A Study on Factors on the Teaching Efficacy and the Sensitivity to Rights of Persons with Disabilities of Instructors for Improving Disability Awareness

2021 ◽  
Vol 17 (4) ◽  
pp. 147-173
Author(s):  
Namsoon Kim ◽  
Hwanbo Park
Keyword(s):  
Teaching Efficacy ◽  
Persons With Disabilities ◽  
Disability Awareness

Disability Awareness in Teacher Education in Singapore

2022 ◽  
pp. 1077-1090
Author(s):  
Levan Lim ◽  
Thana Thaver
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Students With Disabilities ◽  
Relevant Literature ◽  
Historical Context ◽  
Teacher Education Programs ◽  
Special Schools ◽  
Persons With Disabilities ◽  
Disability Awareness ◽  
Support Students

As the sole teacher education body in Singapore, the National Institute of Education (NIE), plays a pivotal role in equipping Singaporean teachers with the knowledge and skills to work with and support students with disabilities for both mainstream and special schools through its teacher education programs. In addition to the learning of strategies and skills to work with students with disabilities, it is also imperative for teacher education to promote positive attitudinal change among teachers towards persons with disabilities. This chapter describes the disability-awareness approach adopted by the NIE for its preservice teachers and the rationale behind adopting such an approach to foster inclusive attitudes that is grounded within relevant literature and situates disability within Singapore's socio-historical context.

A Conceptual Framework for Improving the Accessibility of Fitness and Recreation Facilities for People With Disabilities

2008 ◽  
Vol 5 (1) ◽  
pp. 158-168 ◽  
Author(s):  
Barth B. Riley ◽  
James H. Rimmer ◽  
Edward Wang ◽  
William J. Schiller
Keyword(s):  
Conceptual Framework ◽  
People With Disabilities ◽  
Information Resources ◽  
Policy Implications ◽  
Educational Resource ◽  
Persons With Disabilities ◽  
Incremental Change ◽  
Disability Awareness ◽  
Barrier Removal ◽  
Recreation Facilities

Access to fitness and recreation facilities is an important issue for people with disabilities. Although policy and legislation have helped to remove various environmental barriers, there remain a substantial number of inaccessible features in fitness and recreation facilities. This article presents an approach for improving the accessibility of fitness and recreation environments that enables participation and input from members of the community, as well as persons with expertise in accessibility. Through a collaboration between facilities, persons with disabilities and accessibility consultants, the approach provides a process of incremental change through readily achievable barrier removal and by providing an information and educational resource concerning barrier removal, disability awareness, and economic and information resources. Technology is incorporated to facilitate accessibility assessment, interaction between various stakeholders, and the creation of an accessibility solutions database. Policy implications of this approach are discussed.

Property management, disability awareness and inclusive built environment

2016 ◽  
Vol 34 (5) ◽  
pp. 434-447 ◽  
Author(s):  
Yung Yau ◽  
Wai Kin Lau
Keyword(s):  
Built Environment ◽  
Local Property ◽  
Vital Role ◽  
Property Management ◽  
Persons With Disabilities ◽  
Content Type ◽  
Disability Awareness ◽  
Longitudinal Tracking ◽  
Before And After ◽  
Research Findings

Purpose The purpose of this paper is to investigate the level of disability awareness in the property management industry in Hong Kong. Design/methodology/approach A structured questionnaire survey was conducted on 342 local property management practitioners. The survey was conducted online in the period between 15 September 2014 and 30 November 2014 to collect various information of the respondents such as their backgrounds, different perceptions towards the disabled and disability awareness. In addition, in-depth interviews with two front-line property management personnel were undertaken to provide a more narrative account of the topic. Findings The respondents generally recognized the importance of inclusive built environment to persons with disabilities (PWD) and the vital role played by property management in safeguarding the interests of PWD. However, the research found that some misconceptions about disabilities still prevailed in the industry and the interests of PWD have received inadequate consideration in the routine property management tasks performed by the practitioners, reflecting a lack of disability awareness in the local property management industry. Research limitations/implications The research findings provide a baseline reference for longitudinal tracking of the disability awareness among property management practitioners in the future. Practical implications Drawing on the research findings, this paper made several recommendations for improving disability awareness in Hong Kong’s property management industry. In addition, the research findings can be used for before-and-after analyses when the public authority strives to evaluate the effectiveness of their programmes, training workshops or campaigns of disability awareness promotion in the industry. Originality/value The importance of property management in the achievement of inclusive built environment has long been ignored in the literature. This study on disability awareness of property management practitioners is very likely the first of its kind in the world.

Disability Awareness in Teacher Education in Singapore

2019 ◽  
pp. 214-227
Author(s):  
Levan Lim ◽  
Thana Thaver
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Students With Disabilities ◽  
Relevant Literature ◽  
Historical Context ◽  
Teacher Education Programs ◽  
Special Schools ◽  
Persons With Disabilities ◽  
Disability Awareness ◽  
Support Students

As the sole teacher education body in Singapore, the National Institute of Education (NIE), plays a pivotal role in equipping Singaporean teachers with the knowledge and skills to work with and support students with disabilities for both mainstream and special schools through its teacher education programs. In addition to the learning of strategies and skills to work with students with disabilities, it is also imperative for teacher education to promote positive attitudinal change among teachers towards persons with disabilities. This chapter describes the disability-awareness approach adopted by the NIE for its preservice teachers and the rationale behind adopting such an approach to foster inclusive attitudes that is grounded within relevant literature and situates disability within Singapore's socio-historical context.

Shared Responsibilities for Full Participation in Society: Planning Further Integration of the ICF Into AAC

2016 ◽  
Vol 1 (12) ◽  
pp. 83-93 ◽  
Author(s):  
Mary Blake Huer ◽  
Travis T. Threats
Keyword(s):  
Environmental Factors ◽  
Augmentative And Alternative Communication ◽  
Functional Limitations ◽  
Community Support ◽  
World Health ◽  
International Classification Of Functioning ◽  
Personal Factors ◽  
Social Service Agencies ◽  
Persons With Disabilities ◽  
Full Participation

The World Health Organization's (WHO's) 2001 International Classification of Functioning Disability and Health (ICF) has as one of its central tenets the full inclusion of persons with disabilities in society. It acknowledges the need for medical and rehabilitation intervention in its biopscychosocial framework. However, the WHO realizes that society must do its part to facilitate this full participation and empowerment. Persons with complex communication needs (PWCCN) often need augmentative and alternative communication (AAC) in order to express themselves. However, in order to access and successfully use AAC, PWCCN need access to the necessary AAC devices and services, as well as a willing society to interact with them as full contributing members of society. The factors outside of a person's specific physical and/or cognitive functional limitations are addressed in the ICF via the Personal and Environmental Factors. Personal Factors include the individual's personality traits, lifestyle, experiences, social/educational/professional background, race, gender, and age. Environmental Factors include community support systems, social service agencies, governments, social networks, and those persons that interact with the PWCCN. This article addresses the sociopolitical influences on PWCCN and their functioning from a human rights perspective. The necessary introspective role of speech-language pathologists in this process is explored.

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