Instructor’s Manual 1-1
1
UNDERSTANDING EXCEPTIONALITIES
IN THE 21ST CENTURY
INSTRUCTOR OVERVIEW
Chapter 1, “Understanding Exceptionalities in the 21st Century,” begins with an opening
snapshot of an accessibility consultant who emphasizes that “disability is not an absolute.” The
purpose of labeling is for communication but labels are often based on perception and not fact.
We examine the consequences of labeling and offer three approaches to understanding human
differences. The changing societal views on people with disabilities are discussed with a focus
CHAPTER-AT-A-GLANCE
DETAILED
OUTLINE
TRADITIONAL
LEARNING
ONLINE
LEARNING
CEC
STANDARDS
A CHANGING ERA IN
THE LIVES OF
PEOPLE WITH
DISABILITIES
p. 4
Snapshot:
Dis
abled or
Differently
Abled?
PowerPoint Slides:
Ch. 1
Test Bank:
Ch. 1
Instructor’s Manual 1-2
DETAILED
OUTLINE
TRADITIONAL
LEARNING
ONLINE
LEARNING
CEC
STANDARDS
1-1 WHY LABEL
PEOPLE?
p. 4–5
Learning Objectives:
1-1
Reflect on This:
MindTap for
Human
Exceptionality
•
Chapter 1 Quiz: Did You
Get It?
6
Professional
Learning and
Ethical Practice
1-2 THREE
APPROACHES TO
UNDERSTANDING
HUMAN
1-2a A Developmental
Approach / 1-2b A Cultural
Learning Objectives:
1-2
Learning Through
the Word
MindTap for
Human
Exceptionality
•
Chapter 1 Quiz: Did You
Get It?
1-3 CHANGING
SOCIETAL VIEWS ON
PEOPLE WITH
DISABILITIES: FROM
Learning Objectives:
1-3
Power Point Slides:
MindTap for
Human
Exceptionality
•
Chapter 1 Quiz: Did You
Get It?
1-4 THE AMERICANS
1-4a The ADA Definition
of Disability / 1-4b Major
Provisions of ADA
Learning Objectives:
One City’s Response to
ADA
The ADA: 20 Years Later
PowerPoint Slides:
MindTap for
Human
Needs of All Students in a
Sixth Grade English
Language Arts Class
•
Chapter 1 Quiz: Did You
Get It?
1
Learner
Differences
6
Professional
Learning and
Ethical Practice
Instructor’s Manual 1-3
DETAILED
OUTLINE
TRADITIONAL
LEARNING
ONLINE
LEARNING
CEC
STANDARDS
1-5 THE ROLE OF
HEALTH CARE,
PSYCHOLOGY, AND
SOCIAL SERVICES
PROFESSIONALS I N
THE LIVES OF
PEOPLE WITH
DISABILITIES
p. 15–19
1-5a The Role of Health
1-5c The Role of Social
Services Professionals
Learning Objectives:
1-5
Debate Forum:
Casey’s Story: Then and
Now
Test Bank:
Ch. 1
MindTap for
Human
Exceptionality
•
Chapter 1 Video Case:
Inclusion: Meeting the
Needs of All Students in a
Sixth Grade English
Language Arts Class
•
Chapter 1 Quiz: Did You
Get It?
•
Chapter 1 Scenario
o
Pre-K Greta B
o
Pre-K Greta C
o
Grades 4–6 Rania A
o
Grades 4–6 Rania B
o
Grades 4–6 Rania C
•
Chapter 1 Quiz: Wrapping
It Up
7
Collaboration
LOOKING TOWARD A
BRIGHT FUTURE
p. 19–21
Case Study on
Embracing Diversity:
Keani
Test Bank:
Ch. 1
MindTap for
Human
Exceptionality
•
Chapter 1 Quiz: Did You
Get It?
•
Chapter 1 Quiz: Wrapping
It Up
2
Learning
Environments
LEARNING OBJECTIVES
After completing this chapter, your students should be able to:
1-1 Describe why we continue to label people even when we know it may have a negative
effect on an individual.
1-3 Explain how societal views on people with disabilities changed from widespread
discrimination to an era of inclusion and support in the 21st century.
1-5 Describe the role of health care, psychology, and social services professionals in meeting
the needs of people with disabilities.
CHAPTER/LECTURE OUTLINE
A CHANGING ERA IN THE LIVES OF PEOPLE WITH DISABILITIES
1-1 WHY LABEL PEOPLE?
•
We use many labels, including disorder, impairment, disability, handicap, and
exceptional, to describe people who are different. Labels are rough approximations of
Copyright © 2017 Cengage Learning. All rights reserved.
1-2 THREE APPROACHES TO UNDERSTANDING HUMAN DIFFERENCES
•
1-2a A Developmental Approach
•
1-2b A Cultural Approach
o Suggests that differences can be explained to a large extent by examining the
•
1-2d The Effects of Being Labeled
o Individuals attach multiple and sometimes conflicting meanings to various
1-3 CHANGING SOCIETAL VIEWS ON PEOPLE WITH DISABILITIES:
FROM
DISCRIMINATION TO INCLUSION
•
1-3a Advocating for Change
o Change came through parental involvement and advocacy. The advent of parent
Instructor’s Manual 1-7
IN-CLASS OR ONLINE ACTIVITY SUGGESTIONS
ACTIVITY 1
INTRODUCTION: Normal is a relative term that is broadly defined. What appears to be the norm
contributes to our recognition of differing characteristics among individuals. But in reality, is
there a norm? We are all different in many ways. Simultaneously, many of us share common
labels that lead others to make evaluative judgments about us without really knowing us.
