Challenges

DISABILITY AND SOCIETY: CHALLENGES

INTRODUCTION

The following brief presents the results of global research and surveys. It does not represent SKEP’s primary research but rather an effort to accumulate data, in order to inform, raise awareness and educate the general public in regards to issues faced by people with disability.

The main findings indicate that one of the most difficult aspects of diversity is not diversity itself, but the negative and indifferent stance taken by members of society. The lack of visibility and exclusion of people with disability from everyday life is what perpetuates prejudice and negative stereotypes. Three main factors intensify social exclusion:

1. Unemployment, reduced or low income, etc.
2. Additional financial costs of disability.
3. Daily obstacles: lack of/or incorrect accessibility and inadequate services.

Changing attitudes towards disability is a topic of extensive global research over the past decade. It also represents our Association’s main goal. A civilized society should not be divided into “us” and “them”. It should aim towards treating its members justly, by providing all persons with disability the possibility to live with dignity, equal rights and opportunities.

1. Disability in Numbers

According to the European Disability Forum, there are more than 80 million Europeans with disability, which is over 15% of the whole population (Edf-feph.org).

The World Health Organization estimates that the global disability prevalence has grown since the 1970s from 10% to 15% (Who.int).

Research and data has shown that one out of two persons with disability have never participated in cultural, leisure or sport activities and has never had access to cinemas, theatres, concerts and libraries (Who.int).

In 2011, the World Report on Disability conducted by the World Health Organization and The World Bank, stated that “disability is part of the human condition – almost everyone will be temporarily or permanently impaired at some point in his life” (Who.int).

2. Disability & Social Exclusion

Even though people with disability represent a large part of the population, negative attitudes and prejudice against them result in social exclusion, discrimination and indifference. They are often stigmatized and excluded from everyday life, resulting in a society divided between people with and without disability (“Social exclusion and Disabled People - Sociological point of view” 2013).

Three main factors increase social exclusion for people with disability:

1. Reduced or low income due to unemployment, inability to work, etc.

2. Additional financial costs due to their disability.

3. Obstacles: marginalization, inaccessibility and inadequate services.

These key factors lead to further discrimination experienced by people with disability and their families on a daily basis.

Disability is more of a social issue rather than an individual one. Society must comprehend that most problems faced by people with disability result from the way it is structured and the way it defines interaction (“Social exclusion and Disabled People - Sociological point of view” 2013).

The lack of integration results in:

A marginalization of those with disability
An ignorance and fear of people stemming from their inexperience in understanding, living or working alongside people with disability.

“Discrimination and exclusion are rooted in fear and stereotyping, reinforced by a lack of personal contact”.

Further research commissioned by the National Disability Authority in Ireland, Strategic Options for influencing public attitudes towards people with disabilities (NDA, 2004) concludes that the primary reason for both negative attitudes and perceptions to disability is the lack of visibility and integration of disabled people in mainstream society.

The World Report on Disability suggests that organizations focusing on disability, such as SKEP, play a vital role in improving public understanding of disability, confronting negative perceptions, and representing disability fairly.

The gap in the public’s understanding of disability can be bridged through education and public information (Who.int).

“Scope About Disability” published a report in 2014 entitled, Current Attitudes Towards Disabled People. They commissioned a series of research projects in order to form the following report.

The main findings suggest that large sections of the population hold negative attitudes towards disabled people, due to a lack of understanding about disability and these people’s needs. In general, men are more likely to hold negative attitudes than women, with more emphasis among younger age groups (Scope.org.uk).

Negative attitudes and stereotypes towards disability can be altered through:

Educating people about disability
Creating opportunities for everyday interactions
Shaping positive attitudes from an early age (Scope.org.uk)

In regards to educating people about disability, one of the most important findings suggests that public education prevents discrimination and the stigma associated with disability. Over 28% of people claimed that speaking directly to disabled people about their needs makes them feel more confident when interacting with them. Investing in public awareness campaigns could alleviate the everyday negative attitudes faced by disabled people (Scope.org.uk).

