Intro to Communication Disorders Exam 3 Study Guide

Moral model

• Past moral model

  • Tension between good and evil

  • Unfortunate situations are evidence of hidden/covert evil

  • Physical deformities are due to immoral behavior by parents

  • Intellectual disabilities - evil of the individual or family

  • Children were institutionalized or hidden (or killed)

  • Adults were ostracized, outcast (became “beggars”)

• Later moral model

  • Disabled people are righteous and blameless

  • Here to teach us

    • To be used for God’s work

    • Charity, pity, object of sympathy

    • Only given to those “strong enough to handle it”

    • Gives rise to the inspiration model

• Cause : result of a moral failing or sin on the part of the individual or his or her family members

• Role of disabled person

  • Early model : be removed from society to not bring evil into the community

  • Later model : be an object for inspiration, pity; teach non -disabled people gratitude or charity

• Role of non disabled person

  • Early model : stay away from the person with a disability

  • Later model : learn from the disabled person and have pity for them

medical model

• Disability as an individual problem

• advances in science/ “rationality”

  • Still intrinsically negative

  • Disability is a personal tragedy

  • Not moral, biomedical problem

• Biomedical problems : cause

  • Make people incapable of performing in society

  • Require a cure

  • Disability is a social problem

  • The problem of disability lies in the bodies of PWD

• Focus for person with disability (PWD)

  • Focus on treatment or cure

  • PWD must assume the “sick” role

  • Not responsible for typical roles in family/community

  • Need to comply with expert recommendations

  • “Fight” the illness; comply with medical directives

• Focus for non disabled persons

  • Champion the “needs” of PWD

  • Fundraiser for “cure” or “eradication”

  • Search for genetic markers, causes

  • Detective and eliminate

social model

• Disability as a mismatch between person and environment

• emphasis on external barriers for disabled people

• Key obstacles for PWD is attitudes of prejudice and discrimination

• Individual ISN’T the problem; society is

• Disability is neutral - not negative, just a different way of existing

• Focus isn’t on cure or moral failing

• Disability is a social construct - artificially created like gender

• Criticisms of the social model

  • Minimizes actual physical issues of disability

  • Pain, fatigue, barriers

  • Leaves no actual criteria for benefits or for changed expectations

• Cause : the individual nor the impairment is part of the problem. Society is the problem (physical obstacles, prejudice, and discrimination). Having a disability is not negative, it is just a different way of living. 

• Role of disabled person

  • No role; the problem is the interaction between the individual and environment, not the impairment of the individual

• Role of the non disabled person

  • Stop with the prejudice and discrimination, help make the environment more accommodating

“ugly laws”

• banned disabled people from public spaces, reflecting societal prejudices

• Rise of “ugly laws” targeting visible disabilities in public

Aktion Tiergartenstrasse (T-4) Program

• The T-4 program was a program that killed thousands of children and adults with disabilities, no matter the type or severity of the disability

• This program was carried out during WWII by Adolf Hitler and the Nazis

disability advocates

• Louis Braille : developed the Braille system, enabling literacy for the blind, despite initial resistance

• Alexander Graham Bell : promoted oralism over sign language, challenging Deaf cultural identity

• Helen Keller : social justice, women’s suffrage, disability rights

• Jerry Lewis : champion the “needs” of PWD

• Ed Robert’s : fought for access to education and housing, promoted autonomy, dignity, and peer support, formed rolling quads and founded first community independent living

• Judy Heumann : 504 Sit-in, policy leader

• Justin Dart Jr. : ADA advocacy

• Bob Kafka : ADAPT and transportation access

• Carol Gill : framed disability as culture

• Steven E. Brown : gross disability unity

• Paul Longmore : merged activism with academia

• John Callahan : known for dark, irreverent humor, used humor to critique stereotypes

Smith sears veteran rehabilitation act (1918)

• first federal rehab legislation in the US

• Provided vocational rehab for injured WWI veterans

• Administered by the Federal board of Vocational Education

• Aimed to return veterans to “productive” civilian employment

smith fess act civilian vocational rehabilitation act (1920)

• extended vocational rehab services to civilians with disabilities

• Created partnerships between federal and state agencies

• Addressed workplace - acquired disabilities in peacetime

• Funding gaps and racial inequities limited its reach

vocational rehabilitation act (1950)

