ENG2020_Bias_CynthiaIracheta

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Stanbridge University *

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2020

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Psychology

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Dec 6, 2023

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B e e P ey R A AN DN I 20 A i i 1, Avoiding Biassing: Disability Avoiding Biassing: Disability Cynthia Iracheta Stanbridge University English 2020 Kristen Chrisman 10/29/23
Avoiding Biassing: Disability 2 Avoiding Biassing: Disability Disability is defined as a physical, mental, cognitive, or developmental condition that impairs, interferes with, or limits a person's ability to engage in certain tasks or actions or participate in typical daily activities and interactions. This term however does not define the individual. Over time society has used many terms to identify an individual that had no say over which limitations they would be born with or develop in their life time. If you assume then we are withholding that persons sense of worth and destroying their dignity by making them feel less then a human. In todays world that seems to be evolving every day. To avoid any bias terms just treat that individual person with respect, kindness, and ask them how they would like to be identified as. On October 25, 2023 I received a letter from my daughters 2nd grade teacher asking for all parents to help stopping any teasing that may occur regarding another peer in her class who has a condition called Achondroplasia, which is a form of dwarfism. A common disability, that can be seen, and causes limitations to this seven year old child’s everyday activities. The word “midget” is not used in the short-stature community anymore it is seen as a derogatory, slang word. This child did not choose to have this disability. Yes, kids are straight forward, but we as parents must teach them at a young age how to not be bias. There is no cure for dwarfism, although limb-lengthening is a controversial and painful procedure.
[ Avoiding Biassing: Disability 3 For this reason it is important to avoid being bias of others with a disability. At age seven our capacities and needs to connect with others, and to know and manage our inner feelings and experiences, are central features of our quality of life. All children, youth, and adults require care and attention to these areas of development. However, children and youth with disabilities are at higher risk for experiencing lower levels of social-emotional well-being than their peers without disabilities. They are more likely to be bullied and harassed, have a limited number of friends, and engage in fewer extracurricular activities than their peers. Combine these tendencies with a school environment in which the child's "failures" rather than gifts and capacities are often the focus, and where all too often help doesn't get to children until there is a crisis, and one has the potential for high levels of social and emotional distress. While children with disabilities are at "higher risk" socially and emotionally, we do not suggest that this always occurs. Many children and youth with disabilities experience very positive outcomes in this area. Families and the larger community, however, need to be proactive in attending to the social-emotional needs and experiences of this group and in considering ways to expand advocacy and support on their behalf.
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Avoiding Biassing: Disability In conclusion, to insure the social-emotional well-being of children and individuals with disabilities, and reduce their risk of negative outcomes, we must continue to develop initiatives that link people, environments, and bias prevention practices. Efforts must be based on respect for others and an appreciation of diversity, and bring together those with and without disabilities in a way that gives each individual an opportunity to use his or her gifts and capacities.
Avoiding Biassing: Disability References (Association, 20191001, p. 170) Association, A. P. (20191001). Publication Manual of the American Psychological Association, 7th Edition. [VitalSource Bookshelf 10.4.0]. 2023 Merriam-Webster, Incorporated https://www.merriam-webster.com/dictionary/intersectionality