DOCSLIB.ORG

Cuerpos (Im)Pertinentes

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cuerpos (Im)Pertinentes Cuerpos (im)pertinentes Un análisis queer-crip de las posibilidades de subversión desde la diversidad funcional Andrea García-Santesmases Fernández ADVERTIMENT. La consulta d’aquesta tesi queda condicionada a l’acceptació de les següents condicions d'ús: La difusió d’aquesta tesi per mitjà del servei TDX (www.tdx.cat) i a través del Dipòsit Digital de la UB (diposit.ub.edu) ha estat autoritzada pels titulars dels drets de propietat intel·lectual únicament per a usos privats emmarcats en activitats d’investigació i docència. No s’autoritza la seva reproducció amb finalitats de lucre ni la seva difusió i posada a disposició des d’un lloc aliè al servei TDX ni al Dipòsit Digital de la UB. No s’autoritza la presentació del seu contingut en una finestra o marc aliè a TDX o al Dipòsit Digital de la UB (framing). Aquesta reserva de drets afecta tant al resum de presentació de la tesi com als seus continguts. En la utilització o cita de parts de la tesi és obligat indicar el nom de la persona autora. ADVERTENCIA. La consulta de esta tesis queda condicionada a la aceptación de las siguientes condiciones de uso: La difusión de esta tesis por medio del servicio TDR (www.tdx.cat) y a través del Repositorio Digital de la UB (diposit.ub.edu) ha sido autorizada por los titulares de los derechos de propiedad intelectual únicamente para usos privados enmarcados en actividades de investigación y docencia. No se autoriza su reproducción con finalidades de lucro ni su difusión y puesta a disposición desde un sitio ajeno al servicio TDR o al Repositorio Digital de la UB. No se autoriza la presentación de su contenido en una ventana o marco ajeno a TDR o al Repositorio Digital de la UB (framing). Esta reserva de derechos afecta tanto al resumen de presentación de la tesis como a sus contenidos. En la utilización o cita de partes de la tesis es obligado indicar el nombre de la persona autora. WARNING. On having consulted this thesis you’re accepting the following use conditions: Spreading this thesis by the TDX (www.tdx.cat) service and by the UB Digital Repository (diposit.ub.edu) has been authorized by the titular of the intellectual property rights only for private uses placed in investigation and teaching activities. Reproduction with lucrative aims is not authorized nor its spreading and availability from a site foreign to the TDX service or to the UB Digital Repository. Introducing its content in a window or frame foreign to the TDX service or to the UB Digital Repository is not authorized (framing). Those rights affect to the presentation summary of the thesis as well as to its contents. In the using or citation of parts of the thesis it’s obliged to indicate the name of the author. CUERPOS (IM)PERTINENTES: Un análisis queer-crip de las posibilidades de subversión desde la diversidad funcional Tesis doctoral de: Andrea García-Santesmases Fernández Programa de Doctorado en Sociología Directoras: Dr. Elisabet Almeda Samaranch y Dr. Núria Vergès Bosch Tutora: Dr. Elisabet Almeda Samaranch Barcelona, 2017 CUERPOS (IM)PERTINENTES: Un análisis queer-crip de las posibilidades de subversión desde la diversidad funcional Resumen Los feminismos, la teoría queer y la teoría crip permiten desnaturalizar categorías de normativización corporal (femenino/masculino; capacidad/discapacidad; sano/enfermo; homosexual/heterosexual) e identificarlas dentro de sistemas de regulación corporal: el heteropatriarcado y el capacitismo. Estos sistemas se retroalimentan a la hora de marcar a las personas con diversidad funcional como cuerpos “inválidos”: “discapacitados” y “desgenerizados”. No obstante, no actúan de forma impecable y totalizadora, sino que en su propia reiteración conllevan indefectiblemente disrupciones, errores, transformaciones. Partiendo de esta perspectiva, esta tesis doctoral analiza la producción de las categorías de género y (dis)capacidad en personas con diversidad funcional, y sus posibilidades de subversión. Para ello, se ha realizado una investigación etnográfica, en la que se han combinado la observación participante con los itinerarios corporales y las entrevistas en profundidad. Las diferentes técnicas de investigación utilizadas, así como su puesta en común con fuentes de información de carácter secundario, han conducido a desarrollar una triangulación