It is well documented that people with disabilities face barriers which hinder equal participation in several environments including school and work. One of the primary barriers people with disabilities commonly face in the context of inclusion and participation is negative attitudes from others based upon misconceptions and stereotypes about individuals with disabilities.  

I am a strong supporter of any event which promotes inclusion, participation, and awareness about people with disabilities. The United Nations International Day of Persons with Disabilities (IDPwD) is annually observed on December 3rd. IDPwD was established in 1992. According to the United Nations website, “observance of the Day aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of persons with disabilities. It also seeks to increase awareness of gains to be derived from the integration of persons with disabilities in every aspect of political, social, economic and cultural life.”

For more information, see: http://www.un.org/disabilities/default.asp?id=111

As I was preparing to write this article acknowledging IDPwD, I pondered the definition of awareness. One definition I came across defined awareness as “knowledge gained through one’s own perceptions or by means of information.” Research recognizes and attests to the need to create more opportunities for education about disabilities, to promote disability awareness, and foster opportunities for interaction between people with and without disabilities.

I became more and more curious during my review of research articles about awareness which called for “the enactment of strategies to improve access and public awareness.” I wanted to identify what strategies have been shown to increase awareness about people with disabilities.

I believe increasing awareness about people with disabilities starts with children and youth.

A review of education and/or school-based research on inclusion and participation shows that even when youth with disabilities are placed in inclusive classrooms, approximately half of the youth with disabilities feel like they do not belong. [i]

Research has shown that “even though attitudes toward disabilities have been steadily shifting, some children and adolescents without disabilities may still be reluctant to spend time with their peers with developmental or other disabilities because of limited prior experiences or inaccurate stereotypes.” [ii]

Research indicates that disability awareness activities which include an educational component which is specifically designed to help children and youth better understand what it means and how it feels to be an individual with a disability helps to increase general awareness. Activities which use interactive exercises and guided group discussions have also been shown to be effective to increase awareness. [iii] When youth are exposed to information about disabilities through educational sessions, videos, discussions, and experiential exercises, general knowledge and sensitivity about disabilities increased. [iv]

Occasions which promote social contact and interaction between youth with and without disabilities has also been identified as crucial to foster awareness. [v]  Peer support is another strategy recognized as an effective method for assisting learning and participation within a classroom setting. An example might involve training two or more “Peer mentors” without disabilities to provide academic and/or social support to a peer with disabilities across a semester or school year. [vi] Use of peer support strategies provides natural opportunities for youth without disabilities to work alongside their peer with a disability. Peer support, Peer mentoring, and Cooperative learning allows each student to get to know one another within the classroom setting. [vii]

Cooperative learning is “a teaching strategy where small groups or teams, comprised of students of different levels of ability, work together to accomplish shared goals.” [viii]   Research has shown that peer support and cooperative learning strategies:

1. Enhance student interest, motivation, success, understanding, and equality;
2. Provide opportunities for peer teaching and interaction; and
3. Help improve relationships among students. [ix]

Research has shown that Peer support strategies are also effective outside the classroom including the use of peer buddy programs, peer tutoring, and peer mentoring. [x] Peer support programs such as Best Buddies emphasize social connections beyond the classroom across an entire semester or school year. [xi]

For more information on Best Buddies Programs, see: http://www.bestbuddies.org/

As I concluded my review of research articles about awareness, I came across a quote that embodies the true intent of International Day of Persons with Disabilities. The quote said, “Being known, connected, and involved in school and community life can contribute to a host of positive outcomes for youth with and without disabilities.” [xii] So, NCHPAD readers, do you think peer support strategies are effective? What strategies do you think foster awareness about disabilities?

To commemorate IDPwD, how will you promote awareness of people with disabilities in every aspect of political, social, economic and cultural life? Tell us how you will promote awareness through http://blog.ncpad.org/.

[i] Carter, Erik W.; Jennifer Asmus,; Colleen Moss,. “Fostering Friendships: Supporting Relationships among Youth with and without Developmental Disabilities.” The Prevention Researcher. Integrated Research Services, Inc. 2013. Retrieved December 02, 2014.

[ii] Carter, Erik W.; Jennifer Asmus,; Colleen Moss,. “Fostering Friendships: Supporting Relationships among Youth with and without Developmental Disabilities.” The Prevention Researcher. Integrated Research Services, Inc. 2013. Retrieved December 02, 2014.

[iii] Lindsay, S., & Edwards, A. (2013). A systematic review of disability awareness interventions for children and youth. Disability & Rehabilitation, 35(8), 623-646.

[iv] Lindsay, S., & McPherson, A. C. (2012). Strategies for improving disability awareness and social inclusion of children and young people with cerebral palsy. Child: Care, Health & Development, 38(6), 809-816. doi:10.1111/j.1365-2214.2011.01308.x

[v] Lindsay, S., & Edwards, A. (2013). A systematic review of disability awareness interventions for children and youth. Disability & Rehabilitation, 35(8), 623-646.

[vi] Carter, Erik W.; Jennifer Asmus,; Colleen Moss,. “Fostering Friendships: Supporting Relationships among Youth with and without Developmental Disabilities.” The Prevention Researcher. Integrated Research Services, Inc. 2013. Retrieved December 02, 2014.

[vii] Carter, Erik W.; Jennifer Asmus,; Colleen Moss,. “Fostering Friendships: Supporting Relationships among Youth with and without Developmental Disabilities.” The Prevention Researcher. Integrated Research Services, Inc. 2013. Retrieved December 02, 2014.

[viii] McCracken, Patricia. “Cooperative Learning as a Classroom Management Strategy.” Momentum. National Catholic Educational Association. 2005. Retrieved December 02, 2014.

[ix] McCracken, Patricia. “Cooperative Learning as a Classroom Management Strategy.” Momentum. National Catholic Educational Association. 2005. Retrieved December 02, 2014.

[x] Carter, Erik W.; Jennifer Asmus,; Colleen Moss,. “Fostering Friendships: Supporting Relationships among Youth with and without Developmental Disabilities.” The Prevention Researcher. Integrated Research Services, Inc. 2013. Retrieved December 02, 2014.

[xi] Carter, Erik W.; Jennifer Asmus,; Colleen Moss,. “Fostering Friendships: Supporting Relationships among Youth with and without Developmental Disabilities.” The Prevention Researcher. Integrated Research Services, Inc. 2013. Retrieved December 02, 2014.

[xii] Carter, Erik W.; Jennifer Asmus,; Colleen Moss,. “Fostering Friendships: Supporting Relationships among Youth with and without Developmental Disabilities.” The Prevention Researcher. Integrated Research Services, Inc. 2013. Retrieved December 02, 2014.