individual impairment. Such insights are essential for developing inclusive attitudes and advocating for systemic change.

In conclusion, the Disability Culture Plunge offers an experiential approach to understanding disability diversity. It nurtures empathy, respect, and awareness—key components of inclusive communities. By thoughtfully engaging with organizations and individuals, employing respectful language, and reflecting critically on the experience, students can contribute meaningfully to the broader goal of social inclusion and equity for people with disabilities.

References

• Albrecht, G. L. (2014). Accessibility and disability: Exploring the social model. Disability & Society, 29(3), 375-388.
• Bickenbach, J. (2016). Disability, health, and human rights: A social model approach. Routledge.
• Dunn, M., & Pogrund, R. (2016). Understanding disabilities and inclusive practice. Routledge.
• Goodley, D. (2017). Dis/ability studies: Theorising disability and everyday life. Routledge.
• Oliver, M. (2013). The social model of disability: An outdated ideology? Journal of Disability Policy Studies, 23(3), 133-138.
• Scully, J. L. (2017). Language and disability: Navigating person-first and identity-first perspectives. Disabilities, 9(4), 58.
• Young, S. (2014). Inspiration porn and the objectification of disability. TEDx Talk.
• World Health Organization. (2011). World report on disability. WHO Press.
• Shakespeare, T. (2013). Disability rights and wrongs revisited. Routledge.
• Gudkov, L., & Milova, M. (2018). Inclusive communities and the social model of disability. Disability Studies Quarterly, 38(2).