The National curriculum
Disability studies refer generally to the examination of disability as a social, cultural or political aspect. Unlike the traditional medical model approach which assumes that the individual is disabled due to their impairment, this approach looks at how the individual needs treatment to “cure “them(C.Cameron,2014) Disability studies focuses on how disability is seen and represented in society. With Disability studies ,it rejects that A persons disability is caused due to the functional impairment that limits the persons day to day activities, but instead looks at how society, its self has limited the individual's life, this is called the social model perspective(R.Mallett,K.Runswick-Cole,2014).
I have decided to look
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However, it is important to note that the experience of psycho-emotional disablism is not always the same and varies from individual to individual. Not all disabled people will experience this form of disability and it will change in the strength of this disability depending on the time and place it takes place . Slack (1999) writes, individuals are more aware of the problems regarding physical barriers, however, no one thinks about the emotional effects caused. It can also be argued that disabled students are more likely to express more emotion as this was researched by Bermond et al.(1997) that impaired individuals showed increased intensity of emotion.
Whilst people with invisible impairments may be able to avoid many of the examples of psycho emotional disablism, however, due to teaching style the students disability status could be revealed and this is one of the negative types of psycho-emotional (Thomas, 1999: 55)
With the curriculum the faults are that the schools are more concerned about managing to meet the physical needs eg ramps, automatic doors, which arguable are all needed to attend school. However if the school made the curriculum available for all students this would remove stigma that students face.
Alternative methods of
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Teachers need to be flexible and not follow one method of teaching this is due to all students have different needs ((Macleod-Brudenell and Kay, 2008). Unfortunately, due to teachers having to balance teaching, with the regular assessment tests and Statutory Assessment Tests (SATS) (Hryniewicz, 2007) these additional pressures can have a negative effect on teaching. The Teaching and learning styles can become very narrow which has can have a massive effect on the quality of education which is given to pupil, overall limiting their chances of gaining further knowledge (Hryniewicz, 2007). This is why the teachers must looks at not singling out the students, if they are singled out this can mean that the pupil will be unable to further enhance their cognitive thinking with their classroom friends (Pollard, 2005).
When working with special needs pupils, teachers must be familiar with accommodation and modification. With Accommodation this is providing, for example a laptop, written material, or support, these types of help will mean that the student will be able to accomplish a task more efficiently. Modification is changing the course so that the content can be easily accessed, the curriculum should go up on a panel to decide what is needed and what isn’t. The curriculum isn’t accessible to all and isn’t planned out
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
Disability is a ‘complex issue’ (Alperstein, M., Atkins, S., Bately, K., Coetzee, D., Duncan, M., Ferguson, G., Geiger, M. Hewett, G., et al.., 2009: 239) which affects a large percentage of the world’s population. Due to it being complex, one can say that disability depends on one’s perspective (Alperstein et al., 2009: 239). In this essay, I will draw on Dylan Alcott’s disability and use his story to further explain the four models of disability being The Traditional Model, The Medical Model, The Social Model and The Integrated Model of Disability. Through this, I will reflect on my thoughts and feelings in response to Dylan’s story as well as to draw on this task and my new found knowledge of disability in aiding me to become
The social model requires society to change the way it is structured rather then blaming the individual. In contrast, the individual model makes the costumer feel at fault hence lowers his confidence, but the social model insures the costumer that it was not his fault but rather those who built the doors without thinking about the disabled minorities (Oliver, 1990). The individual model fails to distinguish the difference between impairment and illness and it assumes all bodies with disabilities are in need of medical treatment (Oliver, 1990). Although the social model does distinguish the difference it often dismisses the individual and medical approaches and thus it can be interpreted as rejecting the medical prevention (Shakespeare,
...del as ‘a sacred cow’. Other critics, (Reindal, Palmer and Hartley, Bury) discuss the reality of disability as being a complex consequence of interactions between health conditions and both the physical and social environment. Bury suggests that the model has not yet fully engaged with everyday issues facing disabled people, nor has it produced a practical approach to meet these needs. Additionally, the model can ignore impairment, argued by Palmer and Hartley as being central to the experience of disability. Shakespeare, in his paper on Debating Disability, expounds that ‘disability is always an interaction between individual factors—predominantly impairment, aspirations and motivations - and contextual factors—environments, policies, barriers and so forth.’ Applying an understanding of social context should not mean that the personal experience is irrelevant.
