PacRim 2019 Conference Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/68862

The Pacific Rim International Conference on Disability and Diversity (PacRim) Conference Proceedings is a collection of academic papers and best practices articles representing people with disabilities & diversity backgrounds, academics, researchers, professionals, and advocates from across the globe.

All articles are licensed under CC BY 4.0 and is brought to readers for free and open access by the Center on Disability Studies, ISSN 2641-6115.

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Pacific Rim International Conference on Disability and Diversity Center on Disability Studies
College of Education
University of Hawaii-Manoa
1410 Lower Campus Rd., Building 171F
Honolulu, HI 96822
https://pacrim.coe.hawaii.edu

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Now showing 1 - 13 of 13

Work Participation of Adults with ASD from the Self-Determination Theory Perspective: A Survey Study Proposal in Taiwan
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Cheng, Ya-Shin; Huang, Pai-Chuan; Lin, Ling-Yi; Cheng, Ya-Shin: National Cheng Kung University, College of Medicine, Department of Occupational Therapy; Huang, Pai-Chuan: National Cheng Kung University, College of Medicine, Department of Occupational Therapy; Lin, Ling-Yi: National Cheng Kung University, College of Medicine, Department of Occupational Therapy
Motivation is a crucial factor in successful work participation. Few studies explicitly adopt a specific theory to examine the motivational state of work participation in people with autism spectrum disorder (ASD) in Taiwan. The self-determination theory (SDT) stresses that external supports may facilitate the motivation stage shifting that leads to long-term behaviors changing. Understanding the current status of motivation and family support in the ASD population would reveal unfulfilled areas for intervention. We proposed a study designed around the SDT to examine the motivation stage, perceived family support, and effort of work participation in cognitively adults with ASD.
Wheelchair Dance - Social Perception of Dancer's Ability Challenging Instrument
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Kolesova, Nataliya; Kolesova, Nataliya: Syracuse University, Teaching and Curriculum
This paper is an accompanying theoretical and academic supplementary materials, that serve as an elaboration and background of the powerpoint presentation of a one-hour universal design learning (UDL) workshop entitled “Wheelchair Dance – Social Perception of Dancer’s Ability Challenging Instrument” for dance instructors. The audience for this workshop includes instructors in all dance capabilities and from different dance programs including typical dancing instructors, and those who attempt to approach dance holistically and include people with different abilities in this aesthetic activity on the range from vocational to a professional level. The workshop intends to present universal design for learning strategies that will allow the dissemination of dance as an activity and a sport to wheelchair users. The paper provides a wide knowledge base for the workshop, thus, allows the workshop to be conducted by others as well. First, the paper unveils the author’s personal story starting from developing their own disability identity through experience in para dancesport. The paper critically examines the discourse around dance, integrated dance and para dance, elucidating prejudice, ableism and biases. The paper further offers institutional critique of wheelchair dance. The paper critically analyzes the importance of the topic for the target audience introducing them to disability studies and universal design perspectives. The materials for the presentation are included in the appendix in a powerpoint presentation format and include slides, video, and description of activities. Finally, the paper hypothetically reviews the significant outcomes of the offered workshop for the effective inclusion of wheelchair users in the dance programs and their successful collaboration with standing partners.
The Ways to Tolerate and Enjoy Disability
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Tetyukhin, Yevgeniy; Tetyukhin, Yevgeniy: North Kazakhstan State University
My success story of an educator, PhD, a paralympian, a public speaker, is a story of ups and downs, of highest aspirations and frustrations, a story of a polio fighting for self-realization. This is the story of building the world of self-maturing the world that you are building not only for yourself, but for all the people who lost courage, hope and belief, because you feel that you are blessed with the mission to encourage people with disability. And this understanding helps me to draft, to involve in my ranks of successful people a great many of others.