metodológica (Denzin y Lincoln, 2011). El trabajo de campo, el análisis del material empírico y su posterior divulgación se han guiado por los planteamientos de la epistemología feminista y su defensa de la reflexividad, la interseccionalidad y el conocimiento situado (Haraway, 1988). La etnografía ha tenido lugar en un contexto privilegiado –la Barcelona de la segunda década del s.XXI – en la que activismo de vida independiente estaba experimentando un cambio de repertorio que pasaba a situar el cuerpo y la sexualidad como núcleos de producción epistémica, práctica política y construcción identitaria para las personas con diversidad funcional. La investigación realizada permite concluir que género y (dis)capacidad son experiencias encarnadas, in-corporadas en los procesos de socialización y, al mismo tiempo, reforzadas performativamente. La feminidad, al igual que la masculinidad, es un hacer, un hacer que requiere de autonomía física, de una hexis corporal concreta y de ciertas capacidades – motoras, sensoriales, cognitivas – para ser correctamente performada. Esta tesis doctoral muestra cómo la diversidad funcional puede subvertir estas lógicas de regulación corporal cuando es articulada políticamente. Las alianzas “tullido-transfeministas” han sabido optimizar este potencial a través de la reivindicación de sus cuerpos (im)pertinentes. 1 Abstract Feminisms, queer theory, and crip theory allow denaturalizing categories of bodily standarization (feminine/masculine; ability/disability; homosexual/heterosexual; healthy/sick) and identify them within body regulation systems: hetero-patriarchy and ableism. These systems feed back when it comes to marking people with functional diversity as ‘invalid’ bodies: 'disabled' and 'degenderized'. However, they do not act in a flawless and totalizing way, but in their own repetition they inevitably lead to disruptions, errors, transformations. Starting from this perspective, this doctoral thesis analyses the production of the categories of gender and (dis)ability in people with functional diversity, and their possibilities of subversion. For this, ethnographic research has been carried out, in which the participant observation has been combined with bodily itineraries and in-depth interviews. The different research techniques used, as well as their sharing with secondary sources of information, have led to the development of methodological triangulation (Denzin and Lincoln, 2011). The fieldwork, the analysis of empirical material and its subsequent dissemination have been guided by feminist epistemology and its defence of reflexivity, intersectionality, and situated knowledge (Haraway, 1988). Ethnography has taken place in a privileged context - Barcelona during the second decade of the 21st century - in which independent living activism was undergoing a change of repertoire that came to place the body and sexuality as centres of epistemic production, practice political and identity construction for people with functional diversity. The investigation leads to the conclusion that gender and (dis)ability are incarnated experiences, incorporated in the processes of socialization and, at the same time, reinforced performatively. Femininity, like masculinity, is a doing, a doing that requires physical autonomy, a specific body hexis and certain abilities - motor, sensory, cognitive - to be correctly performed. This doctoral thesis shows how functional diversity can subvert these logics of body regulation when it is articulated politically. The 'cripple- trans-feminist' alliances have been able to optimize this potential by recognising their (im)pertinent bodies. 2 Índice Resumen………………………………………………………………………………….. 1 Abstract…………………………………………………………………………………… 2 Agradecimientos………………………………………………………………………….. 5 Presentación de la investigación doctoral………………………………………………… 8 I. PRIMERA PARTE: CAPÍTULOS INTRODUCTORIOS…………………………….. 13 1. SITUÁNDO(ME EN) EL CAMPO DE INVESTIGACIÓN……………………….. 14 1. 1. Rastreando el deseo…………………………………………………………... 14 1. 2. Formalizando el deseo………………………………………………………... 16 1.3. Corporeizando el deseo……………………………………………………….. 20 2. ANDAMIAJE TEÓRICO……………………………………………………………. 24 2.1. Diversidad funcional y disrupciones de género………………………………. 24 2.2. De la teoría queer a la teoría crip……………………………………………... 29 2.3. Performance de (dis)capacidad y passing…………………………………….. 32 2.4. Cuerpos abyectos, cuerpos ininteligibles……………………………………... 