WEL203A:
Chronic Illness and DisabilityHuman Computer Interaction
Week 1
Introductory session
What are chronic illnesses and disabilities?
Welcome!
What will we be doing today?
Introductions – Who am I? Who are you?
Overview of the topic
● We will take a broad look at the subject
● We will consider the assessments for this subject
○ We will clarify that you DO NOT have to post online – the wrong
Assessment 1 has been uploaded to the site
Content for this week
We will look at the content for week one
Introduce yourself
• Your Name
• Your education background
• Your job experiences (if any)
• Your motivation to enroll in this course
• Your career plan
• Any other preferences such as what you like and dislike,
your favorite time pass, etc.
4
Introduction
• Come to class!
• Please read the study guide for each week
(available in Blackboard)
• Do the required readings and be ready to participate in
class discussion/ activities
(under learning resources in Blackboard)
• Please make a note of the assessment due dates
(remember that late submissions will be penalized 10% for each
day late).
What needs to be done each week?
• At Torrens University, we only communicate with
you via your
Torrens University student email account.
• NOTE: Emails from your personal account will
not receive a response.
Please make sure you check
this email account
regularly.
• All emails should be sent from your Torrens
University student email account, otherwise
anti-spam filters may prevent it from being
delivered.
Email communication
Your teachers receive a lot of emails each day and teach more than one
subject, so please ensure that your message contains the following:
A subject line that contains the subject code (e.g. WEL203A)
A brief description of what your email is about
Sign your email with:
–Your name (first and last names)
–Your student number
In normal circumstance, you will get a reply within two working days.
When writing an email….
9
My Email Address
@torrens.edu.au
10
Alternate way
Blackboard class message
• Read the Assessment Brief- Must
• Readings in BB and the lectures are the backup for every assignments.
• Make a habit to read the readings and listen the full lectures
• Do it by yourself
• Never ask your friends or seniors for their assignments, even for a quick
look. It will obstruct your ability of thinking and creativity
• Know your potentiality
• Believe in yourself, you can do it
• Ask you lecture/LFs if any doubts
Assignment expectations
Extensions:
Request at least two days before the due date.
• You need to provide a reasonable justification for needing an extension.
You may need a medical certificate, if you are unwell or a detailed email
with your situation.
• Assignments submitted after the due date will accrue a penalty of 10%
per day late. Click here for Torrens University Australia’s Assessment
Policy
If you are have having difficulties – get in touch with me!
Assignment expectations
I need an extension because I am doing 3 subjects and all subjects are due
in the same week.
Have you ever thought to submit or submitted your assessment before due
date?
Assignment expectations
Academic integrity
What is Plagiarism?
• When you copy what someone has written word for word,
as though it is your own work.
• When you take someone’s ideas and put them forward as
your own ideas without acknowledging them.
• When you write something word for word, and then use a
thesaurus to change some specific words.
How do I avoid it?
Academic Skills Support:
https://library.torrens.edu.au/academicskills/home
Assessment will be considered as a breach of AI when the contents
• significantly matches with the internet sources (with or without citations –
except for some unmodifiable information such as data/statistics,
evidence, extract of theory or definition )
• significantly matches with another student’s paper
• are written by someone else on behalf of student who submitted the
assignment
IMPORTANT:
Review the similarity of your assessment in SafeAssign before submitting it in
the BB portal
Academic integrity
REMEMBER
Assessments are the only ways (in most of the cases) of evaluating your
performance. The good thing is that you are not sitting in an exam of 3 hours
and write your paper without seeing any books or talking to anyone. So, you
have flexibility to do these. Thus, use your knowledge, intuitions and good
time.
THINK
• If your assessment is matching significantly with other sources, then where
are your own ideas? What you have done by yourself? What you have
learnt?
Academic integrity
Depending upon the severity, the breach of AI could have
several consequences
• A warning
• Deduction of obtained marks (e.g. 10%, 20%)
• Resubmission of assessment
• Resubmission and getting an overall score of no more than 50%
• Fail in the assessment
• Repeating the subject in next trimester
“I didn’t know that” can’t be an excuse.
If you don’t know, READ what it is and how to prevent from this.
Academic integrity
Academic Integrity
https://library.torrens.edu.au/academic_integrity/students/home
[5:20 mins]
• In academic work you must acknowledge the source of ideas that you
talk about – this is referred to as ‘Referencing’.