• provided rehab services for both combat and non-combat veterans

• Expanded federal investment in vocational training

• Administered by the Veterans Administration system

• Strengthened institutional infrastructure for rehab services

rehabilitation act (1973)

• Overview

  • First major civil rights law for disabled Americans

  • Prohibited discrimination in federally funded programs

  • Introduced key provisions: sections 501, 503, 504, and later 508

  • Laid the legal foundation for future legislation like the ADA

• section 501 : federal employment

  • Prohibits discrimination in federal hiring

  • Requires affirmative action for disabled applicants

  • Mandates reasonable accommodations in federal workplaces

  • Applies to all federal departments and agencies

• Section 504 : federally funded programs

  • Prohibits disability discrimination in any program receiving federal funds

  • Applies to public education, healthcare, transportation, housing, etc.

  • Basis for many K-12 and higher ed accessibility protections

  • First law to declare that access is a civil right

• Section 508 : digital and information technology access

  • Added via 1986 amendments to the Rehabilitation Act

  • Required federal agencies to ensure digital accessibility

  • Applies to websites, documents, apps, and public facing materials

  • Influenced broader conversations on web and tech access

rehabilitation act reauthorization (1986)

• changed special education services by authorizing programs for early intervention for infants and toddlers with disabilities

Americans with disabilities act (1990)

• Overview

  • Extended anti-discrimination protections to private businesses

  • Covered employment (Title 1), public accommodations (title III), and more

  • Based on rehabilitation act but broadened in scope

  • Widely recognized as landmark civil rights legislation

• public accommodation

  • any private businesses or facility open to the public

  • Includes restaurants, theaters, retail stores, hotels, parks, etc.

  • Covered under Title III of the ADA

  • Required to be accessible to people with disabilities

• Education

  • Educational housing must follow ADA and 504 requirements

  • Equal access to education is protected under federal law

  • Education enables full participation in society

  • Disparities persist in both K-12 and higher ed

  • Legal frameworks promote inclusions, not just access

beattie vs board of education of antigo, Wisconsin

• Merritt Beattie had difficulty walking, speaking, and drooling uncontrollably, which caused disruptions and required excessive attention from teachers and other students

• The school board initially placed him in a special school, but the court ultimately sided with the board's decision to exclude him entirely 

brown vs. board of education of Topeka, Kansas

• declared state sponsored segregation in public schools unconstitutional

PARC vs. commonwealth of Pennsylvania

• the state of Pennsylvania was ordered to provide free public education to all children, including those with disabilities

• This case established the foundation for the right to education for all children with disabilities, which was later codified in the Individuals with Disabilities Education Act (IDEA)

mills v. Board of education of District of Columbia

• U.S. District Court for the District of Columbia ruled that students with disabilities have a right to a free public education, regardless of the cost of accommodations

• This landmark decision established the principle that denying education to students with disabilities based on the cost of necessary accommodations is unconstitutional

1975 education for all handicapped children act

• first law mandating special education services

EAHCA reauthorization - 1985, 1990

• 1985

  • Mandated preschool programs for children with disabilities aged 3-5

  • Created the Early Intervention State Grant program for infants and toddlers

  • Expanded and improved other discretionary programs within the EHA

• 1990

  • Reauthorized and renamed Individuals with Disabilities Education Act (IDEA)

  • Added autism and TBI as eligible disability categories

  • mandating transition planning for students aged 16 and older to help prepare them for post school life

  • Emphasized assistive technology

IDEA 2000s, 2010s, and beyond

• mandates special education services for K-12 settings

• Requires development of individualized education programs (IEPs)

• Covers 13 categories of disability

• Supports education in the least restrictive environment

• Provides access to the general education curriculum

  • Individualized approaches that support learning and high achievement with increasing opportunities for students with disabilities, alongside their nondisabled classmates

definition of disability from rehab act of 1973

section 504 education plan

• applies to all public schools and federally funded schools

• Requires Free Appropriate Public Education (FAPE)