35 3. CONTEXTUALIZACIÓN METODOLÓGICA…………………………………….. 38 3.1. Objeto, hipótesis y objetivos ………………………………………………….38 3.2. Metodologías………………………………………………………………….. 39 3.2.1. Itinerarios corporales…………………………………………………... 41 3.2.2. Observación participante………………………………………………. 41 3.2.3. Entrevistas en profundidad de carácter semi-estructurado…………….. 48 4. CONTEXTO DE INVESTIGACIÓN………………………………………………... 53 4.1. Contexto socio-histórico……………………………………………………… 53 4.1.1. Del modelo médico de la discapacidad al modelo de la diversidad…… 53 4.1.2. La irrupción del cuerpo, un cambio de repertorio……………………... 56 4.2. Barcelona, ciudad pionera…………………………………………………….. 61 4.2.1. La discusión sobre asistencia sexual…………………………………... 62 4.2.3. Arte, diversidad funcional y sexualidad……………………………….. 65 4.2.2. Yes, we fuck! y las alianzas tullido-transfeministas…………………..
Load more

Recommended publications
  • Lysostories™ a Publication from Your Healthcare Advocates
    This newsletter is sponsored by Genzyme Corporation. Genzyme by sponsored is newsletter This September 2007 LysoStories™ A Publication from your Healthcare Advocates What’s New Welcome Take a look at the updated MPSI website at We hope that you enjoy reading this issue of LysoStories, a newsletter designed by Health Care Advocates for patients www.mpsIdisease.com and families with lysosomal storage disease (LSDs). If you have a suggestion for an article or would like to tell your story, please contact a member of the Publications Committee. Don’t miss the National Gaucher Foundation • Karen Grinzaid, MS, CGC • Erin O’Rourke, MS, CGC • Lisa Sniderman King, M.Sc, CGC Conference in Atlanta on October 14 and 15, Emory University School of Medicine Genzyme Liaison University of Washington 2007. This year’s conference, “Science Evolv- (404) 778-8516 (412) 734-1534 (206) 987-1406 ing - Where It’s Taking Us - A Look into the Future [email protected] [email protected] [email protected] for Gaucher Disease” will be held at the Westin Peachtree Plaza, 210 Peachtree Street, Atlanta, • Nadene Henderson, MS, GCG • Nita Patel, RNC, BSN Georgia. To register, visit the NGF website University of Pittsburgh Saint Peter’s University Hospital at www.gaucherdisease.org or email: (800) 334-7980 (732) 745-6681 [email protected]. [email protected] [email protected] Center News Having invisible disabilities also has affected how A Publication from your Healthcare Advocates Healthcare your from Publication A Patient Story I relate to others. I know that I should not make Lysosomal Storage Disease Center Stories Lyso judgments based only on what I see.
    [Show full text]
  • Invisible Disabilities and the ADA
    EMPLOYMENT Legal Briefings Invisible Disabilities and the ADA By Equip for Equality1 When someone has an “invisible disability,” such as diabetes, epilepsy, mental health disabilities, traumatic brain injury, or HIV/AIDS, the “invisible” nature of the disability raises unique issues for both the employer and the employee. This legal brief will review the legal issues and court decisions when “invisible” disabilities are at issue. The focus of this legal brief will be on:2 1. Whether the condition constitutes a disability under the ADA as amended; 2. Medical inquiries, examinations, and disability disclosure; 3. Confidentiality; 4. Disabilities must be known by the employer to establish an ADA violation; and 5. Disability harassment. I. Does the Condition Constitute a Disability Under the ADA? The first question in any ADA case is whether the employee is a person with a disability under the ADA. This question is more liberally construed under the ADA Amendments Act of 2008 (ADAAA), which went into effect in 2009.3 The ADAAA provides greater protections for individuals with invisible disabilities due to several changes made in the law. These changes include: liberalizing the definition of disability, removing the requirement that mitigating measures be taken into account when assessing whether an individual has a substantial limitation, and adding additional major life activities including a separate category that includes “major bodily functions.” Congress’ primary focus in enacting the ADAAA was to make clear that the Supreme Court and lower courts had unduly narrowed the definition of disability and, as a result, many people with impairments that it had intended to be covered, had been deemed not to have an ADA disability.4 A.