As suggested earlier, however, the physiological component of disability is distinguished from disability under the motion of impairment. Tom Shakespeare explains that key to the Social Model of disability is a “series of dichotomies,” one where “impairment is distinguished from disability.” For example, the Social Model accepts that deafness is a physiological impairment that person’s participation in society is limited, to some physical extent. And, even assuming if society was to completely accept individuals with disabilities, without prejudice or categorization, there would nonetheless be physical limitations. Nevertheless, the crucial assertion under the Social Model is that “disability” is, by definition, a social
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
People that are seen as having a disability are often passed through the majority of their classes or are not properly taught. In other words, teachers and professors may expect less from them. This does not benefit the student nor does it show that the teacher is interested in trying to help students with such disorders. In what possible way does it make sense to send someone out into the world without teaching them to the best of their capabilities? The lack of effort in the teacher’s work ethic comes off quite arrogant and selfish. It is the responsibility of a teacher to prepare the student for the real world and give them every piece of knowledge they can
The social model of disability argues against this and instead holds the view that it is society, not the individual that needs to change and do what is required, so that everyone can function in society. As this statement from the Green Party Manifesto claims that “Disability is a social phenomenon” and “While many individuals have physical or sensory impairments or learning difficulties or are living with mental health problems, it is the way society responds to these which creates disability” (2010). The aim of this paper is to consider the strength of this view. With the help of modern and contemporary sociological theory surrounding disability and health it will look at both the medical and social models of disability with the aim to conclude whether disability is a problem that needs to be addressed by medical professionals alone or by society as a whole.
The main obstacle faced by students with disabilities in the attempt to achieve educational equality is the continuing debate over the In...
Because of the ambiguity of the definition, there is a requirement to have the social model to help to provide the answers. As the social model illustrates how the social institutions, labels, and stereotypes impact the perceived abilities of a disabled person, it is shown that the definitions of what is “normal”, “good”, and “functional” all come from the current society in which the person lives. Additionally, as culture and these definitions change with time and new ideologies and technological advances, what defines a disabled person will also change with time. This is also true across cultures as there may be different requirements to be considered “functional” or in good health in other cultures. For instance, a man unable to walk may not be as hindered in his freedom of movement if he is only required to stay in a small local area, such as a village, in comparison to a large city. However, it is also important to point out that the social model requires the medical model as well because the social model fails to focus on the individual at a more micro level. A person may see others in a similar circumstance and react in a different
Glazzard J, Hughes A, Netherwood A, Neve A, Stoke J. (2010). Teaching Primary Special Educational Needs. British library: Learning Matters. p7.
The World Health Organisation, WHO, (1980) defines disability in the medical model as a physical or mental impairment that restricts participation in an activity that a ‘normal’ human being would partake, due to a lack of ability to perform the task . Michigan Disability Rights Coalition (n.d.) states that the medical model emphasizes that there is a problem regarding the abilities of the individual. They argue that the condition of the disabled persons is solely ‘medical’ and as a result the focus is to cure and provide treatment to disabled people (Michigan Disability Rights Coalition, 2014). In the medical model, issues of disability are dealt with according to defined government structures and policies and are seen as a separate issue from ordinary communal concerns (Emmet, 2005: 69). According to Enabling Teachers and Trainers to Improve the Accessibility of Adult Education (2008) people with disabilities largely disa...
Being disabled is just a single facet of their life, and they have the same capacity to be happy as anyone else. While these three authors have different reasons to write their essays, be it media unfairness, ignorance, or ethical disputes, they all share a basic principle: The disabled are not viewed by the public as “normal people,” and they are unfairly cast away from the public eye. The disabled have the same capacity to love, desire and hurt as any other human being, and deserve all of the rights and privileges that we can offer them. They should be able to enter the same buildings, have representation in the media, and certainly be allowed the right to live.
French, S. & Swain, J. 2008. Understanding Disability: A Guide for Health Professionals. Philadelphia: Churchilll Livingstone Elsevier: 4
...eglected social issues in recent history (Barlow). People with disabilities often face societal barriers and disability evokes negative perceptions and discrimination in society. As a result of the stigma associated with disability, persons with disabilities are generally excluded from education, employment, and community life which deprives them of opportunities essential to their social development, health and well-being (Stefan). It is such barriers and discrimination that actually set people apart from society, in many cases making them a burden to the community. The ideas and concepts of equality and full participation for persons with disabilities have been developed very far on paper, but not in reality (Wallace). The government can make numerous laws against discrimination, but this does not change the way that people with disabilities are judged in society.