ACTIVITY: Ask students to describe a normal college student. Highlight the common label of
“college student.” Evaluate what people would describe as the “normal college student.” Then
explore the realities in your classroom. Do they match the preconceived notions of what
“normal” is?
Questions to discuss include:
•
Does a normal college student study four hours a day?
•
Does a normal college student go to three parties a week?
•
Does a normal college student go home every weekend?
•
Does a normal college student have a 3.5 grade point average?
•
How old is the normal college student?
ACTIVITY 2
INTRODUCTION: Labels—either formal or informal—are widely used in the media to provide
descriptive information about people and events.
ACTIVITY: Bring in examples of labeling from popular social media and ask students to discuss
the stigmas attached to various labels.
ACTIVITY 3
INTRODUCTION: The Americans with Disabilities Act of 1990 provided a national mandate to end
discrimination against individuals with disabilities in private sector employment, all public
services, and public accommodations, transportation, and telecommunications.
ACTIVITY: Have each class member interview an individual with a disability or a family member
of an individual with a disability. Alternatively, have each student gather information about
ACTIVITY 4
INTRODUCTION: Access to adequate housing and barrier-free facilities is essential for people with
physical disabilities. However, often facilities are not completely accessible and require
renovation to incorporate barrier-free designs. Even when facilities are deemed barrier-free, their
design may be poor or provide only partial accessibility. For example, the ramp may be in the
Copyright © 2017 Cengage Learning. All rights reserved.
ACTIVITY 5
INTRODUCTION: The authors discuss the differences between abnormal behavior and social
deviance, normalcy and pathology, in the context of a multidisciplinary perspective on disability.
ACTIVITY: Have each student discuss the following:
•
What perspective, or combination of perspectives, would best describe the philosophical
underpinnings of your service placement?
ACTIVITY 6
INTRODUCTION: Access to supports such as community services creates opportunities for
individuals with disabilities to be included in community life.
ACTIVITY: Have students reflect on the inclusivity of their current placement and note their
thoughts in their journal. Questions for students to address include:
ACTIVITY 7
INTRODUCTION: Labels can produce bias in the way we think about or view people. Most of us
are not aware of our hidden biases that influence the way we think about, act toward, and view
others around us. The Harvard Project online tool measures beliefs that may be unknown or
veiled.
ACTIVITY: The Implicit Association Test (IAT) offers various online surveys to test the
Instructor’s Manual 1-9
VIDEO ACTIVITIES
ACTIVITY 1
VIDEO: I’m Not Your Inspiration, Thank You Very Much (April 2014)
VIDEO URL
:
ACTIVITY 2
VIDEO: Former Paralympian Is Not Disabled (August 21, 2012)
ACTIVITY: Watch the THNKR video clip about Aimee Mullins titled Former Paralympian Is Not
Disabled. Afterward, have students discuss whether they agree that labeling people
is a lazy activity
that oversimplifies the range of normal diversity that exists among humans.
ACTIVITY 3
VIDEO: The Opportunity of Adversity (October 2009)
VIDEO URL
:
DEBATE FORUM
CASEY’S STORY: THEN AND NOW
Casey Martin was born with a very rare congenital disorder (Klippel-Trenaunay-Weber
syndrome), a condition with no known cure. The disorder is degenerative and causes serious
blood circulation problems in Casey’s right leg and foot. His right leg is about half the size
of his left, and when forced to walk on it, Casey experiences excruciating pain and swelling.
Instructor’s Manual 1-10
ride a golf cart when others must walk. Is riding a cart an advantage for Casey or does the
golf cart simply level the “playing field” as intended in the ADA? What do you think of the
following “for and against” arguments:
POINT
The PGA’s attempt to disallow Casey Martin’s use of a golf cart was an act of discrimination
against a person with a disability. The PGA is a public entity, and golf courses are places of
public accommodation under the Americans with Disabilities Act. Therefore, the PGA must
COUNTERPOINT
One cannot help but express admiration for the grit and determination of Casey Martin.
However, the U.S. Congress never intended for ADA to require an organization such as the
PGA to change its basic rules of operation and, thus, create an advantage for one golfer over
another. Physical requirements, including walking up to five miles on any given day in
unfavorable weather, is an essential element of golf at its highest level. Any golfer who is
allowed to ride in a cart will have an unfair advantage over other competitors. If the PGA
TAKE A STAND
1. Should Casey, regardless of his disability, be required to adhere to the fundamental rule
that every PGA player must walk the golf course during competition?
Instructor’s Manual 1-11
CASE STUDY FEEDBACK
Keani
1. As Keani’s potential employer, what are some of the issues you would raise about her
capability to perform the essential functions of the job?
A potential employer may indicate that the job requires some physical activities on
Keani’s part and question whether she will be able to handle essential tasks given her
2. What would you see as the “reasonable accommodations” necessary to help Keani
succeed at this job if she were to be hired?
In considering reasonable accommodations for Keani, the employer can consider several
factors:
•
First, distinguish between those tasks that are essential to the job and those that are
marginal. Essential job functions are defined as absolutely necessary for task