Parts 1 and 2 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Parts 2 and 3 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
APA format
1) Minimum 8 pages (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page
You must strictly comply with the number of paragraphs requested per page.
The number of words in each paragraph should be similar
Part 1: minimum 2 pages
Part 2: minimum 2 pages
Part 3: minimum 2 pages
Part 4: minimum 2 pages
Submit 1 document per part
2)¨******APA norms
The number of words in each paragraph should be similar
Must be written in the third person
All paragraphs must be narrative and cited in the text- each paragraph
The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.
Bulleted responses are not accepted
Don’t write in the first person
Do not use subtitles or titles
Don’t copy and paste the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references (APA format) per part not older than 5 years (Journals, books) (No websites)
All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
Q3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to
6) You must name the files according to the part you are answering:
Example:
Part 1
Part 2
__________________________________________________________________________________
Parts 1 and 2 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
The number of words in each paragraph should be similar
Part 1: Inclusive recreation services
Topic: Responding to Disability
Take the questionnaire (14 questions) and check the file attached and scroll down to look at the “answers” the authors gave and also read their explanations.
1. According to the answer you gave (only the letter) indicate if you agreed or disagreed with the author’s answers and briefly explain why you agreed or disagreed (Four paragraphs)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
2. According to scenarios 1 and 2 described in the questionnaire
a.Select concepts and explain why these concepts are the most indicated: stigma, stereotype, discrimination, segregation, self-fulfilling prophecy, spread phenomenon, and/or over-exaggeration assumption. (Two paragraphs: One paragraph for 1; One paragraph for 2)
Part 2: Inclusive recreation services
Topic: Responding to Disability
Take the questionnaire (14 questions) and check the file attached and scroll down to look at the “answers” the authors gave and also read their explanations.
1. According to the answer you gave (only the letter) indicate if you agreed or disagreed with the author’s answers and briefly explain why you agreed or disagreed (Four paragraphs)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
2. According to scenarios 1 and 2 described in the questionnaire
a.Select concepts and explain why these concepts are the most indicated: stigma, stereotype, discrimination, segregation, self-fulfilling prophecy, spread phenomenon, and/or over-exaggeration assumption. (Two paragraphs: One paragraph for 1; One paragraph for 2)
Parts 2 and 3 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Part 3: Psychopathology
Topic: Ethical Decision making in Psychiatry.
Using the following readings, please discuss the following prompts:
Digital Psychiatry: Risks and Opportunities for Public Health and Well-Being
https://philpapers.org/archive/BURDPE
Artificial Intelligence for Mental Health and Mental Illnesses: An Overview
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7274446/
Ethical Issues in Online Psychotherapy: A Narrative Review
https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00993/full
1. What is the risk of using digital psychiatry on patients’ autonomy? (One paragraph)
2. Does the passive collection of data impact a user’s ability to participate in the decision-making process? (One paragraph)
3. What is the inherent risk of using AI for making diagnosis? (One paragraph)
a. What are the patient rights that may be violated?
4. What is the rational argument for conducting online psychotherapy? (One paragraph)
5. When look through the ethical paradigm What are the possible ethical issues that may become against offering this modality to patients? (One paragraph)
6. How the digital psychiatry and AI related to DSM-5 (One paragraph)
Part 4: Psychopathology
Topic: Ethical Decision making in Psychiatry.
Using the following readings, please discuss the following prompts:
Digital Psychiatry: Risks and Opportunities for Public Health and Well-Being
https://philpapers.org/archive/BURDPE
Artificial Intelligence for Mental Health and Mental Illnesses: An Overview
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7274446/
Ethical Issues in Online Psychotherapy: A Narrative Review
https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00993/full
1. What is the risk of using digital psychiatry on patients’ autonomy? (One paragraph)
2. Does the passive collection of data impact a user’s ability to participate in the decision-making process? (One paragraph)
3. What is the inherent risk of using AI for making diagnosis? (One paragraph)
a. What are the patient rights that may be violated?
4. What is the rational argument for conducting online psychotherapy? (One paragraph)
5. When look through the ethical paradigm What are the possible ethical issues that may become against offering this modality to patients? (One paragraph)
6. How the digital psychiatry and AI related to DSM-5 (One paragraph)
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
Responding to Disability: A Question of Attitude
This questionnaire is designed to stimulate thinking and dialogue. It is not intended to test knowledge of disability or
attitudes toward people with disabilities. As people increasingly find themselves in situations involving people who are
disabled they need to make quick decisions on how to respond. This questionnaire provides an opportunity to think
about situations involving people with disabilities, to respond, and then to consider the various responses more
carefully.
