Masters Theses

Date of Award

12-1995

Degree Type

Thesis

Degree Name

Master of Science

Major

Recreation and Leisure Studies

Major Professor

Mary Dale Blanton

Committee Members

Patricia A. Beitel, David R. Bassett, Jr.

Abstract

The purpose of this study was to design a set of disability simulation activities and to determine the logical validity of the activities for use as a teaching tool for students preparing for careers in recreation and related fields. The general circumstances of three disabilities, spinal cord injury, visual impairment and hearing impairment, were defined and were then evaluated by a jury of experts. This is referred to in the study as the Definition of Circumstances. The definitions described the physical, environmental and psycho-social circumstances of each of the disabilities. Four disability simulation activities were designed, including parameters, rules and instructions for participation. The activities were evaluated by the jury of experts for logical validity. It was determined that each of the four disability simulation activities provided a sampling of the circumstances of each of the disabilities as defined in the Definition of Circumstances. The four activities were attending a campus sports event, attending a movie, bowling two to three games, and attending a live performance. Forty-seven university students in an undergraduate therapeutic recreation class participated in the disability simulation activities as a class assignment. Of the 47 students in the class, 42 voluntarily participated in the study by contributing a written evaluation of their simulation experience on a non-standardized questionnaire containing open-ended questions. Each participant chose a partner/observer who also responded, in writing, to the simulation experience. The respondents described their thoughts, feelings and reactions to the physical, environmental and psychological/social experiences during the disability simulation activities. One class session was devoted to a group discussion to provide participants with the opportunity to verbalize their thoughts, feelings and reactions after participating in the disability simulation activity. Participants were assigned at random to one of three disabilities: spinal cord injury, visual impairment or hearing impairment. Participants then chose the activity they would attend from the four activities that were evaluated by the jury of experts. The rules, parameters and instructions were reviewed in class before beginning the simulation. After the participants completed their written responses, the contents were examined for frequency of similar responses. The content of the participants' and the partner/observers' responses on the evaluations reflected the issues discussed in the Definition of Circumstances for each of the disabilities. For example, defined environmental barriers, such as accessibility of facilities and problematic interactions with non-disabled people, appeared frequently in the participants' and partner/observer's responses to the disability simulation experience. Psycho-social factors discussed in the Definition of Circumstances were represented in the responses, such as adjustment to life changes as a result of a disability, stress experienced by family and friends in the adjustment phase of a disability, and self-image. The defined physical circumstances of the need to develop daily living skills and learn to negotiate one's environment was well reflected in the responses. Results of the study are summarized by the following statements.

1. The general physical, environmental and psycho-social circumstances of each of the three disabilities (spinal cord injury, visual impairment and hearing impairment) were defined by the Definition of Circumstances.

2. Each of the four disability simulation activities provided an opportunity for sampling the circumstances as defined.

3. The students' responses to participation in the disability simulation activities demonstrated that they sampled the circumstances, as defined, of the disability they assumed. Results of the study led to three conclusions: (a) Disability simulation activities can be designed which will provide participants with a sample experience of having the disability, (b) Participation in disability simulation activities promotes specific changes in awareness and perception about the disability which participants can articulate, and (c) Disability simulation activities can be an effective tool for education and awareness when purposefully designed and when implemented with structure. Recommendations for further study include replicating the study to establish reliability, assigning participants to an activity as well as a disability, and assigning each participant to more than one activity while simulating the same disability.

Download
Files over 3MB may be slow to open. For best results, right-click and select "save as..."

Share

COinS