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The struggle from tears and love and back again

The struggle from tears and love and back again. By: Amanda Stahl. Vic Finkelstein’s Idea.

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The struggle from tears and love and back again

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  1. The struggle from tears and love and back again By: Amanda Stahl

  2. Vic Finkelstein’s Idea • Indeed, to speak metaphorically, Finkelstein (2001b, p. 4) particularly objects to the washing of this personal dirty linen in public, and to any consequent diversion of disabled people's energies away from the struggle to change society and toward an introspective dwelling on experiences of either impairment or disability. In his view, any focus on 'personal experiences' is only acceptable if it is in the service of galvanizing the broader struggle for social change.

  3. What is disability? • medical condition restricting activities: a medically diagnosed condition that makes it difficult to engage in the activities of daily life • The Medical Model of Disability focuses on fixing or making the person look as ablebodied as possible. Ex; Gerry Lewis telethon

  4. Americans with Disabilities Act • The purpose of the ADA is to ban discrimination of people with disabilities in all parts of society on July 26, 1990 • The ADA recognizes an individual as disabled if (1) the individual has a physical or mental impairment that substantially limits one or more of his or her major life activities, (2) the individual has a record of such an impairment, or (3) the individual has been regarded as having such an impairment

  5. Definition of Social Security disability • For adults,( SSA) uses a five-step evaluation process to decide whether you are disabled.  We consider any current work activity you are doing, your medical condition, and how it affects your ability to work.

  6. The National Organization on Disability • people with disabilities was limited to non-institutionalized individuals with disabilities, with a person qualifying for this portion of sample if he or she currently: •  Has a health problem or disability that prevents him or her from participating fully in work, school, housework, or other activities; or •  Reports having a physical disability of any kind; a seeing, hearing, or speech impairment; an emotional or mental disability; or a learning disability; or •  Considers himself or herself a person with a disability or says that other people would consider him or her to be a person with a disability

  7. Ableism • “ableism,” • A pervasive system of discrimination and exclusion that oppresses people who have mental, emotional, and physical disabilities. Like racism, sexism, and other forms of oppression, ableism operates on individual, institutional, and societal/cultural levels. Deeply rooted beliefs about health, productivity, beauty, and the value of human life, perpetuated by the public and private media, combine to create an environment that is often hostile to those whose physical, emotional, cognitive, or sensory abilities fall outside the scope of what is currently defined as socially acceptable.

  8. Stages of Understanding Ones Self • Sinking/Otherness - James I. Charlton “The person immediately feels sick (sometimes referred to as a sinking feeling) and shrinks. They become less, although there is nothing different from moments before, when the person felt healthy and full.” • False Consciousness/Anger/Barganing – The administrative model • Acceptance/Hope – The disability experience is Bio/Psyco/Social/Spiritual experiance

  9. Social Relationship Model • Disability is something imposed on top of our impairments by the way we are unnecessarily isolated and excluded from full participation in society. Disabled people are therefore an oppressed group in society. (UPIAS, 1976, cited in Finkelstein, 2001b, p. 1)

  10. Social Model of Disability The social model holds that disability is the outcome of social barriers that restrict the activities of people with impairments.

  11. Charity VS. Social Justice • Charity= An institution engaged in the relief of the poor • Social Justice= Fair and proper administration of laws conforming to the natural law that all persons, irrespective of ethnic origin, gender, possessions, race, religion, ect., are to be treated equally and without prejudice.

  12. My Research For the survey, of the 61 packets sent out, 31 were returned and 570 students responded to the survey 72% of people said that they did not work with someone with a disability. 11% said they did not know if they worked with someone with a disability. 59% of people with disabilities surveyed said that people without disabilities think they need assistance.

  13. The ADA Generation • According to one estimate, in September 2010 the employment-population ratios among working-age men and women with disabilities were 30.3 percent and 26.8 percent, respectively, less than half the rates of 74.7 percent and 65.0 percent among working-age men and women without disabilities.

  14. ReferencesListed in the order that the information appears in the presentation • Thomas, C. (2004). How is disability understood? An examination of sociological approaches. Disability & Society, 19(6), 569-583. Retrieved from EBSCOhost. • (2009). In Encarta World English Dictionary Online. Retrieved April 22, 2011, from http://encarta.msn.com/encnet/features/dictionary/DictionaryResults.aspx?lextype=3&search=disability • Catchpole, N., & Miller, A. (2006). The disabled ADA: How a narrowing ADA threatens to exclude the cognitively disabled. Brigham Young University Law Review, 5, 1333-1376. • U.S. Social Security Administration. (2011, April 20). Definition of Social Security disability. Retrieved April 22, 2011, from http://ssa-custhelp.ssa.gov/app/answers/detail/a_id/152/~/definition-of-social-security-disability

  15. References Continued • The National Organization on Disability. (2010). The ADA, 20 Years Later. Retrieved from http://www.nod.org/ • Rauscher, L. & McClintock, M. (1997). Ableism Curriculum Design. Curriculum designs for addressing diversity and social justice. In Adams, M., Bell L., A., & Griffin, P. Curriculum sesigns for addressing diversity and social justice (p. 198-229). Great Britain: Routledge. • Charlton, J. (1998). Nothing About Us Without Us. California: The Regents of the University of California. • Goodley, D. (2001). 'Learning Difficulties', the Social Model of Disability and Impairment: challenging epistemologies. Disability & Society, 16(2), 207-231. doi:10.1080/09687590120035816 • U.S. Department of Labor. (2010, October). Disability and occupational projections. Retrieved April 22, 2011, from http://www.bls.gov/opub/mlr/2010/10/art3exc.htm

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