Responding to Disability: A Question of Attitude
Written by Patricia Hague
produced by
Minnesota State Council on Disabilities
208 Metro Square Building
St. Paul, MN 55101
612/296-6785 or
1-800/652-9747
Toll Free Voice and TDD
edited by
Indiana Governors Planning Council for People With Disabilities
Note: I would like to take this opportunity to extend my gratitude to the Center for Education for Non-Traditional
Students for their support during much of the time I was writing this questionnaire. Their encouragement and
thoughtful feedback were valuable in the development of these questions and answers. In particular, I would like to
thank Sandra Gish for her assistance with the development of question number ten. I would especially like to thank
Jerry Bergdahl, Gary TeGrootenhuis, Jeanne-Marie Moore, Kay Stoll and Alice Nelson for teaching me most of what I
know about disabilities and for giving me plenty of opportunities to improve my awareness of and attitudes toward
disabilities. – Patricia Hague
Copyright 1982
Minnesota Council on Disabilities
If interested in reproducing all or part of this booklet, contact the Minnesota State Council on Disabilities, 208
Metro Square, St. Paul, MN 55101, for permission.
(Editors note: With permission, this document has been edited to ensure that it reflects people first language.
Permission has been granted to reproduce this document or any portion thereof so long as proper credit is
given to the author.)
INTRODUCTION
With the recent changes in laws, opportunities, and attitudes, more people with disabilities are moving into the
mainstream, pursuing education, employment, and leisure activities. Yet few of us have had extensive
exposure to people with disabilities. Despite our desires to respond appropriately when we interact with a
person who has a disability, sometimes there is confusion, hesitancy or miscommunication.
This questionnaire is designed to stimulate thinking and dialogue. It is not intended to test your knowledge of
disability or your attitudes toward people with disabilities. Increasingly we find ourselves in situations
involving people who are disabled and we need to make quick decisions on how to respond. We’re not always
sure what response is best. This questionnaire will give you an opportunity to think about situations involving
disabilities, to respond, and then to consider the various responses more carefully.
For each question, pick the answer that you feel is best. When you have answered all 14 questions, turn to the
answer section that follows. In the answer section you will find discussion regarding each of the various
responses. When you are done, discuss this questionnaire with others. Ultimately in any human interaction
there are not “right” or “wrong” answers.
http://www.in.gov/gpcpd/2349.htm
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
RESPONDING TO DISABILITY:
A QUESTION OF ATTITUDE
Question Section
1. You are in a grocery store with your children when a man in an electric wheelchair enters. Your
children ask in loud voices: “Why is that man sitting down?” Then they go over to him and ask:
“What’s wrong with you?” Your response should be:
a) try as discreetly as possible to get your children away from the man and to tell them
it’s not polite to talk like that.
b) explain to your children that the man has a disability and, if they want to know
more, ask if
he would mind briefly telling your children what that means.
c) go to the man and apologize for your children’s behavior while encouraging the
children to come with you and to leave the man alone.
2. You see a woman with a disability struggling to get a package off of the floor and into her lap. You
approach her and ask if she would like some assistance. She snaps angrily at you, saying that she can
get it herself without your help. You conclude that:
a) you should not have offered to help her.
b) people who are disabled do not want assistance unless they ask for it.
c) you have just met a person in a bad mood.
d) all of the above.
3. Which of the following positions has not been filled by a person who is legally blind?
a) photographer
b) airplane pilot
c) chemistry professor
d) all of the above
4. You are talking to a woman with a severe speech impairment. You have asked the woman to repeat
herself in order to understand what she is saying. The person has repeated one phrase five times and
you still don’t understand it. You should:
a) give up and go on, assuming you will get the meaning from the context of the rest
of the conversation.
b) ask again and again to have the sentence repeated, until you do understand it.
c) ask the woman to spell the word, or use an alternate word or phrase.
d) get someone else who understands the woman better to serve as an interpreter.
e) make a joke about the situation and laugh at your inability to understand the
woman.