    [Show full text]
  • Guidelines: How to Write About People with Disabilities
    Guidelines: How to Write about People with Disabilities 9th Edition (On the Cover) Deb Young with her granddaughters. Deb is a triple amputee who uses a power (motorized) wheelchair. Online You can view this information online at our website. You can also download a quick tips poster version or download the full pdf of the Guidelines at http://rtcil.org/sites/rtcil.drupal.ku.edu/files/ files/9thguidelines.jpg Guidelines: How to Write about People with Disabilities You can contribute to a positive image of people with disabilities by following these guidelines. Your rejection of stereotypical, outdated language and use of respectful terms will help to promote a more objective and honest image. Say this Instead of How should I describe you or your disability? What are you? What happened to you? Disability Differently abled, challenged People with disabilities, disabled Handicapped Survivor Victim, suffers from Uses a wheelchair, wheelchair user Confined to a wheelchair Service dog or service animal Seeing eye dog Accessible parking or restroom Handicapped parking, disabled stall Person with Down syndrome Mongoloid Intellectual disability Mentally retarded, mental retardation Autistic, on the autism spectrum, atypical Abnormal Deb Young with her granddaughters. Deb is a triple amputee who uses a power Person with a brain injury Brain damaged motorized) wheelchair. Person of short stature, little person Midget, dwarf For More Information Person with a learning disability Slow learner, retard Download our brochure, Guidelines: How Person with
    [Show full text]
  • Foetal Alcohol Spectrum Disorder: the Invisible Disability
    Education and Health Standing Committee Foetal Alcohol Spectrum Disorder: the invisible disability Report No. 15 Legislative Assembly September 2012 Parliament of Western Australia Committee Members Chairman Dr Janet Woollard, MLA Member for Alfred Cove Deputy Chairman Mr Peter Watson, MLA Member for Albany Members Dr Graham Jacobs, MLA Member for Eyre Ms Lisa Baker, MLA Member for Maylands Mr Peter Abetz, MLA Member for Southern River Committee Staff Principal Research Officer Dr Brian Gordon Research Officer Ms Lucy Roberts Legislative Assembly Tel: (08) 9222 7494 Parliament House Fax: (08) 9222 7804 Harvest Terrace Email: [email protected] PERTH WA 6000 Website: www.parliament.wa.gov.au/ehsc Published by the Parliament of Western Australia, Perth. September 2012. ISBN: 978-1-921865-58-9 (Series: Western Australia. Parliament. Legislative Assembly. Committees. Education and Health Standing Committee. Report 15) 328.365 Education and Health Standing Committee Foetal Alcohol Spectrum Disorder: the invisible disability Report No. 15 Presented by Dr Janet Woollard MLA Laid on the Table of the Legislative Assembly on 20 September 2012 Chair’s Foreword In 2009, the National Health and Medical Research Council (NHMRC) published the “Australian Guidelines to Reduce Health Risks from Drinking Alcohol”. Guideline 4 for Pregnancy and breastfeeding: Maternal alcohol consumption can harm the developing foetus or breastfeeding baby. A For women who are pregnant or planning a pregnancy, not drinking is the safest option. B For women who are breastfeeding, not drinking is the safest option.1 The safest way for a mother to ensure there is no harm to her unborn child from her alcohol consumption is not to drink alcohol during pregnancy.
