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Disability justice and public health
Published in Sridhar Venkatapuram, Alex Broadbent, The Routledge Handbook of Philosophy of Public Health, 2023
The public health mission is about reducing mortality, morbidity, and disability. In this view, impairments and other conditions under the umbrella of disability are perceived as a problem to be addressed or failure of the public health system. Consequently, public health laws, organizations, and practices could be understood as being rooted in the ableist assumption that disabled people require being cured and controlled under prevention campaigns dedicated to reducing the number of birth defects, injuries, and chronic diseases such as cancer and HIV. Indeed, the mission of public health emphasizes the prevention or eradication of physical or mental impairment due to intellectual or sensory dysfunctions, chronic health conditions, and mental illness (Lollar and Crews 2003). So how can public health pursue its mission while doing justice to those who are disabled? Considering that disability impacts people’s capacity to live and perform in society without barriers, the public health’s mission should be founded on a universal design which complies with a disability justice framework for promoting health equity.
Learning Engineering is Human-Centered
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Khanh-Phuong Thai, Scotty D. Craig, Jim Goodell, Jodi Lis, Jordan Richard Schoenherr, Janet Kolodner
Learner-centered design emphasizes tries to build solutions for the diversity of learners, in ways that address the gulf between their knowledge and capabilities and those of an expert, all while keeping learners engaged over time. Learner-centered design teams include subject-matter experts, teachers, designers, and developers and they consider usability and learning outcomes. Since the introduction of learner-centered design, a variety of approaches have added detail to the considerations involved in designing for learners and learning. These include universal design for learning, learning experience design, and design-based research.
Physical Patient Ergonomics
Published in Richard J. Holden, Rupa S. Valdez, The Patient Factor, 2021
Linsey M. Steege, Lora Cavuoto, Barbara J. King
There is ample work in other disciplines that accounts for physical needs, abilities or limitations, and implications for the design of interventions, tools, or environments to improve human performance, safety, or comfort. For example, many architects and industrial designers have promoted the concept of “universal design,” where products and environments are created so that all people can easily use them (Steinfeld & Mullick, 1990). One application is the universal design of housing that includes zero-level entrance into homes and having all rooms accessible on one level, allowing adults to age in place. A second example is rehabilitation, where gait analysis for patients in a clinical environment is often used to measure disease or rehabilitation progression. However, current research in these other disciplines often does not include the application of formal physical ergonomics tools such as anthropometric assessment for equipment used or formal observation-based risk assessment techniques. Physical ergonomics can be used to answer questions such as: which strategies for completing a physical task are easier to do; which devices are easier to use; can the task be safely accomplished by a range of people for the required duration using the prescribed tools and methods; and can a specific individual perform a task safely?
The “humane in the loop”: Inclusive research design and policy approaches to foster capacity building assistive technologies in the COVID-19 era
Published in Assistive Technology, 2022
John Bricout, Julienne Greer, Noelle Fields, Ling Xu, Priscila Tamplain, Kris Doelling, Bonita Sharma
Education, in the form of courses and materials that inform and raise awareness, provides a tool for greater inclusiveness (Whitney et al., 2011). Design for all, also called universal design, compliments accessibility efforts (Whitney et al., 2011), as does an “ethical by design” approach, bolstered by workshops actively engaging consumers and their caregivers in discussions to enhance design and implementation (Mulvenna et al., 2017). Our approach combines a universal design perspective, together with an emphasis on ethical design, while factoring in the COVID-19 socio-technical context of austerity, greater technology use, and human-robot/AI collaboration. This leads us to suggest expanded learning opportunities for users, families, and providers that include the development of online communities of practice.
‘They get the opportunity to say what is important for them’: exploring staff’s early perceptions of the implementation of a new communicative approach to patients with aphasia
Published in Disability and Rehabilitation, 2022
Dorthe Hansen, Lisbeth Frölund Kristensen, Maria Elm Christensen, Karin Eriksson, Gunilla Thunberg
All individuals, with or without disabilities, have a basic human right to influence their own living conditions through communication. The United Nations’ (UN’s) convention on the rights of persons with disabilities (CRPD) is intended to promote, protect and ensure the full human rights of persons with disabilities [1,p.23]. Article 25 notes that health professionals are required to provide equivalent quality of care to persons with disabilities as to others and to take all appropriate measures to ensure access. According to Article 21, this includes the freedom to seek, receive and impart information and ideas on an equal basis with others and through all forms of communication of their choice, including augmentative and alternative communication (AAC). The idea of “universal design” is also put forth throughout the CRPD, meaning that the design of products, environments, programmes and services should be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design [1].
Recommendations to Improve Accessibility of Sexuality Education for Individuals with Intellectual or Developmental Disabilities: A Qualitative Study
Published in American Journal of Sexuality Education, 2021
Elizabeth K. Schmidt, Natalie Robek, Megan Dougherty, Brittany N. Hand, Susan Havercamp, Carolyn Sommerich, Lindy Weaver, Amy Darragh
Content analysis revealed a variety of themes for learning modalities (Table 1). Across all stakeholder groups, at least 50% of participants suggested the following modalities be utilized: (1) educational guides, (2) visuals, (3) videos, (4) universal design for learning (UDL), and (5) direct, explicit instruction during SE for individuals with intellectual or developmental disabilities. Universal design for learning is an approach to modifying educational content to fit the needs, skills and abilities of individuals with disabilities (CAST, 2018; Grove et al., 2018). There were a few key differences between recommendations among stakeholder groups. Specifically, worksheets or handouts were recommended by providers and educators, modeling or role playing by educators and parents, and parents recommended using open communication and including parent support groups or parent education in SE programs (Table 1).