5. Because of your background with organizing church events, you are asked to serve on a committee
that will be organizing a local telethon fund raiser similar to the Jerry Lewis telethon for the Muscular
Dystrophy Association. The proceeds of your local telethon will be donated to the local Association
for Retarded Citizens. After agreeing to serve on the committee, you remember that you have a
neighbor who has been treated for mental illness and who occasionally gives talks about mental
illness. You should:
http://www.in.gov/gpcpd/2349.htm
posso
Resaltado
posso
Resaltado
posso
Resaltado
posso
Resaltado
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
a) ask your neighbor if he would be interested in helping with the telethon so that you
have consumers involved in raising the money for an organization that benefits them.
b) ask your neighbor if he would share some of his experiences with mental illness
with you so that you will be more knowledgeable and sensitive when dealing with the
people affiliated with the Association for Retarded Citizens.
c) neither of the above.
d) both a and b above.
6. You are talking to a person who is deaf through a sign language interpreter. At the end of the
conversation, you decide to talk to the interpreter. As you begin talking, the interpreter continues to
sign. You stop him, saying, “You don’t have to sign this.” However, the interpreter continues to sign
everything you say. At this point you should:
a) tell the person who is deaf you are having a private conversation with the interpreter
and that you have asked him not to sign.
b) ask the person who is deaf for permission to ask a question of the interpreter; then
ask the interpreter if he will have free time to talk to you later.
c) continue talking, but position yourself so that you block the person who is deaf’s
view of the interpreter.
d) politely draw the interpreter away from the person and explain that you meant your
conversation to be private.
e) lightly touch or hold the interpreter’s hand so that he will realize that you don’t want
the conversation interpreted.
7. A person with a hearing impairment who is a good lip reader will be able to see the following
percentage of spoken sounds by watching the lips of a speaker.
a) 80% – 90%
b) 40% – 50%
c) 35% or less
8. You are teaching a freshman college class in which there is one student with a disability. This
student is working very hard and doing the best she can. However, even her best work is only “D”
quality. She is very eager to do well. You are afraid that if you give her a “D” she will get
discouraged and give up. It is time for mid-term grades; you should:
a) give her a “D” and ask her if she would like to make an appointment to discuss
ways of improving.
b) give her a “C” because she is doing well if you take into account the educational
barriers she is facing.
c) talk to her and encourage her to drop the class and enroll in an easier program of
study.
9. Which of the following has not been heard of?
a) a clinical psychologist who is totally deaf.
b) a medical doctor who is quadriplegic.
c) a person with no arms who is a barber.
d) a biomedical engineer who can barely read or write due to severe dyslexia.
e) all of the above.
f) none of the above.
http://www.in.gov/gpcpd/2349.htm
posso
Resaltado
posso
Resaltado
posso
Resaltado
posso
Resaltado
posso
Resaltado
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
10. You are in a restaurant and you notice two people who are deaf communicating silently in sign
language. When a waitress goes to their table, one person gives his order out loud, but his voice is
strange, hard to understand, and too loud for the quiet restaurant. The second person does not speak,
but points to items on the menu. You conclude that:
a) the first person is only deaf while the second person is deaf-mute.
b) the first person is mentally retarded as well as deaf.
c) the first person has better speech than the second and speaks for both of them.
d) some people who are deaf like to use their voices, others can speak, but prefer to
communicate silently.
11. Your child watches an old movie on TV. At the end of the movie a couple who are in love and
have been engaged to be married tearfully break their engagement because the man has had an
accident and is now quadriplegic. Your child doesn’t fully understand why the couple had to break
the engagement. You explain that:
a) because of the accident the man would not be able to be a father and would not be
able to be a husband to the woman.
b) because of the accident the man won’t be able to lead a normal life and will need to
live in an institution where he can be taken care of.
c) you’re not sure why the movie ended that way; you think they could have gotten
married and had a fine life.
d) some movies are old and reflect inaccurate information and assumptions, i.e., that a
man with a disability couldn’t support a wife; that a wife needs to be supported; and
that people with disabilities don’t have sexual needs.
e) both a and b above.
f) both c and d above.
12. The DuPont company has conducted studies of its employees with disabilities over a period of 25
years. Which of the following statements do you think most accurately reflects the results of these
studies?
a) employees with disabilities ranked higher than others in safety, job duties and
attendance.
b) employees with disabilities ranked the same as other employees in areas of safety,
job duties and attendance.
c) in comparison to other employees, employees with disabilities ranked slightly
higher on safety, the same on job duties, and slightly lower on attendance.
d) in comparison to other employees, employees with disabilities ranked slightly
lower on safety and job duties but higher on attendance.
e) employees with disabilities ranked almost as high as other employees in the areas of
safety, job duties and attendance.