    [Show full text]
  • Let's Discuss Invisible Disabilities
    Making the Invisible Visible: Let’s Discuss Invisible Disabilities Michael Edward Goodwin, BSc Indiana University, 1001 East 3rd St, Bloomington, IN 47405 [email protected] Abstract Despite the passage of laws aimed at increasing access and equitable opportunities for students with disabilities in postsecondary education, issues related to disability continue to be rarely discussed in topics related to diversity, inclusion, and educational reform. Disability represents not only an immensely diverse section of the general population, it is a term that is problematic to define, and a term embroiled in controversy, both historically and from a current day perspective. This short piece invites readers to consider the history of how disability has been defined, explores specific issues faced by those living with ‘invisible disabilities’, such as learning disabilities and attention deficit hyperactivity disorder (ADHD), increases awareness of how these issues may affect educational outcomes, and encourages educators to seek best teaching practices that can address the specific needs of particular students in their classes. https://doi.org/10.21692/haps.2020.101 Key words: Invisible disabilities, students with disabilities, equitable opportunities Introduction Access to higher education for individuals with disabilities and curriculum reform, instead being relegated to webpages has increased steadily since the 1970s, especially in recent dedicated to accommodations and services. Central to his decades. In 1995-96, nationally representative data found argument, Davis (2011) notes that within his own field of that students with self-reported disabilities represented literary theory and cultural studies, one publication contained approximately six percent of the overall undergraduate only one essay dedicated to disability (which he authored) and population in postsecondary education (Horn 1999), while found was subsequently removed from future editions.
    [Show full text]
  • INVISIBLE DISABILITY DISCLOSURE by JACQUELINE CÔTÉ Integrated
    INVISIBLE DISABILITY DISCLOSURE By JACQUELINE CÔTÉ Integrated Studies Project submitted to Dr. Ken Banks in partial fulfillment of the requirements for the degree of Master of Arts – Integrated Studies Athabasca, Alberta August, 2009 Disability Disclosure 2 Invisible Disability and Disclosure Introduction The purpose of this project is to study why some people with "invisible disabilities" do not disclose their disability, especially in work and school contexts. My hypothesis is that people who do not disclose their invisible disabilities fear discrimination. However, this lack of disclosure may keep them from receiving needed support or accommodations. People with invisible disabilities face a dilemma. Unlike people with visible disabilities, who generally do not have a choice in whether others are aware of their disabilities, people with invisible disabilities must decide whether or not to reveal their disabilities to others. Many choose not to reveal their invisible disability, and while this choice may sometimes be a benefit there are disadvantages as well. The first step in the research process was to conduct a literature review in order to determine what literature regarding invisible disability disclosure currently existed and to find literature to support why more study is needed. The review of literature also helped define who does or doesn’t disclose disability, some reasons why someone might not disclose, and finally what benefits there could be to disclosure. The review was drawn from online journals, government publications and books which were accessed via the internet and through the Athabasca library loan system. The next step in conducting this research was to construct a survey tool.