“Attitudes towards disability and disabled people are much more likely to improve through more frequent interactions between disabled people and non-disabled people in everyday situations” (Scope About Disability, 2014). There is a wealth of research to suggest that attitudes associated with disability can improve when given more opportunities for mixed groups to positively interact in everyday life. More than 33% of people stated that getting to know a person with disability would make them feel more confident around them. On the other hand research found that 27% of people have rarely interacted with disabled people.

Evidence shows that positive attitudes towards disability can be shaped from a very young age. Everyday interaction between children with and without disability has shown to shape positive attitudes and create bonds between the two groups. Unfortunately, there is a lack of such systematic programs. A survey by Mumsnet / Scope showed that 38% of parents of disabled children said they ‘rarely’ or ‘never’ have the opportunity to socialize with children who aren’t disabled. Moreover, parents and teachers play a crucial role in shaping positive attitudes towards diversity (Scope.org.uk).

3. The role of education in social inclusion

Changing attitudes towards disability is a topic of extensive global research over the past decade. Most research aims towards the sensitization of students towards disability through implementing various interventions. According to surveys, students' attitudes towards their peers with disability are affected by the extent of their knowledge (Rillotta & Nettelbeck, 2007, Ison et al., 2010). The lack of everyday contact, knowledge and feelings of ignorance are the main reasons behind negative attitudes and rigid beliefs concerning disability (Lindsay & McPherson, 2006, Nowicki, 2006). Several surveys have shown that attitudes towards disability improve following educational and awareness interventions.

The most recent systematic analysis of research on disability emphasizes the existence of successful campaigns in raising awareness. The success of these strategies relies on social interaction between people with and without disability, access to information technology including narratives and activities within the classroom (Lindsay & Edwards, 2012).

Allport’s (1954) “contact hypothesis” provides the framework for several studies on disability. Although this theory did not provide significant results on all social prejudice, there are valid results specifically on attitudes towards disability. Following Yuker’s research analysis of 318 surveys on changing attitudes, more than half provided significant scientific results (Yuker, 1988). A few years later, Lee and Rodda (1994) recommend that a combined strategic approach to interventions will result in changing attitudes. Being informed on disability issues is a prerequisite for developing personal relations with disabled people (Lee & Rodda, 1994).

4. Education within schools

The culture of a nation is measured by the way it treats people with disability. Education begins in school. Diversity should be included in schools and not be considered a negative aspect, but rather an opportunity for interaction (Rerakis, 2006).

The National Confederation of Disabled People (NCDP) emphasizes "... the roots of discrimination and exclusion experienced by people with disabilities in our country stems from the failure of our educational system to educate students on issues relating to disabilities and human rights"(National Confederation of Disabled People, 2009).

According to the “Guide of Citizens with Disabilities”, each school must respect the democratic principle which highlights that "everyone has the right to be different from others'. Schools should take into account students’ individual differences, identify their abilities and simultaneously protect them against stereotypes and categorizations (Guide of Citizens with Disabilities, 2007).

Through relationships with peers, a child forms his social identity. He develops social relations and learns significant skills about his emotional, communicative and cognitive development. According to research, children who attend integrated schools show empathy, respect and acceptance of their peers’ individual differences along with their special educational needs or disability. Moreover, these students display a higher degree of awareness and responsibility for the needs of other children (N.Frederickson, E.Simmonds, L.Evans, & C. Soulsby, 2007).

According to DeWar’s survey, negative attitudes, prejudice and stereotypes are developed at pre-school and school ages. Educators play an important role in shaping positive attitudes for students without disability. Teachers are responsible for promoting acceptance to the students who will become the adults of the next generation, as well as friends, companions, partners or employees of a person with disabilities (Randy L. DeWar, 1982).

According to the survey by Tzouriadou - Barba, children whose experiences in school promote more opportunities for coexistence, interaction and unified games, while fewer opportunities to treat children with disability as diverse, usually develop more positive attitudes towards peers (Maria Tzouriadou – Georgios Barbas, 2001).