13. Which of the following disabilities prevent a person from getting a driver’s license?
a) deafness
b) learning disability
c) quadriplegia
d) blindness
http://www.in.gov/gpcpd/2349.htm
posso
Resaltado
posso
Resaltado
posso
Resaltado
posso
Resaltado
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
e) epilepsy.
f) a and d above
g) all of the above
14. After explaining a complex point, you turn to your coworkers and say, “Do you see what I
mean?” As soon as the words are out of your mouth, you wonder if it was inappropriate to use that
phrase since one of the people you are talking to is blind. At this point you should:
a) apologize for choosing an inappropriate phrase and continue with the conversation,
avoiding all future use of such phrases.
b) continue with the conversation without commenting on having used the word “see”
so as not to embarrass your coworker, but make a note to yourself to avoid using the
word “see” around a person who is blind again.
c) continue talking as you always do, not worrying about whether or not you use
words like “see”, “walk” or “hear” around people with disabilities.
d) ask your coworker who is blind if you should avoid using the word “see” when you
are in conversations with him in the future.
Scroll Down for Answers and Discussion
http://www.in.gov/gpcpd/2349.htm
posso
Resaltado
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
RESPONDING TO DISABILITY:
A QUESTION OF ATTITUDE
Answer Section
1. b) explain to your children that the man has a disability and, if they want to know more, ask him if
he would mind briefly telling your children what that means.
The curiosity of children about disability is natural and should not be discouraged or
apologized for. Much of our discomfort with disabilities as adults is a result of having been
trained as children to avoid people with disabilities, not to look at them and not to talk to
them. The only way for children to learn to interact naturally and comfortably with people
who are disabled is for them to ask honest questions and receive honest answers.
However, you should also be sensitive to the desires of the person who is disabled. Many
people would be quite willing to talk with your children briefly. In fact, many would be
especially pleased to see a parent who encourages children to interact with them naturally.
However, not all people with disabilities would be willing to talk with your children and even
those who are willing will not always have the time or inclination. Therefore, you should not
be surprised if you are rebuffed upon occasion when choosing this response.
You may consider contacting local organizations of people with disabilities to ask if there are
awareness programs that you and/or your children could attend in order to increase your
exposure to and knowledge of disabilities. This would decrease the likelihood that your
children would be so surprised and curious when they encounter a person with a disability.
2. c) you have just met a person in a bad mood.
People with disabilities are as varied in personality, mood and temperament as other people.
You cannot learn a set of rules “for dealing with people with disabilities,” follow them
faithfully, and expect never to offend a person with a disability. In this case, you just met
someone who either does not like to be offered assistance or someone who happened to be in
a bad mood for receiving assistance at that particular moment. However, that does not mean
that you were in error by offering assistance. Do not assume from one experience that all
people with disabilities would prefer that you not offer assistance. Many would be grateful for
the offer. Some would think that you are rude or insensitive if you don’t offer to help. You
won’t know until you ask.
Although there are no rules to follow to ensure that you won’t offend, there are some
guidelines that will decrease the chances of offending. First, when you see a person who looks
like they could use assistance, ask them if they would like assistance. Don’t assume from one
experience that all people with disabilities would refuse help. If they do indicate that they
would like assistance, ask them what you can do for them and how they would like it done.
Again, don’t assume you know what they want done, or the best way of doing it. This is
particularly true of any personal assistance you may offer (e.g., help with putting on a coat).
When you think a person with a disability needs assistance, offer it as you would offer
assistance to anyone. There is no need to be overly helpful, cautious, patronizing, or
sympathetic because the person is disabled. Your offer may be received with gratitude, turned
down politely, or sometimes, perceived as an insult.
http://www.in.gov/gpcpd/2349.htm
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
3. b) airplane pilot
I have never found a reference to an airplane pilot who is blind. This does not mean that a
person who is blind absolutely couldn’t fly a plane, nor that it has never happened. But to the
best of my knowledge it hasn’t happened yet.
George Covington, a professional photographer who is blind, has written a photography
manual for individuals with impaired vision, Let Your Camera Do the Seeing (published by
the Council of Citizens with Low Vision, 1211 Connecticut Avenue N.W., Suite 506,
Washington, D.C. 20036). People with severely impaired vision can use photography as a tool
by studying greatly enlarged copies of their pictures.