• At Torrens University Australia we use APA style referencing.
Library resources:
http://library.laureate.net.au/research_skills/referencing
Referencing
Academic Writing Guide
https://library.torrens.edu.au/ld.php?con
tent_id=49177661
APA 7th Edition Referencing Guide
https://library.torrens.edu.au/ld.php?con
tent_id=49180373
Referencing Tool
https://library.torrens.edu.au/academics
kills/apa/tool
Referencing
Attend Reference Workshop
https://libcal.torrens.edu.au/calendar/studysuccess?cid=10957
&t=m&d=0000-00-00&cal=10957&inc=0
Blackboard (BB) Tour
• Announcement
• Collaborate ultra
• Week 1-12
• Assessment
• Discussion Board
Let’s look at what the
subject is about and how
it will be assessed…
Overview of the subject
1: What are chronic illnesses and disabilities?
2: Introduction and aspects of embodiment
3: Introduction to health sociology
4: Frameworks for making sense of chronic illnesses
5: Frameworks for making sense of disabilities
6: Self experiences of chronic illness
7: Self-experiences of disability
8: Cures and management options for chronic illness
9: Cures and management options for disabilities
10: The roles of consumer voices and links to mental health
11: Government disability policies
12: Revision
Weekly Contents
• In this subject we will consider the support of people living with chronic
illness and disabilities.
We will
• examine the ways in which we understand chronic illness and disability
• explore the patient experience
• consider the patient-professional relationship
• understand approaches taken by communities, health professionals and
the health system in the management of these conditions.
Scope of the subject
•With the growth in the ageing population and the increase
in ability to sustain the life of those living with chronic
conditions, there has been a significant increase in the
number of people living with chronic illnesses and/or
disabilities in Australia.
•The subject includes an overview of what is meant by
chronic illness and disability. Also covered are the different
support needs and the challenges they create in the
contemporary Australian context
Learning Outcomes
Explain and
engage
Explain and engage with different theoretical perspectives used for
addressing chronic illness and disability.
Examine
Critically examine the differences between the application of a
biomedical disease model and views emerging from the subjective
experience of illness.
Analyse Analyse narratives of illness and disability and explain the value of
drawing on subjective accounts of chronicity.

Identify and
explain
Identify and explain the support needs of people living with chronic
illness and/or disability, against the backdrop of complex, sociocultural and structural factors.
• Falvo, D.R., Holland, B.E. (2018). Medical and psychosocial aspects
of chronic illness and disability (6th Edition). London: Jones &
Bartlett Publishers.
• https://lesa.on.worldcat.org/search?queryString
=Medical%20and%20Psychosocial%20Aspects
%20of%20Chronic%20Illness%20%20and%20
Disability%20&clusterResults=true&stickyFacet
sChecked=true&groupVariantRecor%20ds=fals
e&groupVariantRecords=false
• Additional readings on BlackBoard in each module
Subject textbook
There are three assessments in this subject:
•Assessments are:
1.Class discussions and participation from week 2 onwards (30%) * This is not what shows on Blackboard –
we will explore this next week. You do not have to complete Discussion posts
2.Critical analysis of literature: 1500 words Week 6 (35%)
3.Essay: 1500 words: Week 11 (35%)
Please look at the assessment briefs:
Make sure that you understand what you have to do
Prepare a study timetable for this subject, including due dates
Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from
the total mark e.g. a task marked out of 40 will incur a 4 mark penalty per day.
Please note: You must attempt all tasks in a subject to be eligible to pass the subject.
Assessments
Assessment 1 – Participation
• Each week, students are expected to engage effectively in class
discussions and activities
• We will discuss this in detail in class next week
Assessment 2 – Critical Review of Literature
• Review two readings relating to the first four weekly topics of
this subject. The readings are available in the BB. Four readings
are identified, and you are to review two of these readings.
• Provide a brief introduction and conclusion to the assessment.
• Summarise the key arguments presented in each reading and then to
discuss in more detail one issue explored across both of the readings.
• Draw on other readings/references to support your discussion points.
Assessment 2:
Critical Analysis of
Literature
Fathimath Sauna
Week 1: Reading 1.2 (McMichael)
• McMichael, T. (2001). Human frontiers, environment and disease. New
York: Cambridge University Press.
