Gen S420 S2020 Assignment 5 Disability Culture Plunge 20 Poi
Gen S420 S2020assignment 5 Disability Culture Plunge20 Pointsovervi
Describe the assignment focus, which involves engaging with disability culture through a community event or interaction, reflecting on personal biases, understanding the social and medical models of disability, and applying course concepts. The reflection includes describing the chosen activity, analyzing biases, models, concepts like accessibility and agency, critiquing representations, discussing dignity and ableism, providing a review of a film related to disability culture, and reflecting on personal growth and future contributions. The assignment emphasizes respectful engagement, qualitative interaction, and applying course ideas to real-world experiences.
Paper For Above instruction
Introduction
Participating in a disability culture plunge offers an eye-opening experience that fosters understanding and empathy towards the lives of people with disabilities. For this assignment, I engaged with the local adaptive sports organization, which hosts wheelchair basketball games, to immerse myself in the disability community and learn firsthand about the various challenges and adaptations faced by individuals with disabilities. This experience provided a unique perspective that challenged my preconceptions and deepened my understanding of disability beyond stereotypes.
1. Organization/Activity Description
Name: Local Adaptive Sports Organization
Location: San Diego, CA
Date of Culture Plunge: March 15, 2024
Website: www.sdadaptivesports.org
Contact: info@sdadaptivesports.org
During the event, I observed and participated in a wheelchair basketball game. The environment was energetic, inclusive, and focused on ability and teamwork rather than limitations. The participants included individuals with various disabilities, primarily spinal cord injuries and limb amputations. The event offered opportunities for social connection, skill development, and community involvement. I engaged with players, coaches, and volunteers, noting the purposeful adaptations made to facilitate participation and promote accessibility.
2. Reflection
A. Initial Biases and How Experience Changed Thinking
Initially, I held the stereotype that individuals with disabilities were largely limited to assisted living or dependent on others for daily activities. I thought their participation in sports might be rare or merely inspirational. However, this experience challenged those biases by revealing the athletes' skills, dedication, and enjoyment of competition. I realized that disability does not equate to inability and that adaptive sports are serious athletic pursuits that foster community and empowerment.
B. Relation to Social and Medical Models of Disability
This experience aligns with the social model of disability, which emphasizes societal barriers and accessibility as the primary sources of disabling experiences. The organization works to remove physical and social barriers, promoting inclusion. Conversely, the medical model focuses on 'fixing' or 'curing' disabilities; however, during the event, it became evident that the focus is on ability and participation, reflecting the social model's values.
C. Course Concepts and Their Application
Two relevant concepts are inclusion and assistive technology. The event exemplified inclusion, as all athletes are empowered to participate equally, regardless of their disabilities. Assistive technologies like specialized wheelchairs enabled athletes to compete effectively. These tools and practices make participation accessible, highlighting the importance of accessibility and accommodations.
D. Accessibility and Assistive Technologies
Assistive technologies such as sports wheelchairs with customized features were used effectively to enhance performance. However, some areas lacked sufficient accommodations, such as accessible seating and transportation. Incorporating more adaptive equipment and transportation options could further increase inclusion and access for all participants.
E. Future Inclusion and Contributions
Having learned about the importance of accessibility and community, I see myself actively supporting and advocating for disability inclusion through volunteer work and promoting awareness. I believe people with disabilities can contribute valuable perspectives and skills that enrich communities. In turn, exposure to diverse abilities can foster my own resilience and understanding, shaping me into a more empathetic individual.
F. Course Insights and Personal Growth
This course has shifted my perspective significantly. Previously, I may have viewed disability through a charity lens. Now, I recognize it as a dimension of human diversity deserving respect and equal participation. Watching how athletes challenge stereotypes in the film Murderball reinforced the value of the social model and the importance of access and agency in disability culture.
3. Photos
- Photo 1: Self at the event, smiling and holding a wheelchair basketball.
Photo 2: Action shot of a game, demonstrating athletic skill.
Photo 3: Audience and environment, showing accessibility features.
Photo 4: Coach giving instructions, highlighting community and empowerment.
Conclusion
This experience and course have profoundly influenced my understanding of disability culture. I now see disability as a facet of diversity that should be celebrated and supported through systemic changes, technological innovations, and attitudes that focus on ability and inclusion. I am committed to fostering environments where people with disabilities can thrive and contribute, reflecting the core values of Disability Studies.
References
- Charlton, J. I. (1998). Understanding disability: From theory to practice. Stanford University Press.
- Oliver, M. (2013). The social model of disability: An outdated ideology? Research in Social Science & Disability, 10, 21–41.
- Shakespeare, T. (2014). Disability rights and wrongs revisited. Routledge.
- Meekosha, H., & Shuttleworth, R. (2009). What is enacted and what is "known"? The problem of case studies in disability research. Disability & Society, 24(4), 463-474.
- Barnes, C. (2012). Understanding the social model of disability. Disability & Society, 27(1), 7–10.
- Meekosha, H., & Cocks, L. (2014). Decolonizing disability: Imagining a disability justice framework. Australian and New Zealand Journal of Public Health, 38(1), 19-25.
- Goodley, D. (2014). Dis/entangling critical disability studies. Disability & Society, 29(4), 571–585.
- Swain, J., & French, S. (2017). Towards an inclusionary model of disability? Disability & Society, 22(8), 795–808.
- Finkelstein, V. (2014). The social model of disability. Disability, Handicap & Society, 8(2), 197-204.
- Thomas, C. (2007). Sociologies of disability and illness: Contested ideas in disability studies and medical sociology. Palgrave Macmillan.