Disability Case Study
The purpose of this assignment is to:
- Summarize the role of dress and appearance practices in the development of different identities.
- Recognize and differentiate how marginalized communities in the U.S. use dress and appearance practices to express their identities.
- Understand and evaluate social justice issues related to dress and appearance practices of marginalized communities in the U.S.
- Deconstruct and reflect on one’s attitudes toward marginalized communities in the U.S. and their dress and appearance practices.
- Reflect on one’s progress towards development of empathy related to social justice issues and dress and appearance practices of marginalized communities in the U.S.
- Use this document, and save it as “(dis)Ability Case Study your first and last name”
- Answer the case study questions beneath each question below (meaning keep the question in your assignment sheet).
- Answer the questions using the instructional materials from the (dis)Ability module. Be sure to cite the reading when paraphrasing or using a direct quote. Do not use or reference other sources that refer to similar topics when completing this assignment.
- Keep answers typed, single spaced, 12-point font, no cover page, use Microsoft word, full sentences, 1” document borders, keep all of the assignment instructions and questions in your document
Case study reading:
Disabilities can refer to aspects of the mind or the body. Disabilities may affect a person’s vision, movement, thinking, remembering, learning, communicating, hearing, mental health, and social relationships. Disabilities generally have three dimensions: impairment, activity limitation, or participation restrictions. Disabilities can be present from birth, develop over time, be caused from an injury, be a long-standing condition, or could be progressive.
Adaptive design refers to designs that are for people with disabilities. The industry does not call their lines “able-body designs,” yet when companies label their design as “adaptive designs” the non-adaptive designs labeled for example as “womenswear” are assumed to be for able-bodied people.
Numerous companies exist that create adaptive designs. Some such as Adaptions by Adrian, Buck & Buck, and Silvert’s Adaptive Clothing & Footwear are smaller and niche companies focusing just on adaptive designs. Other larger companies such as Target, Tommy Hilfiger, and Nike have incorporated adaptive lines into their already existing assortments.
Case Study Questions:
- Kathy Woods is a designer of ready-to-wear clothing line for adult little people. Watch this video about her experiences: https://www.youtube.com/watch?v=ZrmUF5cNzAY. What are all of the experiences Kathy described relating to shopping for clothing for little people as compared to average size people?
- What are some of the design needs of little people that Kathy Woods describes in relation to her clothing line?
- Tommy Hilfiger recently designed a line of adaptive clothing. https://usa.tommy.com/en/tommy-adaptive In Tommy Hilfiger’s advertisements for this line, they use all people with disabilities. Look at some of Tommy Hilfiger’s advertisements for clothing that does not focus on adaptive clothing. Do you see any models with visible disabilities? Reflect on your attitudes toward whether the company should be inclusive across all of their advertisements and have models with visible disabilities for their departments that do not target people living with disabilities. Explain why or why not?
- People who are able-bodied have a great deal of privilege and people living with disabilities can experience significant discrimination, stigma, and bias including when for example, shopping for clothing. Reflect on your attitudes towards creating a fair and just society for people living with disabilities and their dress and appearance practices. Specifically, reflect on your perspective about whether fashion retailers should consider this population in different aspects of their business. Explain why or why not.
- In fashion design education, the curriculum is most often taught to design garments for able-bodied people. When adaptive techniques might be taught at all in fashion design, they are often in a distinct course outside the “traditional” design courses. A) How does fashion design curriculum that is set up with adaptive design as separate contribute to a fair and just society or not? b) How does this position the adaptive design in relation to the “traditional” design courses?
100 points total
|Meets or exceeds expectations
All parts of questions are answered.
Questions are answered correctly and in accordance with the information presented in the reading.
Answers contain at least two full sentences, contain explanations and examples where appropriate and show synthesis of information in reading when appropriate.
Some parts of the questions are answered.
Questions are mostly answered correctly in accordance with some information presented in the reading.
Answer contains less than two full sentences, contains brief explanation or example and shows little synthesis of information from reading when appropriate.
No or few parts of question answered.
Questions are not answered correctly or in accordance with information presented in the reading.
Answer is short phrases or not complete sentences, contain no explanation or examples and show no or little evidence of information from reading when appropriate.
|Question 1 is complete, correct, and well developed.||15-20 points||9-14 points||0-8 points|
|Question 2 is complete, correct, and well developed.||15-20 points||9-14 points||0-8 points|
|Question 3 is complete, correct, and well developed.||15-20 points||9-14 points||0-8 points|
|Question 4 is complete, correct, and well developed.||15-20 points||9-14 points||0-8 points|
|Question 5 is complete, correct, and well developed.||15-20 points||9-14 points||0-8 points|