However, the coexistence of children with and without disability does not singlehandedly guarantee the necessary social integration of disabled students in the general education system. There are numerous factors influencing relations between peers, such as the appropriate student education and teachers’ stance towards disabled pupils. Research shows that very young children exhibit a more positive attitude towards their peers in wheelchairs, whereas students older than 7 years of age exhibit negative behavior towards their disabled classmates, especially during recess. The children showing a positive attitude still found it difficult to develop closer friendships with their disabled classmates. They showed a "parental attitude", feeling the need to protect those with disabilities rather than develop a meaningful friendship. According to researchers, such attitudes are caused by feelings of ignorance and fear towards the unknown (M.Nikolaraizi, & N. de Reybekeil, 2001).

5. Disability simulation as a means of intervention

A survey conducted in Germany with students of an average age of 14.8 years, examined whether interventions raising awareness towards disability should only be based on cognitive and informative methods or be used as part of a combined experiential, interactive and behavioral intervention. The results confirmed the research hypothesis by showing a significant advantage of the combined intervention in changing attitudes (Krahe & Altwasser, 2006).

Educators have often used disability simulation as a method to develop awareness and promote positive attitudes toward persons with disability. “As a general teaching strategy, they have been used because they are reported to: (a) facilitate interaction among participants, (b) provide opportunities to practice decision-making skills and resulting behavioral consequences, (c) convey important social messages, (d) facilitate exploration of personal values, and (e) foster empathy and insight regarding events and issues being simulated”(Hyman, 1978).

According to research by Patterson, simulations provide insight into the problems, strengths, weaknesses, and lifestyles of persons with disability. Moreover, they allow participants to bridge the gap between passive learning and direct personal experience (Patterson, 1980).

Even though several studies have reported on the positive effect of disability simulations, there have been reports of no attitudinal differences among college students who simulated blindness, deafness, or orthopedic disability (Wilson and Alcorn, 1969).

Moreover, Wurst and Wolford (1994) found that college students, who participated in simulations of auditory and visual disability, reported they felt "fortunate" not having a disability.

These outcomes supported one of Wurst and Wolford’s major goals of the simulation, namely "not to take their [students'] senses for granted" (p. 234).

Throughout the years, research has concluded that relying on a simulation as the only learning method to facilitate awareness and promote positive attitudes towards persons with disability must be questioned as an educational practice. It was found however, that when simulation is combined with other learning methods, there is clear support of positive perceptions toward disabled people (e.g., Barrett & Pullo, 1993; Jones, Sowell, Jones, & Butler, 1981; Pernice & Lys, 1996; Pfeiffer, 1989; Schwartzwald, 1981; Wurst & Wolford, 1994).

Examples of such other learning methods include: (a) direct social interaction with people with disability, (b) reading material and/or viewing and listening to audiovisual materials about disability issues, (c) listening to panel discussions conducted by persons with disability.

It has thus has been found that applying several learning methods rather than relying only on disability simulation is more effective in producing positive attitudes and awareness toward persons with disability (J. Herbert, 2000).

Aspects that facilitate the positive outcome of disability simulation:

Repeating the simulation more than once
Voluntary participation
Minimal interaction of educators with participants
Switching roles so that every participant can experience the simulation

Regardless which teaching philosophy one follows, disability simulation can result in an emotionally powerful experience (e.g., Glazzard, 1979; Pfeiffer, 19890; Grayson & Marini, 1996; Kappan 1994).

To sum up, as numerous surveys have demonstrated, the exclusion faced by people with disability is not solely due to accessibility obstacles, but stems largely from society’s negative attitudes towards diversity. This is a result of fear, ignorance and lack of coexistence and contact with disabled people.

A combined intervention program (educating – interacting – experiencing) has been found to facilitate a change of attitudes towards diversity in mainstream students working together with their disabled peers.