People who are blind have pursued chemistry, biology, engineering and a vast array of other
sciences. You will find references to such scientists, including chemistry professors, in the
Resource Directory of Handicapped Scientists, compiled by J. Alsford Owens, M. Ross
Redden and J. Welsh Brown (AAAS Publication No. 78-13, 1978, Office of Opportunities in
Science, 1776
Massachusetts Avenue N.W., Washington, D.C. 20036).
4. c) ask the woman to spell the word, or use an alternate word or phrase.
The only option that really is not good is to go on with the conversation without having
understood what was being said. Most (not all) people with speech impairments are used to
having to repeat themselves and would rather try to help you understand than have you
pretend you understand when you don’t. Remember that you are probably more frustrated and
embarrassed by the process than the person with the speech impairment. You will look more
foolish if you give an inappropriate answer because you pretended to understand than if you
ask the person to repeat over and over, to use an alternate phrase, to spell, or to do whatever is
necessary so that the two of you can continue genuinely sharing in dialogue.
If neither of the above options work, you may want to resort to option d–asking someone else
to interpret–or option e–making a joke. Asking someone else to interpret can be useful if
there is someone available who can understand the person better than you can. However, it is
not good to rely consistently on an interpreter rather than learning to relax and understand the
person yourself. You should also not use an interpreter simply because you are in too much of
a rush to take the time to understand the person yourself.
Making a joke is useful if you are talking with someone with whom you have good rapport. A
joke might help relax both of you, therefore easing the communication. However, a joke may
also offend. It depends both on your ability to make appropriate jokes and the other person’s
ability to laugh at jokes. The key here is that the joke is as much on your inability to
understand as it is on the other person’s inability to convey the message clearly. You have a
mutual problem.
5. c) neither of the above.
The idea of having consumers involved in organizing the telethon is a good one, as is the idea
of talking to a consumer so that you will be more informed. However, your neighbor in this
scenario is mentally ill and the fund raiser is designed to benefit people who are mentally
retarded. Mental illness is frequently and inappropriately confused with mental retardation.
People with mental illness have emotional problems and may experience inability to cope
with the problems and stresses of life. This is not caused by their intelligence or their capacity
to learn. People with a variety of intellectual capacities can experience mental illness. On the
other hand, people who are mentally retarded develop at a below average rate and experience
http://www.in.gov/gpcpd/2349.htm
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
unusual difficulty in learning, they learn more slowly than others. Although a person who is
retarded is not necessarily mentally ill they, like anyone else, may become emotionally
disturbed.
Consumers with disabilities should be involved in developing services, programs and fund
raisers that affect them. Too often programs are developed in a patronizing way for people
with disabilities and end up perpetuating dependency and stereotypes. People with disabilities
have many strengths that should be drawn on and enhanced. Although the public may be
responsive to donating money for “those poor, helpless people,” society as a whole will
benefit more if the theme of fund raisers is one of investing in the capabilities of people rather
than one of taking care of the helpless.
You should therefore encourage the participation of consumers in organizing services and
benefits that affect them. Don’t assume, however, that all people with disabilities are
interested in or affected by any one service or benefit and don’t assume that a person with one
disability will automatically be interested in helping with a program designed for people with
a different disability.
6. b) ask the person who is deaf for permission to ask a question of the interpreter; then ask the
interpreter if he will have free time to talk to you later.
When on duty, a sign language interpreter’s professional responsibility is to translate
communication, without editing or interjecting personal comments. The interpreter in this
situation is therefore bound to interpret your comments and cannot engage in personal
conversations particularly ones that exclude the person who is deaf. Even more important,
however, is the point that to talk in front of a person who is deaf without translating the
conversation is the same as whispering in front of a hearing person: it is rude, whether or not
the conversation pertains to them. We all like to know what is going on around us, even if we
are not being addressed directly.
On the other hand, occasions do arise when you desire to talk personally with the interpreter.
In this case, you should first request permission from the person who is deaf to address the
interpreter directly. It is courteous to do this since the interpreter is on duty. You should then
proceed just as you would if you wanted to ask one member of a group of hearing people for a
convenient opportunity to speak privately. However, don’t be surprised if the interpreter still
signs your question and his response.