    [Show full text]
  • Invisible Disabilities: Stigma and Belonging 1
    Running head: INVISIBLE DISABILITIES: STIGMA AND BELONGING 1 Invisible Disabilities: Stigma and Belonging A Research Paper Presented to The Faculty of the Adler Graduate School ____________________________________________________________ In Partial Fulfillment of the Requirements for The Degree of Master of Arts in Adlerian Counseling and Psychotherapy ____________________________________________________________ By: Megan E. Shaw September 2012 INVISIBLE DISABILITIES: STIGMA AND BELONGING 2 Abstract This researcher sought to understand the struggles associated with invisible disabilities. Invisible Disabilities are just that, invisible, or unseen by the naked eye. Often, invisible disabilities have negative effects on a person’s self-worth and sense of belonging. There is also a stigma associated with a disabled person when one visibly cannot see the disability. The assumption often is if one cannot see it, the suffering must not be that bad. Along with the doubts of the public, internal struggles deepen for the invisibly-disabled person. Mental health professionals must learn how to deal with a client’s self-doubt, depression and feelings of inferiority to name a few. The American’s with Disabilities Act (ADA) has made strides in acknowledging invisible disabilities. However, positive strides can still be made by the public and helping profession to better serve people with invisible disabilities. INVISIBLE DISABILITIES: STIGMA AND BELONGING 3 TABLE OF CONTENTS Abstract…………………………………………………………………..………………………..2 Acknowledgements…………………………………………………………..……………………5
    [Show full text]
  • Invisible Disabilities
    Invisible Disabilities January 15, 2021 In News: Invisible Disability is an umbrella term that captures a whole spectrum of hidden disabilities or challenges that are primarily neurological in nature. What are Invisible Disabilities? Invisible Disability, or hidden disability, is an umbrella term that captures a whole spectrum of hidden disabilities or challenges that are primarily neurological in nature. Invisible disability, or hidden disability, are defined as disabilities that are not immediately apparent. Some people with visual or auditory disabilities who do not wear glasses or hearing aids, or discreet hearing aids, may not be obviously disabled. A sitting disability is another category of invisible impairments; sitting problems are usually caused by chronic back pain. Those with joint problems or chronic pain may not use mobility aids on some days, or at all. Although the disability creates a challenge for the person who has it, the reality of the disability can be difficult for others to recognize or acknowledge. Other Types of Invisible Disabilities Chronic Pain: A variety of conditions may cause chronic pain. A few of those reasons may be back problems, bone disease, physical injuries, and any number of other reasons. Chronic pain may not be noticeable to people who do not understand the victims specific medical condition. Chronic Fatigue: This type of disability refers to an individual who constantly feels tired. This can be extremely debilitating and affect every aspect of a person’s day life. Mental Illness: There are many mental illnesses that do qualify for disability benefits. Some examples are depression, attention deficit disorder, schizophrenia, agoraphobia, and many others.
    [Show full text]
  • Pathways to Success for Students with Invisible Disabilities
    Pathways to Success for Students with Invisible Disabilities Proceedings of an AccessComputing Capacity Building Institute at Landmark College April 8–9, 2013 Supported by National Science Foundation Pathways to Success for Students with Invisible Disabilities Proceedings of an AccessComputing Capacity Building Institute at Landmark College Multiple activities to increase the participation of students with disabilities, including veterans, in computing and information technology (IT) postsecondary education and career fields are coordinated by the Alliance for Access to Computing Careers (AccessComputing). AccessComputing is led by the Department of Computer Science and Engineering and the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center at the University of Washington (UW) and is funded by the Computer and Information Science and Education (CISE) program of the National Science Foundation (#CNS-1042260). This publication shares the proceedings of Pathways to Success for Students with Invisible Disabilities, an AccessComputing-sponsored CBI that was held at Landmark College on April 8–9, 2013. The content may be useful for people who • participated in the CBI. • are on the local project teams of AccessComputing institutional partners. • want guidance for conducting a CBI at their institution, in their region, or at a national or international forum. • seek to increase their understanding of issues surrounding the participation of students, including veterans, with invisible disabilities in computing and IT studies and careers. • are motivated to engage in an electronic community to discuss these issues. 2 Pathways to Success for Students with Invisible Disabilities April 8–9, 2013 • would like to access resources to help them make their campus courses, services, and activities more welcoming and accessible to students with invisible disabilities.
