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Exam Prep February 6, 2025 5:11 PM Disability Models Definition Goal Limitation Medical Deficiency or Diagnose then fix Disregards Categorize based on cause, limitation...

Exam Prep February 6, 2025 5:11 PM Disability Models Definition Goal Limitation Medical Deficiency or Diagnose then fix Disregards Categorize based on cause, limitation environment symptoms, and characteristics Social Social consequence Empower to Ignores personal Shared common minority status minority overcome experience equated to stigma and prejudice discrimination Social Environment Deconstructing Frame work to Created and reinforced Construction construct is too reinforcing contexts understand disability differences between able and narrow disabled Only includes those who have disability International Coaching Federation (ICF) Disability- an umbrella term, covering impairments, activity limitations, and participation restrictions - Any restriction or lack of the ability to perform an activity due to impairment Impairment- abnormalities of body structure and system function resulting from any cause Activity limitation- a difficulty encountered by an individual in executing a task or action Participation restriction- is a problem experienced by an individual in involvement in life situations World Health Organization (WHO) - Shifts focus on disability to health and functioning - All individuals included - Functioning is outcome of interaction of body structures and functions and personal and contextual factors - Disability is a human right issue - Disabled by society and not their bodies Handicap- disadvantages experienced by individuals as a result of impairment or disability and reflect an interaction of the individual with the environment Health - Compared to general population those with disabilities and have poorer health and higher rates of chronic conditions have lower rates of social participation in health events and health education and have lower rates of recommended health behaviors - Health promotion efforts for individuals with disabilities not emphasized ○ Efforts are aimed to disability prevention ○ Disability is equated with poor health ○ Disability believed to be caused by neglecting health practices ○ Belief that the environment plays no role in disabling process Respectful Language & Actions - Person first - Disability after the person - Involve everyone in greetings ○ Touching arm/shoulder instead of shaking hands ○ Identify yourself and other to those with visual impairments - Don’t lean/hang on wheelchair - For hearing impaired look directly at the person, tap/wave hand to get attention Kasser definition of inclusion- a philosophy that embraces equity and values participation for all Stereotypes & Ableism - Assess and look into types of stereotypes - Gainforth study ○ Stereotypes assessed by evaluating of the characters general competence, physical competence, and warmth ○ The character is described as independent and an exerciser was evaluated most positively, compared with all other vignettes - Ableist- underlines negative attitudes, stereotypes and stigma toward people with psychosocial and physical disabilities ○ Refers to the attitudes in society that devalue and limit the potential pf persons with disabilities ○ Disability status is seen as a defect rather than a dimension of difference - Common behaviors of ableism ○ A wheelchair ramp qualifies a building as accessible ○ Using language of ableism ○ Able bodied not able to recognize their privilege ○ Assuming people with disabilities have no bodily autonomy ○ Feeling entitled to know how the disability came to be ○ Assuming disability is always visible Inclusive Physical Activity - Kasser definition- accessible physical activity programs provide to all individuals across the lifespan in diverse setting ○ Infant and toddler ○ School based PE ○ Community based rec and leisure ○ Exercise and fitness programs ○ Multilevel sport ○ Culturally specific events - A philosophy and practice of ensuring that all individuals, regardless of ability or age, have equal opportunity in PA - Opportunity includes options and decision making and creates meaningful participation and success that empowers participants - Includes ○ Individuals identified with disabilities ○ Those without disability labels but differ in capability - Accommodations made within the program to ensure all receive the benefits of tailored instruction and optimal program - Practitioner need ○ ability to plan and modify to meet diverse needs ○ Accepting and versatile enough to want to invite those with various abilities Beliefs about participants Beliefs about practitioner - Each person is unique with different abilities and - Committed to promoting health for all needs - Promote equal access to environments and equipment - Everyone has the right to benefit - Value diversity - Each person can have a high quality of life within their - Demonstrate equitable practice in considering needs context - Offer activities that are enjoyable, empowering and - Capabilities are dynamic meaningful - All have a right to choice - Each individual benefits from the experience of others Participants Benefits Practitioner Benefits - Increased respect for individual abilities - Increased awareness of differences - Enhanced awareness into one's own strengths and non- - Changed perspective on professional practice strengths - Increased breadth of strategies - Increased breadth of experience - Increased knowledge of variations - More motivating environment - Enhanced value of diverse abilities - Increased sense of community and acceptance - Increased sense of value and self-esteem - Individual capability- based on interaction of individuals capabilities, nature of task, and context - Capability shifting- capability altered by changing individuals skill level, task