Essentially, when communicating in situations involving a sign language interpreter, you will
do best if you simply talk with the person who is deaf as you would anyone else. You should
not address the interpreter, but rather the person who is deaf. If you say to the interpreter,
“Would you please tell Sue that…” the interpreter will probably turn to Sue and sign, “Would
you please tell Sue that…” Instead, you should look directly at the person who is deaf and say,
“Sue, I want to tell you that…” The interpreter will sign for you while the person who is deaf
watches both you and the interpreter, thus gaining a full understanding of the conversation.
7. c) 35% or less
Estimates as to the percentage of speech that is visible on the lips is 35% at the very highest.
Some sounds are not visible on the lips; others are indistinguishable sounds (i.e., compare
kiss, sis, and hiss, mother and brother, man, ban and pan). Therefore, even those people with
the best skills in lip reading will be unable to distinguish many words. In these instances
meaning is often gathered from context, but much of the content of a communication may be
http://www.in.gov/gpcpd/2349.htm
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
missed. Poor enunciation, moustaches, cigarettes or a tendency to turn ones back to an
audience will complicate comprehension further.
For many people who become deaf prior to age 6 or so, English is a second language. Their
first language is often American Sign Language (ASL), a language with a linguistic structure
different from that of English. Many deaf people have mastered the English language as well
as ASL. Others have not. Those that haven’t may have limited skills in reading or writing
English that are not reflective of their actual level of intelligence or achievement. The range
of English language competency varies among people who are deaf just as it varies among
hearing people.
Despite difficulties, do not hesitate to attempt to communicate with someone with a hearing
impairment. Speak normally without exaggerating your lip movements; people are trained to
read normal mouth movements. If you have difficulty with the lip reading, you may use
gestures, facial expressions, pantomime, pen and paper, interpreters, or all of the above. You
may feel strange at first, but your efforts will be appreciated. A sincere attempt to
communicate generally meets with success.
Whenever you know that you will be meeting with a person who is deaf, or whenever you are
arranging a public meeting or event, do as much as possible to arrange for a certified sign
language interpreter to be present (unless the person who is deaf makes a different request).
Some cities have agencies that facilitate contact and scheduling with interpreters. To assist
you in locating the agency closest to you, contact your local Office of Vocational
Rehabilitation.
8. a) give her a “D” and ask her if she would like to make an appointment to discuss ways of
improving.
It is both dishonest and patronizing to give a person with a disability a better grade than he or
she has earned. In their demand for reasonable accommodation, people with disabilities and
their advocates are not requesting special favors or relaxed standards. If a student is not
competing adequately in a given situation, the situation needs to be explored honestly.
The person may be doing poorly because of the presence of artificial barriers that can be
modified or eliminated. For example, this student may be doing poorly because of a lack of
access to critical classroom material (i.e., an inaccessible reserve reading room, a lecture
course that is not interpreted in sign language, books that have not yet been put on cassette
tape or made into braille, testing procedures that have not been modified). Giving a better
grade than deserved, or encouraging the student to try an easier course, would remove her
from this learning situation before the situation had been explored. In some cases you might
never discover that her poor performance may lie not in her disability or in her aptitude, but in
artificial but overlooked educational barriers that could be modified. By making modifications
that eliminate competitive disadvantages, student performance often can improve without
sacrificing standards or granting special or unfair privileges.
On the other hand, this student may be doing poorly because she was not adequately prepared
for college level work. Rather than passing the student on, you should give her honest
feedback and help prepare her for the reality that sooner or later she may need to do some
remedial work. If other professors are passing this student on, giving her better grades than
she deserves, she may choose not to believe you. However, at some point she will need to
http://www.in.gov/gpcpd/2349.htm
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
come to grips with the reality of her performance level. The sooner this occurs, the easier it
will be to remedy.
Finally, this student may be doing poorly because she is not college material. If she really
wants to continue with college, despite feedback that she may not succeed, she should be
allowed to try. All of us learn as much from our failures as from our successes. People with
disabilities have often been sheltered from failure and have thus missed valuable learning
opportunities. Students with disabilities should not be set up for failure, but they should not be
treated as exceptionally fragile either. We all have a “right to fail.”
9. c) a person with no arms who is a barber
Although I have never heard of a barber who has no arms, after seeing the film “A Day in the
Life of Bonnie Consolo,” I do believe that if a person with no arms wanted to become a
barber it would be possible (available from Barr Films, P.O. Box 5667, Pasadena, CA 91107–
16 minute, 16mm color film). The attitudes of potential clients would present far more
difficulties than the mechanics of using one’s feet to do the job. In the film Bonnie Consolo
trims her son’s hair, bakes homemade bread slices tomatoes, writes checks and drives her car
all with her feet.