• Implemented through individualized 504 plans

• Covers physical, instructional, and communication access

• Section 504 and ADA apply to colleges and universities

• Students must self disclose and request accommodations

• Supports include note takers, extended time, alt formats

• Institutions must ensure equal opportunity - not guaranteed outcomes

• Physical accessibility in schools

  • Buildings must be accessible to students, staff, and visitors

  • Common issues: entrances, restrooms, stages, labs, gyms

  • New construction must meet ADA standards

  • Barrier removal required when readily achievable

• Digital access in educational environments

  • Covers software, learning platforms, and communication tools

  • Requires captioning, screen reader compatibility, alt text

  • Inaccessible content creates inequitable learning conditions

individual education plan

A legal document that outlines the special education, supports, and services a student with a disability needs to succeed in school

reasonable accomodation

• modified work schedules or remote options

• Screen readers, accessible software, or physical aids

• Adjusted duties or task reassignment

• Interpreter services or written communication supports

free appropriate public education

Guarantees that students with disabilities have the right to a publicly funded, specialized education tailored to their individual needs

Least restrictive environment

A principle in special education requiring that students with disabilities be educated with their non disabled peers to the maximum extent appropriate

ableism

• prejudice against disabled people, types of ableism (explicit vs. implicit) and everyday examples

• Ableist language : any word or phase that devalues disabled people

  • Often commonly used in society without though to refer to something negative

  • Ex: “She’s just so blind when it come to dating”

stigma

• Negative attitudes, beliefs, and stereotypes held towards individuals or groups based on a perceived characteristic that is considered a disadvantage or deficiency

• an attribute that is deeply discrediting that diminishes one from a whole and usual person to a tainted, discounted one

Inspiration porn

• objectifying disabled people to inspire non disabled people

• a label that insiders have given to portrayals that objectify disabled people at the sensationalize end of the continuum

• Encourages pitying behaviors and attitudes towards people with disabilities

Ableist microaggressions (all types)

• denial of experience : the minimization of disability or invalidation that disabled people encounter ableism

  • ignoring actual needs (accommodation, etc.)

  • Ex: “oh, you don’t look disabled”

• Expectation of helplessness : refers to the expectation that people with disabilities are in constant need of help across all domains of life NOT capable of independence

  • Ex: someone says “oh here, let me get that door for you,” as PWD is reaching for the door handle already

• Patronizing/infantilizing : the experience of being treated as a child, or infantilized, as a person with a disability 

• Secondary gain : refers to the idea that nondisabled people may benefit from assisting people with disabilities by attaining praise or recognition, or alternatively expressing pity toward a disabled person to feel better about oneself 

  • getting benefit (esp. with hidden disability)

• Second class citizen

• Desexualization : removing or minimizing sexual characteristics, behaviors, or connotations because of a disability

  • Ex: “So… are you able to … you know … does it work?”

• Spiritual intervention : outsiders approach disabled people with religiosity, perhaps by promising to pray for or even attempting to pray over a disabled individual 

  • “I will pray for you”

  • Ex: “God will make your body perfect in heaven”

• Denial of privacy : is a socially sanctioned intrusion into intimate details of disabled people's lives without regard to social courtesy afforded to nondisabled people

  • asking intrusive questions, invading space/touching without consent

  • Ex: “So, what happened to you that you’re in a wheelchair”

• Denial of personal identity : occurs when outsiders overfocus on disability to the exclusion of all other personal identities 

ableist slurs

• a word or phrase used to insult or demean someone based on their disability

• Examples : cripple, midget, r-word

• Ex: “I love that show with the midget”

euphemism

• try to find “less offensive” terms than “disability”

• Superficial terms that don’t make change in stigma

• Cover up the reality of social oppression faced by disabled persons

• Can be infantilizing

• Examples: “differently abled,” “physically challenged,” “handicapable,” “special needs”

  • “This is the special needs classroom”

person first language v. Identify first language

• person first

  • Intended to decrease prejudice, decrease the “medicalization” of people (seeing them as diagnoses)

  • Positive intention, but is awkward grammatically, adds length to written words which often end up abbreviated as PWD

  • Not clear that is has actually improved anything

  • Example: “I teach students with autism”

• Identify first

  • AKA : disability first language

  • Proposed by disabled people to claim disabled identity without shame

  • Some Deaf persons, autistic persons, blind persons have claimed this as central to their identity

  • Example: autistic student support services may include peer job coaching

second class citizen

• Limited access to physical spaces or societal institutions

• refers to the treatment of disabled people in ways that presume a lesser right to equal access and opportunity

Patronization

• the experience of being treated as a child, or infantilized, as a person with a disability 

Secondary gain

• refers to the idea that nondisabled people may benefit from assisting people with disabilities by attaining praise or recognition, or alternatively expressing pity toward a disabled person to feel better about oneself 

  • getting benefit (esp. with hidden disability)

assumed helplessness

• refers to the expectation that people with disabilities are in constant need of help across all domains of life NOT capable of independence

  • Ex: someone says “oh here, let me get that door for you,” as PWD is reaching for the door handle already

What changes resulted to disability services after the US Civil War? WWI? WWII?