Week 2: Reading 2.2 (Lorber & Martin)
• Lorber, J. & Martin, P.Y. (2007). The socially constructed body. In P.Kvisto. (Ed.).
Illumination social life: Classical and contemporary theory revisited. (pp. 226-244).
Thousand Oaks, CA: Forge Press.
Week 3: Reading 3.3 (Germov)
• Germov, J. (2012). The class origins of health inequality. In Germov, J.
(2012). Second opinion: An introduction to health sociology (4th ed., pp.
85-110). South Melbourne: Oxford University Press.
Week 4: Reading 4.7 (Egger, et al.)
• Egger, G. Binns, A. Rossner, S. (2008). Lifestyle Medicine. Sydney:
McGraw-Hill.
Readings for Assessment 2 (T2, 2023)- Select any Two
Assessment 3 – Essay
• Compare and contrast the possibilities and limitations of two models of
making sense of chronic illness and disability.
• The models you may choose from are the medical model, the
biopsychosocial model, the social model and the ‘lifestyle’ model.
• Critically explore your models in terms of the currently existing
Australian socioeconomic paradigm.
• A paradigm is a distinct set of beliefs or concepts, including theories
and standards – in this case it gives us a way of looking at something.
You will need to identify what defines the Australian socioeconomic
system to determine how the model might or might not work here
Assessment 3:
Essay Fathimath sauna
Week 1
Introduction to Chronic Illness
and Disabilities
Chronic Illness:
• What is a chronic illness/disease?
• What are examples of chronic illnesses?
• The difference between acute and chronic illness
• The impact of chronic illness
Disability:
• Differences between impairment, disability and handicap
• What are disabilities?
• The impact of disability
Contents for Week 1
Australian Institute of Health & Welfare. (2021). Chronic disease.
https://www.aihw.gov.au/reports-statistics/health-conditions-disability-deaths/chronicdisease/overview
Better Health Channel. (n.d.). Chronic illness.
https://www.betterhealth.vic.gov.au/health/healthyliving/chronic-illness
McMichael, T. (2001). Human frontiers, environment and disease. New York: Cambridge
University Press. (Reading 1.2 for this week – I wil lupload if the Blackboard team do not).
World Health Organization. (2018). Noncommunicable diseases.
http://www.who.int/en/news- room/fact-sheets/detail/noncommunicable-diseases
World Health Organization. (1993). International Classification of Impairments, Disabilities, and
Handicaps.
http://apps.who.int/iris/bitstream/handle/10665/41003/9241541261_eng.pdf;jsessionid=8181F7
DDE6027ADB5621020F465C4C9A?sequence=1
Resources for Week 1
Activity: Define chronic illness/disease
In your work group, decide on a definition for chronic illness/disease (a
definition, not examples)
This is an activity where you CAN use devices!!
You need to come up with a definition that you are all happy with – if it is
taken from a resource you need to reference the resource according to APA
referencing style.
Document the definition on the paper your group is given
you will be adding some other material during the lecture
Please put your names on the sheet(s)
Characteristics
• long lasting, and have persistent effects
• results of multiple risk factors and complex causes
• long latency periods (time between onset of the illness and feeling its
effects)
• lead to functional impairment or disability
• not cured completely
• persist throughout a person’s life, but are not always the cause of
death
(AHIW, 2021; Better Health Channel, n.d.)
Chronic Diseases/Conditions
Australian Institute of Health and Welfare (AIHW) generally reports on 8
major groups :
• Arthritis
• Asthma
• Back pain
• Cancer
• Cardiovascular disease
• Chronic Obstructive Pulmonary disease
• Diabetes
• Mental illness/conditions
Contd…
Noncommunicable diseases (NCDs), also known as chronic diseases, are the
result of a combination of genetic, physiological, environmental and behaviours
factors:
Globally NCDs kill 41 million people each year, equivalent to 71% of all deaths
NCDs disproportionately affect people in low- and middle-income countries where more
than three quarters of global NCD deaths – 32million – occur.
Each year, 15 million people die from a NCD between the ages of 30 and 69 years; over
85%
of these “premature” deaths occur in low- and middle-income countries.