The Stories that Unite Us: Socialization and Inclusion of Adults with Intellectual Disabilities (ID) Through Library Book Clubs
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Conner, Matt; Plocharczyk, Leah; Conner, Matt: University of California, Davis, Libraries; Plocharczyk, Leah: Florida Atlantic University Libraries
This study describes a book club for college students with intellectual disabilities (ID) at Florida Atlantic University (FAU) and its implications for serving adults with ID. This population is defined as an individual with an IQ of 75 and below who has problems with communication, self-care and socialization. This group is part of a larger category of intellectual and developmental disabilities (IDD) which include physical problems such as limited physical mobility created due to conditions such as cerebral palsy. Intellectual disabilities are usually diagnosed before the individual reaches the age of 18.
The Tension Between Reasonable Accommodations and Career Supports for Students with Disabilities in Universities in Japan
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Kawashima, Satoshi; Nishikura, Miki; Kawashima, Satoshi: Okayama University of Science; Nishikura, Miki: Wakayama University
In this poster presentation we analyzed the tension between reasonable accommodations and career supports for students with disabilities provided by universities in Japan. Through this analysis we clarify that the environment outside universities can affect the availability and content of reasonable accommodations inside universities. In addition, the environmental barriers of society outside universities have negative effects on the possibilities and effectiveness of barrier-free measures, especially reasonable accommodations measures, for students with disabilities in universities.
Situativity as a Thread in a Multicolor Quilt of Education
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Beaton, Catherine; Beaton, Catherine: Rochester Institute of Technology, Golisano College of Computing and Information Sciences, Department of Information Sciences and Technologies
What does it mean to learn or understand? Situated learning posits that understanding/meaning/learning are all relative to actions. Knowledge is inextricably bound to contexts: to do is to know, and all knowledge is situated in social, physical and cultural contexts. This is the foundation for situated learning: it is social and a person's identity is part of belonging to a culture through participation/interactions in that culture. Learning needs to be situated, this author feels that people should be encouraged to maintain their culture and beliefs and values within the post-secondary school system. The power of culture is strong.
Processing the Hidden Disability of Disabilities with EMDR
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Carrier, Sandra F.; Carrier, Sandra F.: True Hope Psychiatric Services, LLC
Eye Movement Desensitization and Reprocessing (EMDR), a standardized, eight-phased psychotherapeutic modality developed by Francine Shapiro, is well researched for its utility in assisting individuals in processing traumatic events. The author’s personal and professional experiences as an individual with a life-long, physical disability, a mid-level psychiatric practitioner, and an EMDR-certified clinician have allowed for lived and witnessed understanding of adverse events in the form of hidden disability secondary to diagnosed mental and physical disabilities. EMDR has been utilized as a successful treatment modality for hidden disability by the author, as outlined in a case overview.
‘Inclusive’ Accommodation Between Campus and Community
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Matsuzaki, Yoshimi; Kaihara, Chikae; Hamamatsu, Wakaba; Shibata, Kuniomi; Matsuzaki, Yoshimi: Tsuda University; Kaihara, Chikae: Inclusive Education Support Division; Hamamatsu, Wakaba: Inclusive Education Support Division; Shibata, Kuniomi: Tsuda University
This study introduces Tsuda University’s Inclusive Education Support Division (IES) programs, demonstrating a Japanese example of supporting students with disabilities. Our purpose is to promote ‘inclusive’ accommodation. We argue that IES would provide an alternative model for disabled student service (DSS) in higher education. Further, this study explores steps for creating ‘inclusive’ accommodation through IES’s two projects— Scene Description and Community Events in light of the current situation. We will describe the future of ‘inclusive’ accommodation with a consideration of all stakeholders in the community.
Helping SSI/SSDI Beneficiaries Get to Work: What Do Successful Employment Networks Look Like?
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Magill, Kay; Barker, Linda Toms; Magill, Kay: IMPAQ International; Barker, Linda Toms: IMPAQ International