• US Civil War

  • Led to the first US rehabilitation services

  • The US Sanitary Commission was developed to facilitate placement of disabled service members, with their families in homes or at institutions called soldiers or sailors homes, which were meant for short term stays leading toward full community reintegration

  • Institutionalization began with war veterans and ugly laws were developed

  • marked the beginning of the American tradition of community philanthropy toward disabled veterans and organized governmental efforts to help reintegrate disabled soldiers into civilian society

• WWI

  • medical and charitable organizations becoming the authority on disability

  • Occupational therapy, physical therapy, and vocational rehabilitation was being offered

  • FDR created his own organizations, resources, and legislative acts that provided help to those with disabilities.

    • Co created the March of Dimes

    • Signed the Social Security Act which expanded funding for vocational rehabilitation programs and care for the elderly and disabled children

• WWII

  • Better battlefield evacuation and treatment = more survivors

  • Veterans received broader vocational training post war

  • VA hospitals expanded services and rehab programs

  • Shift toward comprehensive, long term rehab models

  • GI Bill helped veterans attend college or trade school

  • Campuses began developing accessible infrastructure

  • Veterans advocated for physical and academic access

  • Set precedent for later educational access laws

How did the eugenics movement impact disabled Americans?

• The primary targets of the practice were those with intellectual disabilities and mental illness, but secondarily, many state laws allowed for involuntary sterilization of people who were deaf, blind, or physically “deformed,” and those with epilepsy

• Some people with disabilities were sterilized without knowing about it

• Believed that at least 60,000 Americans were sterilized

• At first sterilization occurred because of the belief of heritability about disorders but then it became about the perceived unfitness of disabled women to raise children and the cost and burden of disabled people on society

• compulsory sterilization was even spun as therapeutic: Proponents argued that the practice would actually liberate disabled women and allow for deinstitutionalization, which was further supported by the economic case

What was the Buck v. Bell decision?

• The Buck v. Bell decision was that sterilization was a legitimate means to decrease or eliminate people labeled as undesirable

• The outcome for Carrie Buck’s daughter Vivian was that she was assessed by comparative observation to another infant by a social worker. Vivian was labeled as “feebleminded” which was contradicted by her report cards in school that proved she was an honor roll student

Discuss the way the Americans with Disabilities Act and the Rehabilitation Act are related?

• rehab act: applies to federal funding recipients

• ADA: applies broadly to public and private sectors

• ADA includes stronger enforcement for public accommodations

• Both protect against disability discrimination

• The Rehabilitation Act served as the foundation for the ADA

• Both ensure equal opportunity and access for individuals with disabilities in various aspects of public life

• Section 504, prohibits discrimination on the basis of disability in programs receiving federal funding

  • ADA expands these protections to employment, public services, and public accommodations

What is the intent of inspiration porn? Why is it a problem for disabled and non disabled persons?

The intent of inspiration porn is to inspire nondisabled people. Inspiration porn is meant to elicit reaction of pity toward disabled people and gratitude for the privilege of being nondisabled. Inspiration porn is a problem because it depicts disabled people as being overcoming, happy, and in control of their destinies. This then shames disabled people that don’t live up to these standards.

What were the problems with institutional care in the US in the mid 20th century? How did the Independent Living movement respond to institutional care?

• The hallmark of the CIL paradigm is the rejection of the medical model and emphasis on peer support, advocacy and skills training

• goal: work toward full participation for disabled people in all aspects of community life and to eliminate the systematic institutionalization of people with disabilities

• shed light on the deplorable conditions in state hospitals and nursing homes and began demonstrating how community-based living was far less costly in both human and financial expense

• Problems: neglecting the people living there, not enough space, dirty, not knowing how to properly take care of them to help them grow and learn to be independent

Compare and contrast how disability was viewed in the early moral model and the late moral model

• early moral model: disability was seen as the individual being evil, children were institutionalized, hidden, or killed

  • Adults became ostracized, outcast

• Later moral model: disabled people are righteous and blameless

  • To be used for Gods work

  • Charity, pity, object of sympathy

  • Only given to those “strong enough to handle it”

  • Gives rise to the inspiration model

What was the EACHA act, when was it passed, and what did it do? What is it known as today?