(WHO, 2018)
Besides NCDs, there are some other conditions that can be considered
as chronic. Such as
• HIV/AIDS
• Hepatitis C
• Epilepsy
• Cystic fibrosis
• Multiple sclerosis
• Neuromuscular conditions
Contd…
Learn
more
about
chronic
diseases
https://www.youtube.com/watch?v=B6SCwLvOVdk
Differences between chronic and acute illness
Acute conditions are severe and sudden in onset. This could describe
anything from a broken bone to an asthma attack.
A chronic condition, by contrast is a long-developing syndrome, such as
osteoporosis or asthma.
Note that they can be interrelated:
Osteoporosis, a chronic condition, may cause a broken bone, an acute condition.
An acute asthma attack occurs in the midst of the chronic disease of asthma.
Acute conditions, such as a first asthma attack, may lead to a chronic syndrome if
untreated.
Medline Plus. (2018). Acute vs chronic conditions.
Being sick vs
having a
chronic illness
What is the difference?
https://www.youtube.com/watch?v=YoRe6JnNQu4
• NCDs kill 41 million people each year, i.e. 74% of all deaths globally.
• Of all NCD deaths, 77% are in low- and middle-income countries.
• Cardiovascular diseases account for most deaths (17.9 million people
annually), followed by cancers (9.3 million), respiratory diseases (4.1
million), and diabetes (1.5 million).
• Over 80% of all premature NCD deaths due to these 4 diseases.
• Tobacco use, physical inactivity, the harmful use of alcohol and
unhealthy diets all increase the risk of dying from an NCD.
• Detection, screening and treatment of NCDs, as well as palliative
care, are key components of the response to NCDs.
NCDs – Key facts (WHO, 2022)
Contd…
Models of prevention of NCDs
https://www.researchgate.net/figure/Figure-Models-for-prevention-of-non-communicable-diseases-The-elements-covered-by-the_fig2_264460617
Many people have more
than one chronic illness:
What is the impact of
multimorbidity?
Multimorbidity
What not to
say to
someone
living with a
chronic
illness
https://www.youtube.com/watch?v=M9lkiThJkTU
Better approach to
prevent chronic
diseases
https://www.youtube.com/watch?v=Ap1FXfy91d4
Disability
52
Your views/opinions ?
Activity: Define disability
In your work group, decide on a definition for disability(a definition, not
examples)
This is an activity where you CAN use devices!!
You need to come up with a definition that you are all happy with – if it is
taken from a resource you need to reference the resource according to APA
referencing style.
Document the definition on the paper your group is given
you will be adding some other material during the lecture
Please put your names on the sheet(s)
Additional resources
Australian Bureau of Statistics. (2019). Disability, ageing & carers, Australia: Summary of findings, 2018.
https://www.abs.gov.au/statistics/health/disability/disability-ageing-and-carers-australia-summary
– findings/latest-release (replacing Reading 1.1 for this week)
Australian Institute of Health & Welfare. (2020). People with a disability in Australia.
https://www.aihw.gov.au/reports/disability/people-with-disability-in-australia/contents/summary
Australian Network on Disability. (n.d.). What is disability?
https://www.and.org.au/pages/what-is-a- disability.html
World Health Organization. (n.d.). Disabilities. http://www.who.int/topics/disabilities/en/
World Health Organization. (1980). International Classification of Impairments, Disabilities, and
Handicaps.
http://apps.who.int/iris/bitstream/handle/10665/41003/9241541261_eng.pdf;jsessionid=8181F7DDE602
7 ADB5621020F465C4C9A?sequence=1
• Physical and mental conditions that limit someone’s sense, movement
and activities
• Restriction of ability to perform activities that are considered normal for
human being
• Reduced the capacity of individual for social interaction and activities
• Not just a health problem
• A complex phenomenon, reflecting the interaction between features of
a person’s body and features of the society in which he or she lives.
• Overcoming the difficulties faced by people with disabilities requires
interventions to remove environmental and social barriers.
What is Disability?

• Over 1.3 billion people- about 16% of the global population in the
world are living with some form of disability.
• Conditions is being worst due to demographic trends and
increases in chronic health conditions.
• People with disability are disproportionately affected during
the COVID-19 pandemic.
• Disable people often experience stigma and discrimination,
and receive poor quality health and other social services.
• There is an urgent need to scale up disability inclusion in all levels of
the health system, particularly primary health care.
