标题：“The Idea of Accessibility and the Reality of Accessibility are Very Different!” Using a Wheelchair Experience to Teach Preservice Special Educators about Accessibility
期刊名称：Physical Disabilities: Education and Related Services
印刷版ISSN：2372-451X
出版年度：2015
卷号：34
期号：2
页码：32-54
DOI：10.14434/pders.v34i2.20075
语种：English
出版社：Division for Physical, Health and Multiple Disabilities
摘要：P-12 students who have mobility limitations often face environmental and social barriers that can impact their educational performance; thus, teachers who work with these students need to have an understanding of these barriers. Provision of “disability simulation” experiences that can provide first-hand perspective of barriers through the usage of mobility devices during university training programs is somewhat controversial. The authors of the current study do not feel it is possible to simulate the experience of having a disability; however, they feel that providing a wheelchair-usage accessibility assessment experience can provide preservice special educators with a unique perspective of barriers. Thus, the purpose of this study was to examine the impact of such an assignment. Study findings regarding specific accessibility barriers have applicability to teachers who work with students who have limited mobility while data related to the assignment’s effect have applicability to teacher educators in special education.
其他摘要：P-12 students who have mobility limitations often face environmental and social barriers that can impact their educational performance; thus, teachers who work with these students need to have an understanding of these barriers. Provision of “disability simulation” experiences that can provide first-hand perspective of barriers through the usage of mobility devices during university training programs is somewhat controversial. The authors of the current study do not feel it is possible to simulate the experience of having a disability; however, they feel that providing a wheelchair-usage accessibility assessment experience can provide preservice special educators with a unique perspective of barriers. Thus, the purpose of this study was to examine the impact of such an assignment. Study findings regarding specific accessibility barriers have applicability to teachers who work with students who have limited mobility while data related to the assignment’s effect have applicability to teacher educators in special education.
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