• it required schools to provide the best possible public education to students with disabilities in the least restrictive environment

  • Free and appropriate public education

  • Least restrictive environment

  • Individualized education programs

  • Parent and student participation

  • Inclusion in general education settings

• Passed in 1975

• Today it is known as the individuals with disabilities education act

What components are required under a 504 vs. an IEP?

• 504

  • Individualized accommodations: accommodations designed to meet the students individual needs

  • Free appropriate public education (FAPE): includes regular or special education, related aids and services, and ensuring their individual educational needs are met

  • Reasonable accommodations: accommodations should be reasonable and supported by evidence based practice, and may require input from the students health care provider

    • Ex: assistive technology, changes to environment (taking a test in a quiet space), and and changes to the presentation of information (listening to audiobooks instead of reading)

• IEP

  • Present levels of academic achievement and functional performance (meaning their current abilities and how their disability affects their involvement in academics)

  • Measurable annual goals that the student is expected to achieve

  • Progress measurement and reporting

  • Special education, related services (speech therapy, occupational therapy, or counseling), and supplementary aids and services (assistive technology, modifications, or accommodations)

  • Extent of non participation: extent that the student will not participate with nondisabled students in the general education classroom or activities as well as a justification as to why

  • Accommodations

  • Service delivery details: outlines the projected date, frequency, location, and duration of services provided to the student

  • Transition services if needed: instruction, related services, community experiences, development of employment, and other post-school adult living objectives

Define the following terms according to the WHO-ICF Biopsychosocial Model of Disability

• impairment : a significant deviation or loss of bodily function or structure

• Disability : a limitation in activity or a restriction in participation

• Handicap : designated to represent the interaction between a person with a disability and his or her environment that affected the persons role fulfillment

• Functioning : a dynamic interaction between a persons health condition, environmental factors, and personal factors

• Activity limitations : difficulties an individual may experience in executing a wide range of tasks or activities

• Participation restriction : describes life activities and roles including interpersonal relationships, education, employment, financial autonomy, recreation and leisure, religion and spirituality, and political advocacy

what are environmental, contextual, and personal factors in the biopsychosocial model of disability? How do they influence the experience of disability?

• environmental factors : consist of the physical, social and attitudinal environment in which people conduct their lives

  • Ex: enable activity - technology, impede activity - inaccessible infrastructure

  • Influence: affect the experience of the individual by either facilitating or inhibiting one’s functioning

• Contextual factors : influence the overall functioning of the individual

  • Divided into two categories : environmental and personal

  • Influence : can limit or facilitate a persons overall ability to function

• Personal factors : encompasses attributes of the individual that are not accounted for elsewhere in the ICF model

  • Ex: gender identity

  • Influence: can add to a persons hardships (through intersectionality)

The professional of speech-language pathology & audiology

• educational requirements

  • Undergraduate degree in CSD/SLP or another field with pre-requisites completed

  • 3 domains: general knowledge, skills, aptitudes and experiences

  • Social, behavioral, biological, and physical science foundations

    • MUST include either physics or chemistry

  • CSD content knowledge - different programs have latitude

  • Graduate degree, academic knowledge, clinical knowledge and skills

  • SLP (typically 2 years)

    • Masters degree (MS, MA, Med.) from accredited program

      • Classroom education : 36 unit minimum

      • Clinical education : 400 hours

    • National board exam

    • 9 month supervised full time fellowship after M.S. (paid employment - 1260 hours minimum)

  • AuD (typically 4 years)

    • Clinical doctorate (AuD) from accredited program

      • Classroom : 3 years

      • Clinical education : 1 year full time during AuD program (unpaid)

    • National board exam

• Licensure

  • Educational licensure - department of education

  • Healthcare licensure - based on state

  • Allows you to practice in certain states (each license is different per state and allows you to only practice there)

  • Protect the public (complaint processes, oversight and supervision)

  • Ensure quality services

  • Tied to reimbursement by insurance

• Credentials

  • Certificate of clinical competence - CCC

    • American speech language hearing association

    • Nationally recognized credential

    • Ensures a level of competence beyond the education and licensure