Lecture Set 4 - APA Paradigms

REVIEW (UP UNTIL NOW) 1) LIST AND DESCRIBE THE 3 COMMON IMAGES OF PEOPLE WITH DISABILITY IN SOCIETY 2) IN CLASS, WE DISCUSSED 10 STEREOTYPES OF DISABILITY. LIST AND DESCRIBE 3. 3) NAME AND DESCRIBE ONE OF THE CATEGORIES USED TO DEFINE PEOPLE WITH DISABILITY 4) WHAT IS THE ICF AND WHO DEVELOPED IT AN...

REVIEW (UP UNTIL NOW) 1) LIST AND DESCRIBE THE 3 COMMON IMAGES OF PEOPLE WITH DISABILITY IN SOCIETY 2) IN CLASS, WE DISCUSSED 10 STEREOTYPES OF DISABILITY. LIST AND DESCRIBE 3. 3) NAME AND DESCRIBE ONE OF THE CATEGORIES USED TO DEFINE PEOPLE WITH DISABILITY 4) WHAT IS THE ICF AND WHO DEVELOPED IT AND WHY? 5) WHAT IS THE STRENGTHS-BASED PERSPECTIVE AND WHAT ARE THE KEY PRINCIPLES? DEFINING ADAPTED ACTIVITY Historical Development & Paradigms Reid, G. (2003). Defining adapted physical activity. In R.D. Steadward, G.D. Wheeler & E.J. Watkinson (eds.), Adapted physical activity (pp. 1-10). Edmonton, AB: University of Alberta press WHAT IS ADAPTED ACTIVITY? How did APA evolve? To begin – we must identify the history of paradigms that have existed throughout time Paradigm…What is it? WHAT IS A PARADIGM? A paradigm is the generally accepted perspective on a particular topic or discipline at a given time. A set of assumptions, concepts, values, and practices that constitutes a way of viewing reality. An accepted way of thinking that results in actions. HISTORY OF DISABILITY PARADIGMS FACILITY BASED SERVICES BASED SUPPORTS BASED EMPOWERMENT PERSONAL COHERENCE (Polloway, Patton, Smith, & Smith, 1996); (Rossow-Kimball& Goodwin, 2018) FACILITY BASED (EARLY 1900)’S Believed that people with disabilities… Were a menace Should be isolated from the general public Had very different needs from typical population FACILITY BASED (EARLY 1900)’S This way of thinking resulted in the following actions: Institutions Residential Programmes Special Schools Education based on labels (rather than need) No Treatments Corrective therapy (as physical activity) ignored conditions that could not be corrected (i.e., ID, VI, CP etc.) SERVICES BASED (1950 - 1960’S) Public Outcry Due To… Unfair treatment of PWD Lack of support for veterans Research revealed the capabilities and potential growth of those once thought to be ‘uneducable’ A belief that appropriate programming and skill development would lead to integration SERVICES BASED (1950 – 1960’S) Actions & results of this paradigm were… Special classes, resource rooms, sheltered workshops Mainstreaming Physical activity opportunities were about assistance, not correcting or ignoring A great move towards deinstitutionalization… DE-INSTITUTIONALIZATION The People First Canada/Canadian Association for Community Living National Joint Task Force on De-Institutionalization define an institution as follows: “An institution is any place in which people who have been labelled as having an intellectual disability are isolated, segregated and/or congregated. An institution is any place in which people do not have or are not allowed to exercise control over their lives and their day to day decisions. An institution is not defined merely by its size.” SUPPORTS BASED (1970’S TO 21ST CENTURY) The services-based paradigm was well intended However… No move away from isolated residential & vocational programs Programming seemed to be inefficient Supports-based Paradigm Made use of natural, human, or technical supports to assist with inclusion SUPPORTS BASED (1970’S TO 21ST CENTURY) Implementation: Teaching assistants/aides Peer Support Use of Computers Individualized physical activity plans; focus on lifetime skill development “The science of analyzing movement, identifying problems in the psychomotor domain and developing instructional strategies for remediating problems and preserving ego strength” (sherrill, 1976, p. 4). SUPPORTS BASED (1970’S TO 21ST CENTURY) Inclusion: A philosophy that everyone belongs, contributes, and develops. PWD no longer required to ‘earn their way’ into schools, recreation programs, community settings. EMPOWERMENT Previous Models Expert in charge Dependency model Self-Determination is Personal Power: Make choices, reach decisions, assume responsibility, take risks, regulate personal learning, know personal strengths & weaknesses, and live as independently as possible Physical activity opportunities offer choice and control EMPOWERMENT To become empowered requires assistance Empowerment is an individual process by which one secures increased control over one’s own life and positive changes in the capacities or abilities of the individual occur in conjunction with supportive change within the community (aria, 1997) PERSONAL COHERENCE (ROSSOW-KIMBALL & GOODWIN, 2018) Rooted in a Strengths Perspective Suggests that people experiencing disability are experts in their own lives and that professional support should be focused on the person’s “talents, resourcefulness, possibility, meaningful history, and strengths” (p. 13). APPROACHES TO SERVICE DELIVERY CONTEMPORARY APA Cross-Disciplinary Philosophy and attitude Focus on differences Advocacy Characterized by adaptations to accommodate Offers opportunities for independence and selfdetermination (Reid, 2003) WHAT DOES ‘ADAPTED’ REALLY MEAN? Suggests that there are changes, modifications, or adjustments of goals, objectives, and/or instruction Used to enhance learning, practice & enjoyment of independent PA, choice, and opportunity leading to empowerment ADAPTED PHYSICAL EDUCATION - IS A MYTH! “Activity content of adapted physical education is no different from activities in good, appropriate, individualized, and developmental physical education programmes.” (Stein, 1987) The term adapted does not solely refer to programs designed specifically for PWD There is room to think of activity being adaptive or adaptable QUALITY ACTIVITY IS ADAPTED! Individualized Choice-Driven Encourages people of all abilities to engage and succeed