Summary

The prime reason for not using simulations is concern that they may cause misconceptions thereby creating additional barriers rather than reducing them. Simulations detract attention from the individuality of the user; everyone has different mechanisms for dealing with impairment and a generic simulation – while demonstrating the barrier – doesn’t (can’t) address lived experience.

The balance to this is that while simulations can be considered offensive (How can you possibly ‘know’ what it’s like) they do offer experiential insight which raises awareness of potential barriers thus encouraging change in practice. The most acceptable alternative appear to be the use of existing literature and video as demonstration rather than a temporary replication of impairment which can only ever fall short of the reality.

 This report is published with the kind permission of its author,  Sue Watling

 Learning and Teaching Coordinator

    Centre for Educational Research and Development (CERD),

      University of Lincoln, UK.

Note:  Any use of video to demonstrate "what it is like" should be used to lead onto a consideration of barriers and solutions i.e. as an exercise towards inclusion. The problem with some of the video demos  is that they can lead to some viewers responding with "how does the disabled person do anything?" and feeling powerless to facilitate learning.

(Claire Wickham, University of the West of England, Bristol, UK)

Online simulations

SimDis by Techdis http://www.techdis.ac.uk/index.php?p=3_14

Vischeck colour blindness simulation http://www.vischeck.com/   

WebAim Screen Reader Simulation http://www.webaim.org/simulations/screenreader.php

WebAim Low Vision Simulation http://www.webaim.org/simulations/lowvision.php 

WebAim Dyslexia Simulation http://www.webaim.org/simulations/dyslexia.php

WebAim Distractability Simulation http://www.webaim.org/simulations/distractability.php

Active Learning in Computing (ALiC) Computing Science CETL, Leeds Met http://www.leedsmet.ac.uk/inn/alic/CAATest/

Loughborough DsylexSim (not free) http://www.lboro.ac.uk/service/publicity/news-releases/2005/68_dyslexia.

Articles

Burgstahler, S., and Doe, T. (2004). Disability-related simulations: If, when, and how to use them. Review of Disability Studies, 1(2), 4-17. http://staff.washington.edu/sherylb/RDSissue022004.html

Flower, A., Burns, M. K. and Bottsford-Miller, N.A. (2007) Meta-Analysis of Disability Simulation Research. Remedial and Special Education, 28, 2: 72-79.

French, S. (1992) Simulation Exercises in Disability Awareness Training: A Critique. Disability and Society, 7,  3: 257 – 266.

Papadopoulos, G and Pearson, E (2007) Accessibility awareness raising and continuing professional development: The use of simulations as a motivational tool. ALT online newsletter 2007: 7 http://newsletter.alt.ac.uk/e_article000735502.cfm

Internet

The Wrong Message by Valerie Brew-Parrish (1997) http://www.ragged-edge-mag.com/archive/aware.htm and The Wrong Message update (2004) http://www.raggededgemagazine.com/focus/wrongmessage04.html

Smith, J.W. (1997) Disability Simulation That Works. The Braille Monitor 40, 4 http://www.nfb.org/Images/nfb/Publications/bm/bm97/Bm970411.htm