Sensivity/Awareness Training Techniques for People with Disabilities

Social psychological principles can be utilized in the development of the content of various educational methods. In this context, sensitivity training methods for people with disabilities can be classified into informational training, interaction, role-playing/simulation, and behavior modeling training.

Informational Training

The basic logic of informational training is based on the idea that group knowledge, thoughts, and beliefs about a particular social group are influenced by what Lippmann (1922) referred to as "stereotypes" or "the pictures in our heads." According to this view, the less information one has about a group, the more easily others’ opinions about that group are accepted and turn into stereotypes (Kağıtçıbaşı, 2012). People who have insufficient or inaccurate information about people with disabilities may not know how to interact with them and may engage in avoidance, fear, excessive protection, or control-seeking behaviors. In this context, informational training can be conducted in many ways, ranging from lessons and conferences in formal education systems, reading friendship stories about people with disabilities to children, educating adults about the rights of people with disabilities, to in-service training at workplaces (Hunt, 2008 & Hall, 2008). Additionally, informational training can be carried out through participation in discussions about disability, media activities, and events like theater and film (Kaner, Öğülmüş, Büyüköztürk, Dökmen & Daşdemir, 2004). For example, various awareness projects aimed at people with disabilities often include activities such as press releases and brochure distribution to provide information about different disability groups.

Interaction

While informational training is important, prejudices about disability cannot be eliminated simply by providing information (Dequin & Schilling & Huang, 1988). The emotional dimension, which is resistant to attitude change, can only change through positive interactions with members of a group that individuals hold negative attitudes toward (Mamatoğlu, 2015). The interaction technique requires the active participation of participants and produces more lasting attitude and behavior changes than passive participation (Oskamp, 1981). When a person with negative attitudes or prejudices interacts with a member of the targeted group, it can lead to the questioning of old knowledge along with new information, changes in behavior before attitudes and stereotypes, the formation of emotional bonds, and a reexamination of the concepts related to their own group (Gürkaynak, 2012). As friendships develop between different individuals, homogenization, prejudice, and discrimination can decrease.

Role-Playing/Simulation

One of the effective methods for attitude change is the role-playing/simulation technique, which encourages active participation in changing attitudes toward people with disabilities (Watts, 1984). A common method in adult attitude change training toward people with disabilities, simulation aims to help non-disabled individuals develop insights by acting as if they were disabled. Like the interaction technique, there are important considerations in the simulation technique. For instance, it is important for the trainer/facilitator to explain the goals of the training and the reasons for conducting the simulation. The situation to be simulated should be clearly and thoroughly described, and no participant should be forced to engage in the simulation. Once the role-playing activity starts, it should be emphasized that there are no "right" or "wrong" judgments. Participants should be made aware that everyone is involved in the activity. The goal is to create a situation related to disability and discuss its outcomes. After the role-playing activity begins, it should continue long enough to provoke discussion but not become repetitive or reduce its effectiveness. Once the activity is over, feedback should be provided to both observers and actors. All participants should identify their experiences and reactions to specific behaviors and emotions. Additionally, observers should report what happened, be encouraged to ask questions, and discuss why the simulation proceeded as it did and whether they were satisfied with the situation (Shapiro, 2000).

Behavior Modeling

The behavior modeling method, based on Social Learning Theory, shows participants the correct and incorrect behaviors toward disabled individuals and their consequences through role models (Bandura, 1986). Role models are individuals who convey behaviors to participants through video or live performance. Afterward, participants are asked to try to imitate the correct behaviors demonstrated by the role models. The expectation here is that the correct behaviors repeated by the participants will reinforce and eventually become habitual over time. For example, in a study aimed at increasing sensitivity toward people with disabilities, various videos showing that individuals do not park their cars on sidewalks specifically designed for visually impaired people can increase the frequency of this correct behavior. The behavior modeling method is similar to role-playing but differs in that it focuses on behavioral skills related to the target attitude and asks participants to repeat the behavior.
The techniques mentioned above can contribute positively to attitude change under certain conditions. However, using multiple techniques together has been shown to be the most effective way to reduce negative attitudes, prejudices, and discrimination toward people with disabilities.

References

1. Bandura, A. (1986). Social Foundations of Thought and Action: A Social-Cognitive View. Englewood Cliffs: Prentice Hall.
2. Dequin, H. C., Schilling, I., Huang, S. (1988). The Attitudes of Academic Librarians Towards Disabled Persons. The Journal of Academic Librarianship, 14(1): 28-31.
3. Gürkaynak, E. Ç. (2012). Toplumsal Temas: Önyargı ve Ayrımcılığı Önlemek İçin Bir Sosyal Değişim Aracı Olarak Kullanılabilir Mi? In: Çayır, K., Ayan, M. (Eds.), Ayrımcılık Çok Boyutlu Yaklaşımlar. İstanbul: Bilgi Üniversitesi Yayınları, pp. 255-266.
4. Hall, E. W. (2008). Changing The Way Employees Interact With Guests With Disabilities. Journal of Disability Policy Studies, 19(1):15-23.
5. Hunt, C. S., Hunt, B. (2004). Changing Attitudes Toward People With Disabilities: Experimenting With An Educating Intervention. Journal of Managerial Issues, 16(2): 266-280.
6. Kağıtçıbaşı, Ç. (2012). Günümüzde İnsan ve İnsanlar, Sosyal Psikolojiye Giriş. İstanbul: Evrim Yayınevi.
7. Kaner, S., Öğülmüş, S., Büyüköztürk, Ş., Dökmen, Z., Daşdemir, H. (2004). Toplum Özürlülüğü Nasıl Anlıyor. TC. Aile ve Sosyal Politikalar Bakanlığı.
8. Mamatoğlu, N. (2015). Türkiye’de Engelli İstihdamının Genel Görünümü: İşveren Gözüyle Engelli İstihdamını Artırma Konusunda Önerilen Politikalar. Alternatif Politika, 7(3):524-561.
9. Oskamp, S. (1991). Attitudes and Opinions, 2nd ed. Englewood Cliffs: Prentice Hall.
10. Shapiro, A. (2000). Everybody Belongs: Changing Negative Attitudes Toward Classmates with Disabilities. New York: RoutledgeFalmer.
11. Tasa, H., & Mamatoğlu, N. (2028). Attitude Change and Sensitivity Training for People with Disabilities. Turkiye Klinikleri Psychological Special Topics, 3(1), 11–21. DOI Link
12. Watts, W. A. (1984). Attitude Change: Theories and Methods. In: Jones, R. L. (Ed.), Attitude and Attitude Change In Special Education: Theory and Practice. Virginia: The Council for Exceptional Children, pp. 41-69.