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PHAC 3060 TEST WITH COMPLETE SOLUTIONS
Medical model - ANSWER disability defined as deficiency or limitation groups or categories by cause, symptoms, and characteristics goal: prescribe, fix, rehabilitate limitation: disregards environment. Social minority model - ANSWER disability defined by social consequences shared common minority status equated to stigma and prejudice goal: to empower to overcome discrimination limitation: ignores personal experience social construction of disability - ANSWER created and reinforced differences between "able" and "disabled" environment construct too narrow goal: deconstruction reinforcing context limitation: framework to understand disability; includes only those with disability. impairment - ANSWER abnormalities of body structure and system function resulting from any cause activity limitations - ANSWER a difficulty encountered by an individual in executing a task or action participation restriction - ANSWER is a problem experienced by an individual in involvement in life situations. handicap - ANSWER disadvantages experienced by individuals as a result of impairments of disability and reflect an interaction of the individual with the environment Health Disparities - ANSWER Compared to general population, people with disabilities: have poorer health and higher rates of chronic conditions have lower rates of social participation in health events and health education have lower rates of recommended health behaviours Health promotion and disability - ANSWER efforts are aimed at disability prevention disability is equated with poor health
disability believed to be caused by neglecting health practices belief that the environment plays no role in disabling process inclusive physical activity - ANSWER accessible physical activity provided to all individuals across the life span in diverse settings. a philosophy and practice of ensuring that all individuals, regardless of ability or age, have equal opportunity in physical activity. resource redundancy - ANSWER educating PE teachers on inclusive education for the classroom respectful language and actions - ANSWER 1) person first language
- disability after the person (if at all)
- introduction (shake hands) if can't touch the persons arm or shoulder
- if meeting a person with a visual impairment, identify yourself and others too.
- leaning or hanging onto someones wheelchair is similar to hanging on a person and annoying
- hearing impaired, tap shoulder or wave hand. look directly and speak clearly. open activities - ANSWER everyone is doing it modified activites - ANSWER making the game easier or harder based on abilities separate activities - ANSWER can be beneficial if the alternative activity is meaningful. parallel activites - ANSWER the same activity going on but separated for different groups. Inclusion - ANSWER Kasser definition: a philosophy that embraces equity and values participation for all Ableism - ANSWER When disability status is viewed as a defect rather than a dimension of difference Common Behaviors of Ableism - ANSWER A wheel-chair ramp qualifying a building as accessible. • Using language of ableism
**- Able bodied not recognizing their privilege
- Assuming people with disabilities have no**
belief about practitioners (IPA) - ANSWER - Committed to promoting health for all
- Promote equal access to environments and equipment
- Value diversity
- Demonstrate equitable practice in considering needs
- Offer activities that are enjoyable, empowering and meaningful benefits of participants - ANSWER - Increased respect for individual abilities
- Enhanced awareness into ones own strengths and nonstrengths
- Increased breadth of experience
- More motivating environment
- Increased sense of community and acceptance
- Increased sense of value and self-esteem
benefits of practitioner - ANSWER - Increased awareness of differences
- Changed perspective on professional practice
- Increased breadth of strategies
- Increased knowledge of
variations
- Enhanced value of diverse abilities - Individual capability - ANSWER - Based on interaction of individual's capabilities, nature of task, and context - Capability shifting - ANSWER Capability altered by changing individual's skill level, task requirements, or contextual factors
Participant-Related Factors Influencing Capability - ANSWER • Mental functions
**- Sensory functions
- Digestive, metabolic, endocrine functions
- Cardiovascular and respiratory functions
- Neuromuscular and movement functions
- Skin and related structures
- Other functions**
Context-Related Factors Influencing Capability - ANSWER • Products and technology
**- Natural and built environment • Support and relationships
- Attitudes
- Services, systems, and policies**
Task-Related Factors Influencing Capability - ANSWER Complexity of movement
Perception The biggest limitation - ANSWER being "included" but not feeling included
attitudinal barriers (context) - ANSWER most significant and difficult to over come differ with type of disability and functional level
strategies for attitudinal barriers - ANSWER direct experience most effective ability based simulations useful educational programs and activities beneficial
labeling and language barriers (context) - ANSWER leads to stereotyping and lower expectations viewed as permanent; relieves the practitioner of responsibility to reconstruct contexts
strategies for labeling and language barriers - ANSWER positive language person first language
perceived professional competency barriers (context) - ANSWER lack of collaboration lack of training
strategies for perceived professional competency barriers - ANSWER self development and training collaborative strategies
accessibility barriers (context) - ANSWER architectural communication transportation
economic equipment
accessibility strategies - ANSWER charter of rights and freedom education equipment options
administrative support barriers (context) - ANSWER facility availability and scheduling finances for equipment or support time for training and professional development
administrative support strategies - ANSWER educating administrators on philosophy and laws
knowledge barriers (person) - ANSWER program availability knowledge of laws knowledge of benefits
knowledge strategies - ANSWER advocacy education
self efficacy and motivation barriers (person) - ANSWER enjoyable and nonthreatening opportunities varied activities and optimal challenges positive feedback and reinforcement observation of others
perceived value of activity barriers (person) - ANSWER limited activities
-Deficits in developing and maintaining relationships appropriate to the developmental level -Restricted, repetitive patterns of behaviour, interests, or activities
social communication disorder - ANSWER is meant to apply to individuals who have deficits in the social use of language, but do not have the restricted interests or repetitive behavior you see in autism spectrum disorders.
Asperger's syndrome - ANSWER Develops language Normal to high intelligence ADD and OCD Difficulty reading non-verbal cues, literal naïve tendencies Coordination difficulties, bouncy or stilted walk
pervasive development disorder - ANSWER Impairment in social interactions, communications and or stereotyped behaviour patterns Unusual sensitivities to the environment Shows extremes of emotions (joy, fear, anger)
Echolalia - ANSWER repeats words with no meaning
Rett's Disorder - ANSWER Only females Severe impairment in expressive and receptive language Severe psychomotor retardation Purposeful to non-purposeful movement.
Childhood Disintegrative Disorder - ANSWER After two years Significant loss of any previously acquired skills in communication, behavior, play, May lose motor skills, bowel, bladder, social skills
Characteristics of ASD - ANSWER -Have trouble adapting to new routines or small changes in routine -Not look at objects when another person points to them -Have difficulty relating to others or not have an interest in other people -Avoids eye contact and prefer to be alone -Have difficulty understanding others feelings or talking about their own feelings -Repeat or echo words or phrases -Not play "pretend" games Prefers not to be touch, held or cuddled
Causes of ASD - ANSWER The brain Genetics Prenatal factors Perinatal factors Neuroanatomical Abnormalities Environmental factors
Physical Activity and ASD - ANSWER Health benefits Stimulates and boosts brain chemicals Elevate mood Enhance concentration and ability to learn Improve gross motor skills to enjoy PE and Recreation
Implications for PA - ANSWER 1:1 supervision Communication method to allow choice (PECS or apps) Routines and smooth transitions (timers, countdowns and social stories)