    [Show full text]
  • How to Introduce Disability to Your Child
    INTRODUCING DISABILITY TO YOUR CHILD DID YOU KNOW? 1 in 5 in the world identify as having a disability. Disability is another form of human diversity. There are several categories of disability. Mental Illness Intellectual and The conversation and education Developmental Disability about disability starts at home. Invisible and Undiagnosed Using the "We Belong Together disabilities Puzzle" is a great way to begin Physical Disability this dialogue with your child. Sensory Disabilities KEY INFORMATION ABOUT DISABILITY FOR KIDS DISABILITY IS DISABILITY IS NOT SCARY PART OF HUMAN LIFE Disability is not bad, sad, or scary! A Disability is a form of human diversity, disability is not contagious, or or what makes us different as something you can catch. Some people humans! There are many things that are born with a disability and some make us different as humans, like our people can become disabled during skin color, ability, religious beliefs, their life. and more. TYPES OF DISABILITY WE ARE SIMILAR Not all disabilities are the same! A visible AND DIFFERENT disability is one you can see by looking at ALL people are different from one a person. Ex: a person who uses a another, but having a disability does wheelchair has a visible disability. An invisible disability is one you cannot see not make you MORE different. Every by looking at a person. Ex: somebody who human has differences in how they has a learning disability, or uses different look, think, move their body, or tools or supports to learn. comunicate. LEARNING EACH OTHERS' STORIES DON'T JUDGE IT'S OKAY TO JUST SAY A BOOK BY ASK QUESTIONS! ITS COVER! Curiosity is good and you The best way to learn Don't judge or guess should try to learn more about a person is to what a person can or about disability.
    [Show full text]
  • Service Animal.PA Brochure
    General Rule: with a hearing loss to the presence of people or sounds; assisting a person during a PA v. Housing: The Maine Human Rights Act (“MHRA”) seizure; providing physical support and requires that a place of public assistance with balance and stability to a The category of animals which PAs must accommodation (“PA”) allow the use of person with a mobility disability; reminding allow (service animals) is much more service animals by individuals with a person with an intellectual disability to restrictive than the category of animals disabilities. While there are some take a medication; and helping a person which must be allowed in housing exceptions, the general rule is one of with a psychiatric or neurological disability (assistance animals and service animals). inclusion, requiring that the PA allow the by preventing or interrupting problem PAs need only allow dogs individually service animal to be present. behaviors. A service animal is an aid that trained to perform a disability-related task. helps a person with a disability access What is a PA? services, like a wheelchair or cane. Service What can a PA ask a person with a animals are not pets. Service Animal? An establishment that is open to the general public; this may be by offering its What is an Assistance Animal? A PA may make two inquiries to determine goods/facilities/services to, or by whether a dog is a service animal: soliciting/accepting patronage from, the An assistance animal is an animal – not 1. Is the animal required because of a public. Some examples include: town or necessarily a dog- that is either determined disability? state buildings/agencies, professional necessary to mitigate the effects of a mental 2.
    [Show full text]
  • Disability Awareness
    Disability Awareness Fremont Union High School District March 2021 Table of Contents Disability Statistics Language Matters The Prevalence of Person First Language Disability Ableism Invisible Disabilities Anti-Ableism Invisible Disabilities FUHSD Video FUHSD Video Learning Objectives ● Develop awareness of ableism and its role in social justice ● Understand language that helps put people first ● Learn about visible and invisible disabilities ● Reflect on your role in the inclusion of people with disabilities a physical or mental condition, especially one that hinders or prevents a person from performing tasks of daily living, carrying out work or household responsibilities, or engaging in leisure and social activities. U.S. Disability Statistics 2018 12.6% 11.7% of the U.S. population of people ages 5-20 have a disability have a disability 10.4% of people ages 21-64 have a disability Disability Statistics - FUHSD 1 in 10 1 in 50 students have a identified with disability Autism 3.5 in 100 Identified with a learning disability “Just because a man lacks the use of his eyes doesn’t mean he lacks vision.” —Stevie Wonder Unfortunately some people believe that people with disabilities are not equal to them and discriminate against them in our society. Ableism Ableism is the discrimination of and social prejudice against people with disabilities based on the belief that typical abilities are superior. Like racism and sexism, ableism classifies entire groups of people as ‘less than,’ and includes harmful stereotypes, misconceptions, and generalizations of people with disabilities. https://www.accessliving.org/newsroom/blog/ableism-101/ The Spread the Word campaign was built on the idea that inclusion is a skill each of us can learn and practice, together.
    [Show full text]