In this session, we presented findings of a study of the Ticket to Work (TTW) program designed to help Supplemental Security Income/Social Security Disability Insurance (SSI/SSDI) beneficiaries obtain employment. The study examined the TTW program through several different lenses, including: 1) the SSA perspective, though analysis of Social Security Administration (SSA) data; 2) a workforce development perspective, through assessing the public workforce system’s accessibility and service practices; 3) a practitioner’s perspective, through site visit interviews and observations; and 4) the participants’ perspective, through focus group discussions. We shared findings about the characteristics of successful TTW programs and invited session participants to share insights from their own TTW experiences.
The Access and Equity for Students with Disabilities (SWD) in STEM Higher Education
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Koshy-Chenthittayil, Sherli; Farfan Dsouza, Nikeetha; Koshy-Chenthittayil, Sherli: University of Connecticut Health, Center for Quantitative Medicine; Farfan Dsouza, Nikeetha: Clemson University, Department of Teaching and Learning
A diverse student body is one that includes students with disabilities (SWDs). A lack of institutional support often marginalizes SWDs from actively participating in the STEM community thus removing a large talent pool from the STEM field. Currently there are several reactive higher education policies that begin to support SWD, and therefore not effective in fully supporting SWD. Mostly accommodations are provided to SWD on request. These accommodations are limited modifications that often do not prioritize the student. By making higher education more proactive and empathetic to SWD, we can truly make the student body diverse.
Training Programs and Workshops for Assistive Devices Provision Using Digital Fabrication
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Watanabe, Takashi; Tawara, Michiko; Kanamori, Katsuhiro; Watanabe, Takashi: Nihon Fukushi University, Faculty of Health Sciences Department of Human Care Engineering; Tawara, Michiko: Nihon Fukushi University, Faculty of Health Sciences Department of Rehabilitation; Kanamori, Katsuhiro: Nihon Fukushi University, Faculty of Sport Sciences Department of Sport Sciences
Three-dimensional (3D) printing technology has been widely known as a type of digital fabrication. Therefore, the development of human resources can take advantage of digital fabrication by providing better assistive technology services in local communities where users with disabilities live. In this study, we planned training programs to learn effective use of digital fabrication for assistive technology service, and then conducted experimental workshops. The workshops provided not only the opportunity for learning digital fabrication but also an opportunity to collaborate with the participants to improve assistive technology services.
Climate Change, Aging and Disability: Life Experience of Being Old, Disabled and Affected by Climate-Induced Disasters in China
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Balikuddembe, Joseph Kimuli; Balikuddembe, Joseph Kimuli: Sichuan University and Hong Kong Polytechnic University, Institute for Disaster Management and Reconstruction
Climate change is predicted to disproportionately affect the world’s poorest and most vulnerable groups of people like persons with disability (PWDs). While much research on climate change is ongoing, it’s yet to devote considerable attention to study its impact on PWDs. To this matter, China and Uganda remain susceptible to climate-induced disasters since they are located in the most affected regions. Also, the pace of the aging population in both countries is substantially increasing. Bearing this in mind, therefore, the project is set to explore what could be the risk of climate-induced disasters on the elderly PWDs in China and Uganda.
The Golden Key to Effective Inclusion: Co-Teaching!
(Center on Disability Studies, University of Hawaiʻi at Mānoa, 2019) Follari, Lissanna; Kasa, Christi; Follari, Lissanna: University of Colorado, College of Education; Kasa, Christi: University of Colorado, College of Education
Effective inclusion takes intentional practices which leverage every possible resource. Too often, instructional staff are underutilized in classrooms, or pulled out to work with specific children. This leaves the student-to-teacher group ratio too high to ideally individualize instruction. There are several co-teaching models which offer teachers clear pathways to tap in to all expertise in the room and maximize learning opportunities for all children. This paper outlines key structures and principles of using co-teaching to make inclusion work for children and teachers, highlighting four effective models: station teaching, parallel teaching, teaming, and split the class.

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