You can find the names and addresses of clinical psychologists who are deaf, medical doctors
who are quadriplegics and many other scientists who are disabled by consulting the Resource
Directory of Handicapped Scientists compiled and edited by Janette Alsford Owens, Martha
Ross Redden, and Janet Welsh Brown (AAAS Publication No. 78-13, 1978, Office of
Opportunities in Science, American Association for the Advancement of Science, 1776
Massachusetts Avenue N.W., Washington, D.C. 20036).
A little research can uncover endless examples of people with disabilities who have
accomplished extraordinary things. While opening ourselves to recognizing the potential of
people with disabilities it is also important to avoid creating new “super-crip” expectations or
assumptions that all people with disabilities are courageous, determined or talented.People
with disabilities are as varied as other people: some are exceptional, many are ordinary. Not
all talented people with disabilities will choose to pursue professional careers or succeed
when they do.
10. d) some people who are deaf like to use their voices; others can speak, but may prefer to
communicate silently.
People with deafness have voices; they are not mute. The loss of vocal production can occur
in anyone, but it is a separate disability and is not automatically associated with deafness.
Terms such as deaf-mute or deaf and dumb reflect the inaccurate thinking of an era when few
people were given opportunities to learn how to use their voices. People who are deaf have
impaired hearing, but their impaired hearing has nothing to do with the quality of their
intelligence, their vocal cords, or their eyesight.
Learning to use one’s voice to speak effectively requires time, effort, and concentration, and is
especially difficult for people who lost their hearing in infancy. Some people who are deaf
choose to use their voices regularly. Others decide that this is not the best option for them.
Not all deaf people who choose to use their voices will sound like hearing people when they
talk. Hearing people monitor the volume, tone and expression of their speech by listening to
their own voice when speaking. People who are deaf cannot do this and thus sometimes have
voices that sound strange or unusual to others. Occasionally a person who is deaf’s speech
http://www.in.gov/gpcpd/2349.htm
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
may sound similar to the speech of a person who is retarded or the speech of a person from a
foreign country. However, it is not accurate to assume anything about a person’s intelligence
or abilities by the sound of that person’s voice or by that person’s decision not to use his or her
voice. In this case, the person who is pointing to items on the menu is effectively “speaking”
for himself, even though he is not using a voice to do so.
11. f) you’re not sure why the movie ended that way; you think they could have gotten married
and had a fine life; and some movies are old and reflect inaccurate information and
assumptions, i.e., that a man with a disability couldn’t support a wife; that a wife needs to be
supported; and that people with disabilities don’t have sexual needs.
Two common myths are that people with disabilities don’t have sexual desires or abilities and
that they can’t be parents. First, whether or not a person with a disability can biologically
parent a child varies from disability to disability and person to person. Many people with
disabilities can have biological children, For the others an inability to have biological children
certainly does not preclude one from being a successful parent. More and more frequently
people with disabilities are having children, adopting children, and winning custody of
children. The sexual needs and desires of people with disabilities are not different than those
of other people. The ability to “perform” sexually varies depending on the disability and the
person. In general, sexual performance is less impaired than is often assumed.
Of greater significance is the realm of relationships and sexuality which goes far beyond the
ability to perform specific sex acts. Using definitions of sexuality and sexual needs accepted
by the field of sex therapy one would find very little that would be seriously affected by the
presence of disability. Many people with disabilities lead sexually satisfying lives and are
equally able to satisfy the sexual needs of their partners. And, of course people with
disabilities do not need to look only toward other people with disabilities in their search for a
partner. A popular movie which portrays these issues accurately and sensitively is Coming
Home starring Jane Fonda and John Voight.
12. c) in comparison to other employees, employees with disabilities ranked slightly higher on
safety, the same on job duties, and slightly lower on attendance.
DuPont collected new data in 1981; this data confirmed the results found in earlier studies.
Supervisors at DuPont were asked to rate their employees with disabilities and a matching
sample of other employees in the areas of safety, performance of job duties and attendance.