Key facts on Disability (WHO, 2021)
Impairment:
• An impairment is any loss or abnormality of psychological,
physiological, or anatomical structure or function
Disability:
• A disability is any restriction or lack (resulting from an impairment) of ability
to perform an activity in the manner or within the range considered normal
for a human being
Handicap:
• A handicap is a disadvantage for a given individual, resulting from an
impairment or a disability, that limits or prevents the fulfilment of a role that
is normal (depending on age, sex, and social and cultural factors) for that
individual
(WHO, 1980)
Impairment, Disability and Handicap
Impairment
An impairment is any loss or abnormality of psychological, physiological, or
anatomical structure or function
Characteristics:
Impairment is characterized by losses or abnormalities that may be temporary
or permanent, and that include the existence or occurrence of an anomaly,
defect, or loss in a limb, organ, tissue, or other structure of the body, including
the systems of mental function. Impairment represents exteriorisation of a
pathological state, and in principle it reflects disturbances at the level of the
organ
(WHO, 1980, p.47)
Disability
A disability is any restriction or lack (resulting from an impairment) of ability to
perform an activity in the manner or within the range considered normal for a human
being
Characteristics:
Disability is characterized by excesses or deficiencies of customarily expected activity
performance and behaviour, and these may be temporary or permanent, reversible or
irreversible, and progressive or regressive.
Disabilities may arise as a direct consequence of impairment or as a response by the
individual, particularly psychologically, to a physical, sensory, or other impairment.
Disability represents objectification of an impairment, and as such it reflects
disturbances at the level of the person
(WHO, 1980, p.143
Handicap
A handicap is a disadvantage for a given individual, resulting from an impairment or a
disability, that limits or prevents the fulfilment of a role that is normal (depending on
age, sex, and social and cultural factors) for that individual
Characteristics:
Handicap is concerned with the value attached to an individual’s situation or
experience when it departs from the norm. It is characterized by a discordance
between the individual’s performance or status and the expectations of the individual
himself or of the particular group of which he is a member.
Handicap thus represents socialisation of an impairment or disability, and as such it
reflects the consequences for the individual- cultural, social, economic, and
environmental – that stem from the presence of impairment and disability
(WHO, 1980, p.182)
02029778b1f912cf162c51ddaa4d618e.jpg (736×550)
(pinimg.com)
Impairment, disability, & handicap
(Based on WHO, 1980, p.33)

• Attitude barriers
• Physical
• Communication
• Financial
Barriers to health care for disabled people

Disability
The breadth of impairments and medical conditions covered by the DDA are set out below:
• Physical – affects a person’s mobility or dexterity
• Intellectual – affects a person’s abilities to learn
• Mental Illness – affects a person’s thinking processes
• Sensory – affects a person’s ability to hear or see
• Neurological – affects the person’s brain and central nervous system,
• Learning disability
• Physical disfigurement
• Immunological – the presence of organisms causing disease in the body
To be deemed a disability, the impairment or condition must impact daily activities,
communication and/or mobility, and has lasted or is likely to last 6 months or
more.
(Australian network on Disability, n.d.)
What are disabilities?
Disability is an umbrella term, covering impairments, activity limitations,
and participation restrictions.
An impairment is a problem in body function or structure
An activity limitation is a difficulty encountered by an individual in
executing a task or action
A participation restriction is a problem experienced by an individual in
involvement in life situations.
(WHO, n.d.)
Disability is NOT just a health problem.
It is a complex phenomenon, reflecting the interaction between
features
of a person’s body and features of the society in which he or she
lives.
Overcoming the difficulties faced by people with disabilities require
interventions to remove environmental and social barriers.
(WHO, n.d.)
People with disabilities have the same health needs as non-disabled
people – for immunisation, cancer screening etc.
They also may experience a narrower margin of health, both because of
poverty and social exclusion, and also because they may be vulnerable to
secondary conditions, such as pressure sores or urinary tract infections.
Evidence suggests that people with disabilities face barriers in accessing
the health and rehabilitation services they need in many settings.
(WHO, n.d.)
The Australian Disability Discrimination Act (DDA) 1992 (Cth) defines disability as:
total or partial loss of the person’s bodily or mental functions total or partial loss of
a part of the body the presence in the body of organisms causing disease or illness
the malfunction, malformation or disfigurement of a part of the person’s body
a disorder or malfunction that results in the person learning differently from a
person without the disorder or malfunction
a disorder, illness or disease that affects a person’s thought processes, perception of
reality, emotions or judgment, or that results in disturbed behaviour;
(Australian network on Disability, n.d.)
