|
Ideally, who should be a disability specialist? A medical doctor with advanced experience in diagnosis and treatment of medical conditions should be a disability specialist. In some regions, people with experience in social work counseling, psychology, education, rehabilitation counseling, special education or related fields get involved in disability determination, diagnosis, and treatment. Can a person determine human disability without properly knowing the diagnosis and treatment of medical conditions? No, he or she cannot. What questions should a disability specialist be able to answer about a human disability? Does the person ever need someone to help with, or be with them for, self care activities? For example: doing everyday activities such as eating, showering, dressing or toileting. Yes, always Yes, sometimes No Does the person ever need someone to help with, or be with them for, body movement activities? For example: getting out of bed, moving around at home or at places away from home. Yes, always Yes, sometimes No Does the person ever need someone to help with, or be with them for, communication activities? For example: understanding, or being understood by, others Yes, always Yes, sometimes No Does this person have any difficulty hearing, seeing, communication, walking, climbing stairs, bending, learning or doing any similar activities? Yes, sometimes Yes, often No Does a physical condition or mental condition or health problem reduce the amount or kind of activity this person can do: At home? Yes, sometimes Yes, often No At work or at school? Yes, sometimes Yes, often No In other activities, for example , transportation or leisure? Yes, sometimes Yes, often No Does this person have serious trouble seeing or are they blind? Yes No Does this person have serious trouble hearing or are they deaf? Yes No Does this person usually have serious difficulty walking or climbing steps? Yes No Does this person usually have serious problems remembering or concentrating? Yes No How much difficulty did you have in seeing and recognizing a person you know across the road (i.e. from a distance of about 20 meters)? How much difficulty did you have in seeing and recognizing an object at arm’s length or in reading? How much of a problem did you have with sleeping, such as falling asleep, waking up frequently during the night or waking up too early in the morning? How much of a problem did you have due to not feeling rested and refreshed during the day (e.g. feeling tired, not having energy)? How much of bodily aches or pains did you have? How much bodily discomfort did you have? How much of a problem did you have with feeling sad, low or depressed? How much of a problem did you have with worry or anxiety? Response scale: 1. None 2. Mild 3. Moderate 4. Severe 5. Extreme/Cannot How much difficulty did you have in: 1. Standing for long periods such as 30 minutes? 2. Walking a long distance such as a kilometer [or equivalent]? 3. Learning a new task, for example, learning how to get to a new place? 4. Concentrating on doing something for ten minutes? 5. Washing your whole body? 6. Getting dressed? 7. Taking care of your household responsibilities? 8. Your day to day work? 9. Dealing with people you do not know? 10. Maintaining a friendship? 11. How much of a problem did you have joining in community activities (for example, festivities, religious or other activities) in the same way as anyone else can? 12. How much have you been emotionally affected by your health problems? Response scale: 1. None 2. Mild 3. Moderate 4. Severe 5. Extreme/Cannot do Feedback on Exercise No.1 “Sorting things out†Learning objectives: “classify domains of self-care†Classification: Identify similarities, differences, parent-child Conceptual: disability = multidimensional Cultural & linguistic understanding Self care domains were group in terms of similarities, differences, Parent- Child – identified in single group (e.g. self care, personal hygiene) or in multiple groups (e.g. washing, eating) Distinction between self care and other A&P domains (e.g. domestic life) was made Self care incl. washing, drying, toileting, eating, dressing, looking after one’s health (maintain balanced diet) Decision making incl. avoiding harm, maintaining a balanced diet, Selecting food & drink, Choosing cloth Body function were grouped as separate item group (BF) or as part of composite A&P domain (e.g. eating incl. appetite, swallowing) Grouping reflected the multidimensional nature of disability Body Function & Structure Activity & Participation Environmental Factors Cultural & linguistic issues: Interpersonal relations incl. preparing meals Mobility incl. going to toilet Defining a Disability What constitutes a disability? What does substantially limiting mean? What is a major life activity? What are academic adjustments? What constitutes a disability? A disability is defined in the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973 as a mental or physical impairment which substantially limits one or more major life activities. Learning is an example of a major life activity. If you have a mental or physical condition, a history of such a condition, or a condition which may be considered by others as substantially limiting, you may have a legally defined disability. What does substantially limiting mean? According to Section 504 of the Rehabilitation Act of 1973, substantially limiting is defined as being unable to perform a major life activity, or significantly restricted as to the condition, manner, or duration under which a major life activity can be performed, in comparison to the average person or to most people. What is a major life activity? According to Section 504 of the Rehabilitation Act of 1973, a major life activity is defined as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. What are academic adjustments? Appropriate academic adjustments create an equal access to education, as long as it doesn't require a substantial change in an essential element of the curriculum. This is determined by the institution. Such modifications may include an adjustment in the amount of time allowed to complete a degree, substitution of degree requirements, and adaptation of the manner in which specific courses are conducted. |
| Disability Services |