Ninety-six percent of the employees with disabilities were rated average or above average by
their supervisors in the area of safety whereas only 92 percent of the other employees were
rated average or above average in safety. Supervisors rated 92 percent of employees with
disabilities average or above on performance of job duties in comparison with 91 percent of
others. In the area of attendance, 85 percent of employees with disabilities were rated average
or above while 91 percent of other employees were rated average or above. You can receive a
copy of DuPont’s report on this study, Equal To the Task by contacting: E.I. du Pont de
Nemours and Company, Public Affairs Department, 8084 DuPont Building, Wilmington, DE
19898.
This confirms what employers across the country have already learned: people with
disabilities placed in appropriate jobs are just as reliable, productive and safe as other
employees. As with anyone, some workers will be better than others. The central point is that
http://www.in.gov/gpcpd/2349.htm
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
a person’s disability is not related to whether or not that particular person will make a good
employee.
13. d) blindness
As far as I know, people who are blind cannot get driver’s licenses. However, many people
who are blind have taken cross country bicycle trips. I have even heard a report that in
Sweden people who are blind drive trucks in restricted settings by using earphones. I haven’t
been able to verify this report. (Editors note: there are adaptive devices using magnification
which enable people with certain types of vision impairments to drive)
People who are deaf can and do drive cars. Although hearing people usually rely on their
hearing for driving cues, hearing is certainly not necessary. A hearing person driving in
summer with the windows up and radio on is no different from a person who is deaf. Having a
learning disability does not preclude a person from driving a car. People with learning
disabilities have normal intelligence, eyesight and hearing, but have trouble learning in the
way others do because of difficulties in understanding or using spoken or written language or
performing mathematical operations. Many people with learn- ing disabilities learn to drive
successfully; others don’t. The extent to which a learning disability interferes with the ability
to drive varies from person to person since there are many types of learning disabilities. Some
people with learning disabilities may need to take longer to learn how to drive and to relax
while driving. Each person needs to find the compensation techniques and learning style that
works best.
People with quadriplegia, people with no arms and even people with severe cerebral palsy are
able to drive with the use of adaptive technology. Technology has developed to the point that
almost anyone with the desire and with the access to sufficient funds to purchase the hand or
foot controls best for them can drive their own vehicle.
Epilepsy is a condition that can very often be controlled through medication. Laws vary from
state to state but generally after one year without a seizure and with a doctor’s signature, a
person with epilepsy can get a regular driver’s license. Sometimes states also require the
license to be renewed more frequently than the standard time period so as to check to be sure
the person’s seizures are still under control.
14. c) continue talking as you always do, not worrying about whether or not you use words like
“see,” “walk,” or “hear” around people with disabilities.
All languages have expressions with meanings different from a literal translation. Phrases like
“do you see what I mean” or “I hear what you are saying” do not literally refer to seeing or
hearing. Because of this, people with disabilities tend to use these phrases as much as others.
A person who is blind can “see what you mean” because the phrase really means “do you
understand my point; am I being clear?”
A person who uses a wheelchair can “take a walk around the park” because that phrase refers
to moving around on a stroll more than it refers to the actual process of placing one foot in
front of another. Sometimes a person who uses a wheelchair may prefer to use the phrase
“take a wheel around the park.” However, it would be inappropriate to carefully monitor your
speech to eliminate use of any words or phrases such as this. That would tend to produce an
unnatural stiffness and awkwardness in your speech. Relaxing and talking naturally when you
are with people who are disabled is essential to acceptance of disabilities and people who
http://www.in.gov/gpcpd/2349.htm
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
have disabilities. Being overly conscious of disability can cause discomfort and awkwardness
on everyone’s part.
Although it is not necessary to stiffly screen out use of any idioms with physical references
when talking to people with disabilities, it is useful to examine the labels we use when
referring to people with disabilities to identify potentially inaccurate assumptions underlying
such labels. People who are deaf have been referred to as “deaf-mute” or as “deaf and dumb;”
people who use wheelchairs have been referred to as “invalids;” people who are retarded have
been referred to as “poor things” and “vegetables.” These phrases are inaccurate and reflect
the stereotypical thinking of a time when little was known about disabilities and the
capabilities of people with disabilities. Besides eliminating use of inaccurate labels, it is also
appropriate to eliminate use of phrases that undercut a person’s dignity. Referring to a person
with a disability as “wheelchair bound” or a “cripple” is neither accurate or respectful.
In short, some changes do need to occur in our use of language. However, it is not necessary
to bend over backwards, becoming self-conscious and stiffly avoiding use of common idioms.
Speak naturally and ask what phrase is most appropriate if you are unsure.
http://www.in.gov/gpcpd/2349.htm
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
