​Exploring Disability-Related Considerations

“Disability” covers a wide range of conditions. Some are congenital physical conditions while others stem from a physical injury later in life. Other types of disabilities relate to an individual’s ability to learn or process information, while still others relate to mental illness. Each type of disability has a set of considerations that you should take into account when planning health education and health behavior change programs. For instance, individuals with a fatal degenerative disorder may have special psychological support needs in addition to physical limitations that manifest daily or sporadically. Being aware of these considerations can help you plan the most effective health education and health behavior change programs possible. It will also help inform the strategies that you would use to market such a program.

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For this Discussion, choose a specific disability population and research specific issues related to this group. Consider how these issues could affect the design and implementation of a health behavior change program and how you could market to this population.

With these thoughts in mind:

Post by Day 4 a description of the disability population you selected. Then describe two challenges that might arise when implementing a health education or social marketing campaign for this group. Describe possible ways to address the challenges you identified and explain why each might be effective. Be specific and support your response with references to the Learning Resources.

“Note: Choose a population other than the deaf or hearing-impaired. You will consider this population specifically in this week’s Application Assignment.”

Be sure to support your postings and responses with specific references from the Learning Resources.

Required Resources

Readings

• Article: Duhaney, L. M. G., & Duhaney, D. C. (2000). Assistive technology: Meeting the needs of learners with disabilities. International Journal of Instructional Media, 27(4), 393–401.
  Retrieved from the Walden Library using the ProQuest Central database.
• Book Excerpt: Hauser, P. C., & Marschark, M. (2008). What we know and what we don’t know about cognition and deaf learners  . In M. Marschark, & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 439–457). New York, NY: Oxford Press.
  © 2008 Oxford University Press. Used with permission from Oxford University Press Books via the Copyright Clearance Center.
  
• Book Excerpt: Marks, B., Sisirak, J., & Heller, T. (2009). Health promotion and health status  . In Health matters for people with developmental disabilities: Creating a sustainable health promotion program (pp. 1–29). Baltimore, MD: Brookes.
  © 2009 Paul H. Brookes Publishing Co., Inc.: Baltimore. Reprinted by permission.
  
• Article: Gannon, C. L. (1998). The deaf community and sexuality education. Sexuality & Disability, 16(4), 283–293.
  Retrieved from the Walden Library using the Academic Search Complete database.

Optional Resources:

• Article: Young, J. M., & National Council on Disability. (2010). Equality of opportunity: The making of the Americans with Disabilities Act. Washington, DC: National Council on Disability.
  Retrieved from the Walden Library using the ERIC database.

PLEASE USE AT LEAST 4 REFERENCES