requirements, or contextual factors - Participant-related factors influencing capability ○ Mental factors ○ Sensory factors ○ Digestive, metabolic, endocrine functions ○ Cardiovascular and respiratory functions ○ Neuromuscular and movement functions ○ Skin and related structures ○ Other functions - Context-related factors influencing capability ○ Products and technology ○ Support and relationships ○ Attitudes ○ Service, systems, and policy - Task-related factors influencing capability ○ Complexity of movement ○ Task of execution § Speed § Closed or open skill ○ Discrete or continuous Inclusive Model of Ability in Physical Education Barriers Facilitators - Lack of knowledge/skills - Childs desire to be active - Preferences - Practicing skills - Fear - Involvement of peers - Parental behavior - Family support - Negative attitude - Accessible facilities - Skilled staff - Inadequate facility - Cost Simulations - Goal of eye opening experience - Some level of understanding as to what a disability entails - Change one person related factor- the others remain ○ Still lots can be done - May invoke empathy or pity rather than acceptance - Do not feel the stereotypes - Only temporary - Disability is an identity and a culture Ableism & Inclusion - Inclusion movement has supported the disability movement goals - Strong legal preference for placement in regular classrooms ○ Including PE - Recognition of the central role of education and recreation in integrating disabled people into all aspects of society - Recognize some need further skills beyond the physical activity setting - A current lack of academic and physical education outcomes for many children with disabilities Barriers - Context related- external - Person related- internal Context-Related Person-Related - Attitudinal- perceptions of others - Knowledge- availability of program - Labeling/language- stereotyping, constructs - Self-efficacy- the drive - Professional competency- ability to join the others - Value- needs relevance - Accessibility- physical - Risk- perceived risk - Admin support- ability to make the program - Inactivity- how long since been action ○ Ability to bounce back Assessment - Process of collecting data for the purpose of making decisions about people ○ Ongoing ○ If under 21yrs it helps determine need of special services - Goals ○ Screening ○ Support decisions ○ Planning and instruction ○ Progress ○ Sport classification Test characteristics - Does it serve the purpose - Validity- does it measure what you want to measure - Consistently - Normative data - Can it detect changes - Is it safe - Administration ○ Ease ○ Cost/time ○ Invid/group ○ Purpose of assessment ○ Relationship of content to learning ○ Age/pop ○ Compared to norms - Practitioner ○ Skills ○ Reliability- knowledge/experience with tool ○ Knowledge of participant ○ Knowledge of contact/learning environment ○ Curriculum - Person related factors ○ Age ○ Time of day ○ General health ○ Medication ○ Interests ○ Motivation level ○ Previous experience ○ Language Formal Assessment- designed to show same results regardless of admin during the point of time Informal assessment- look at progress without strict guidelines - Interviews - Observations - Natural setting - Survey Types of Tests Norm referenced test Criterion references Assessment across lifespan - Compared to peers - Process assessment - Goals change with life stages - Not disability based - Compared to criteria - How skill is done Individual Program Plan (IPP) - Plans and communication strengths/need/progress - Outline the service to be provided, by who/how long - States procedures for monitoring and evaluating progress - Enhance communication - Self-advocacy - Encouraged services needed - Tools ○ Adaption ○ Accommodation ○ Modification ○ Helps achieve goals Autism Disorder - Person related barrier - Autism- developmental disability ○ Social, communication, behaviors challenges ○ Affects synapses development - DSM-5 Criteria for diagnose ○ Social communication § Social emotional reciprocity § Nonverbal communicative behaviors § Maintaining/developing relationships at developmental level ○ Restricted/repetitive behaviors § Excessive adherence to routine § Fixated on interests with abnormal intensity § Hyper/hypo reactivity to sensory input ○ Present in early childhood ○ Impair everyday activity Autism types - Social communication disorder ○ New diagnose category ○ Apply to those with deficits in the social use of language, no restricted intrests/repetitive behavior - Asperger ○ Develops language ○ Normal to high intelligence ○ ADD/OCD ○ Difficulty non-verbal causes/native tendency's ○ Toe walking - Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) ○ Impairment in social interactions, communication, stereotype behaviors ○ Unusual sensitivities to environment ○ Extremes of emotions ○ Echolalia- repeating words with no meaning - Retts ○ Females are the only ones diagnosed with this condition ○ Severe impairment in language/expression ○ Psychomotor retardation ○ Purposeful to non-purposeful movement ○ Most severe case - Childhood Disintegrative Disorder (CDD) ○ After 2yr ○ Significant loss in any previous behaviors § Bowl movement, walking, talking Characteristics of Autism - Trouble adapting to new/changes to routine - Not looking at where a person is pointing ○ Slower demo can help - No interest in others, difficulty relating to others - Avoid eye contact, prefer alone - Difficulty understanding feelings - No pretend games ○ Cant connect imagination - No touch/holding - Communalities ○ Social communication § Verbal § Non-verbal § Volume § Pitch ○ Social interaction ○ Social imagination - Early signs ○ No smiles or warmth (6 months) ○ Sheering sounds ○ No words (16 months) ○ Back/forth gestures ○ Losing abilities - Causes ○ Brain development ○ Genetics ○ Pre/perinatal ○ Neuroanatomical environments ○ Environmental factors ○ Gut-biome