Disability, age and effects
• Disabilities can result from accidents, illness or genetic disorders.
• In-born and acquired disabilities
• Strong relationship between age and disability
• Greater tendency to develop conditions that cause disability among
elderly
(Australian network on Disability, n.d.)

Demographics
● Over 4.4 million people in Australia have some form of disability. That’s 1 in 5 people.
● 17.8% of females and 17.6% of males in Australia have disability.
● The likelihood of living with disability increases with age. 2 in 5 people with disability
are 65 years or older.
● Of all people with disability, 1.9 million are aged 65 and over, representing almost half
(44.5%) of all people with disability. This reflects both an ageing population and
increasing life expectancy of Australians.
● 2.1 million Australians of working age (15-64 years) have disability.
● 35.9% of Australia’s 8.9 million households include a person with disability.
Source: Australian Network on Disability. (n.d.)
● Only 4.4% of people with a disability in Australia use a wheelchair.
● 1 in 6 Australians are affected by hearing loss. There are approximately 30,000 Deaf Auslan users with total
hearing loss
● Vision Australia estimates there are currently 357,000 people in Australia who are blind or have low vision.
They project that the number of Australians who are blind or have low vision will grow to 564,000 by 2030.
(Refractive error not included).
● 45% of Australians aged 16–85 years, experience a mental health condition during their lifetime. [4]
● 3 million Australians live with depression or anxiety.
● Research shows job or financial loss can increase a person’s risk of health problems, such as depression
and anxiety.
● Over three-quarters (76.8%) of people with disability reported a physical disorder as their main condition.
The most common physical disorder was musculoskeletal disorder (29.6%) including arthritis and related
disorders (12.7%) and back problems (12.6%).
Source: Australian Network on Disability. (n.d.)
● People aged between 15 and 64 years with disability have both lower labour force participation
(53.4%) and higher unemployment rates (10.3%) than people without disability (84.1% and
4.6% respectively).
● There are 2.1 million Australians of working age with disability. Of these, just under half were
employed (47.8%), compared with 80.3% of people without disability.
● Australia’s employment rate for people with disability (46.6% in 2015) is on par with developed
countries. In developing countries, 80% to 90% of people with disability of working age are
unemployed, whereas in industrialised countries the figure is between 50% and 70%.
● 34% of people with disability are managers & professionals.
● Graduates with disability take 61.5% longer to gain fulltime employment than other graduates.
Employment of People with Disability
Employment of People with Disability
● Almost one in five (18.9%) people with disability aged 15-24 years experienced
discrimination. In almost half of those instances, the source of discrimination is an
employer.
● Global research has found that when employee health and wellness is managed well the
percentage of engaged employees increases from 7% to 55%.
● 73 percent of employees who say they work at a “purpose-driven” company are engaged,
compared to just 23 percent of those who don’t.
● A higher proportion of people with a profound or severe disability were working full time in
2018, 11.4% compared with 7.9% in 2015. This is driven by an increase in women with a
profound or severe disability working full time (9.2% in 2018, up from 5.5% in 2015)
Source: Australian Network on Disability. (n.d.)
Disability in Australia:
Participation
(AIHW, 2020)
https://www.aihw.gov.au/reports/dis
ability/people-with-disability-in-austr
alia/contents/summary
Disability in Australia:
Need for assistance
(AIHW, 2020)
https://www.aihw.gov.au/reports/dis
ability/people-with-disability-in-austr
alia/contents/summary
Living with Disability in
Australia:
Outcomes
(AIHW, 2020)
Discussion: The impact of disability
• People respond to disabilities in different ways. Some react
negatively and thus their quality of life is negatively affected. Others
choose to focus on their abilities as opposed to their disabilities and
continue to live a productive life.
(Falvo & Holland, 2018)
• There are several factors that affect the impact a disability has on an
individual.
• In your group, identify what you consider to be the significant factors
in determining the impact of disability on an individual
NO DEVICES THIS TIME
The impact of disability
Falvo (2014) identifies the key factors as:
• The Nature of the Disability
• The Individual’s Personality
• The Meaning of the Disability to the Individual
• The Individual’s Current Life Circumstances
• The Individual’s Support System
Disability: How
you see me
https://www.youtube.com/watch?v=bwW6mYdJ7Xc
Questions