Introducing experience to the classroom to change perceptions
(麻豆淫院Org.com) -- It鈥檚 not unusual for students to send Joanna Clair photos of washroom signs.
But this isn鈥檛 for an unusual art project either; it鈥檚 a lesson in awareness and building better understanding of the language and symbols associated with disability and how those enhance or detract from perceptions, attitudes and assumptions about people who experience disabilities.
It鈥檚 all part of Clair鈥檚 class within the Faculty of 麻豆淫院ical Education and Recreation at the University of Alberta that explores physical activity and recreation for special populations, and one of the challenges is to open students鈥� eyes to prejudice and stimulate new ways of thinking about disability.
鈥淎 great learning moment in the class is when we look at language and disability,鈥� she says. 鈥淔or example, we look at the symbols on accessible washrooms and the words these symbols evoke. Students often say 鈥榳eak, old, inactive, frail and needy.鈥� But if you change the image by putting the arm back as though the person were pushing off, or draw speed lines behind the wheels the image becomes strong and athletic with just two changes.鈥�
Because Clair believes that experience is the best teacher, students have opportunities to learn from and interact with individuals with a variety of disabilities, including those who have spinal-cord injuries, stroke, muscular dystrophy, hearing impairments or double-limb amputations. 鈥淲hen the students share a lived experience and meet a real person with a disability, they see the person first,鈥� says Clair.
Clair鈥攚ho recently received a lectureship in the faculty to teach courses in adapted physical activity as well as her second-year class鈥攚ill also teach three senior-level courses: one on assessment and service delivery for special populations, one on physical activity for older adults and another on active living for individuals with developmental disabilities.
鈥淢y intent is to dispel myths,鈥� Clair says, adding that she鈥檚 a firm believer in community service learning. To that end she鈥檚 developed strong ties to community associations so the students鈥� learning is peppered with experiences of working alongside people with disabilities. 鈥淲hen students have an experience working with a person with Down Syndrome, autism or cerebral palsy, they can understand so much better, and it gives them that all-important one-on-one contact, opening them up to a new experience and view of people with disabilities.鈥�
At heart, says Clair, it鈥檚 the rewards of teaching that drive her. 鈥淚 love the classroom. I like it because it鈥檚 tangible and because you can often get an immediate sense of engagement, excitement and interest from the students. Most of all I want to create a learning environment that inspires them.鈥�
Provided by University of Alberta
