The key is to change the perspective: focus on strengths instead of weaknesses!
On 20 November the last session of workshop series on social inclusion was held. The series was jointly organised by the Centre for Teaching and Learning (formerly known as CEQEM – Centre for Educational Quality Enhancement and Methodology) and Student Journey and Welfare (formerly Student Support). To the final event the colleagues of the Együttható Egyesület (Association Co-Efficient) were invited to talk about the disability types.
Who is considered as disabled?
There is no universally accepted definition of disability, but rather it can be understood through three interrelated domains:
- Impairment: This refers to problems with the way the body functions or changes in the structure of the body, such as paralysis or blindness.
- Activity limitation: This involves difficulties in performing daily activities, for example, issues with moving or eating.
- Participation: This addresses the challenges individuals encounter in fully participating in various aspects of life, such as facing discrimination in employment or encountering difficulties in public transportation. The definition encompasses difficulties experienced in any or all of these three areas of functioning (WHO, 2011).
The lack of a precise definition also makes it difficult to determine how many are affected. It is estimated that people with disabilities make up roughly 15-20% of the world’s population (WHO, 2011).
From deficit to diversity
For a long time, the approach to people with disabilities has not been inclusive. The most important role in bringing about change has been played by civil rights movements, such as the Independent Living Movement, which started in the 1950s. Its key principle is that people with disabilities should have the same right to make decisions about their lives and should be given the information and choices to do so. The importance of the Movement is shown by the fact that physical disabilities and even neurodiversity were previously seen as a deficit in society and, for example, in Europe, until the mid-1990s, institutionalisation rather than co-education was the dominant approach (Zalabai, 1997).
What is the message of the Együttható Egyesület for our lecturers?
The key is to change the perspective: focus on strengths instead of weaknesses! For example, a disabled person may have advanced problem-solving skills as they adapt to the challenges of the physical environment on a daily basis. Such experiences can contribute to creative and flexible thinking, which can be used in a variety of learning situations.
Be ready to offer individual support and show flexibility towards students. Communicate that diversity is a value and act accordingly: create an inclusive environment where students with different learning preferences can thrive.
This is where colleagues from the Student Journey and Welfare and the Centre for Teaching and Learning can provide support – the second one from the aspect of the teaching methodology. For the latter, it is worth contacting the institute’s CTL partners directly.
What will be the theme of the workshops in the spring semester?
In the framework of this series, the Centre will focus in more detail on supporting the learning and integration of international students. Information about the expected workshop dates and invited speakers will be available on the intranet.
References:
Zalabai P. (1997): Önálló életvitel és személyi segítés, in: Esély, 1997/5 szám, 56-70.o
WHO. (2011). World Report on Disability. p. 350.
The presentation of the Association and the slideshow it shares are available by clicking on the links.
Summaries of previous workshops: