Reflecting on models of disability in Inclusive Education.

Inclusive education focuses on promoting equal opportunities and access to education for students
with disabilities. There are various models of disability that inform inclusive education practices. This
write up seeks to reflect on models of disability in inclusive education. These include medical model,
social model, human rights model and charity model. These models have significant implications on
how disabilities are perceived and addressed within educational settings.

NCFTE (2009) states that, “Inclusive education refers to a philosophical position as well as an
arrangement of institutional facilities and processes. The aim is to create an integrated school setting,
providing equal opportunities to children with special abilities, varied social backgrounds and diverse
learning needs”. According to Salahuddin (2017), inclusive education is an approach that advocates
equal educational opportunities to all students without any discrimination. Therefore, Inclusive
education refers to an educational set-up where children with diverse learning needs are
accommodated in general classroom and has equitable opportunities of quality education. WHO
(2001) says disability is neither purely a biological nor a social construct but the result of interactions
between health conditions and environmental and personal factors.Therefore a disability is an
umbrella term, covering impairments, activity limitations and participation restrictions.

Firstly, the medical model of disability relies heavily on the medication of disability. It perceives
disability as a biological problem in need of medical fixation. According to Kearney& Kane (2006),
disability in the medical model is considered abnormal; it presumes a main goal of the individual is to
be cured so they can be normal. It focuses on the impairment and what can be done to fix the disabled
person or provide special services for them as individuals. This model postulates physiological and
psychological factors as primary causes of disability. It does not recognise other factors that may
impact the individual or how they interact with the environment. Most services are focused on during
curing the disability making a person appear non-disabled instead of making the environment appear
more accessible. For example wheelchairs maybe provided for those with physical impairment but the
streets are not accessible.

The medical model in the context of inclusive education focuses on an individual’s impairment as the
source of disability. The model asserts that disability is a biological product and as this deficit is
within the individual, this problem can or should be fixed allowing the person to be able to function in
society (Haegele & Hodge, 2016). This model emphasises the need to fix or eliminate the impairment
through medical treatment and intervention. It suggests that an ideal society should invest in
resources, healthcare and related services to improve the quality of life for individuals with
disabilities. Although societal attitudes are a huge barrier for individuals with disabilities, the medical
profession continues to hold to the power determining what is normal and abnormal so does their
influence over the treatment of individuals with impairments in society.

It looks at the person’s impairment as the cause of disabled people being unable to access goods and
services or being able to participate fully in society. An example of medical model of disability is a
statement such as” he can’t read that book because he is blind”. Traditionally, the medical model
viewed disabled people as being disabled by their impairments such as blindness and autism. It
suggested that if their impairments were cured, the issue of how disabled people fit into society would
go away and society would not have to change to accommodate them. This approach has led the
historical practice of sending many disabled people to special schools which often have a much
medicalized approach to education centering the child’s education on their impairment.
Rees(2017) states that the medical model provides special learning institutions where students with
impairments are separated from their typically developing peers, inclusive education allows for
increasing participation and decreasing exclusion in all aspects of life. In the context of special
education, the medical model is used to justify a wide range of educational strategies and has a major
influence on special education methods and strategies. It is based on the view that all learning
problems are a result of some organic disorder. The model has significant implications for inclusive
education as it has historically shaped the way disabilities are addressed in educational settings for
students with disabilities. It can inform the identification of specific learning needs and the provision
of specialised support and accommodation.

The medical model has its own advantages. It can be helpful in identifying and treating specific
impairments or health conditions. The model can also be useful for understanding the physiological
and biological aspects of disability and for finding ways to alleviate or prevent symptoms. Another
strength is that it can provide a clear diagnosis and treatment plan which can give people with
disabilities a sense of clarity and direction. It also helps people to cure the disease by providing proper
diagnosis and treatment. The model aims to correct disabilities with medical intervention, potentially
leading to improvements in the individual’s quality life.

However, the medical model has its own drawbacks; it often overlooks the value and richness that
disabled communities bring to society and forgoes the responsibility of the rest of society to adjust to
make room for those voices. As a result, the model is often rejected by disabled rights activists. This
model generates emotive reactions of sympathy, pity and reservation. It perpetuates social deviance,
affecting societal attitudes and causing negative conceptions that enable marginalisation and
discriminatory acts such as stereotyping and labelling as advocated by Grue (2016). Furthermore, it
has been criticized for its narrow focus on the individual impairment and for not adequately
addressing the broader societal barriers that contribute to the experiences of individuals with
disabilities. The model tends to overlook the social and environmental barriers that contribute to
disabling conditions.

Limitations and Disadvantages of the Medical Model

 Labelling: The medical model of disability can lead to labels that negatively affect self-esteem
and self-perception.
 Segregation: The medical model may result in the separation of students with disabilities
(Grue, 2016).
 Low Expectations: The medical model can contribute to lowered expectations for students
with disabilities.
 Reduced Emphasis on Environmental Factors: The medical model may not adequately
consider the role of the environment in creating barriers.
 Lack of Focus on Strengths: The medical model often overlooks strengths and abilities
(Armstrong, 2017).
 Missing the Bigger Picture: The medical model focuses on individual impairments rather than
societal factors.

The second model of disability to be reflected upon is the social model. The social model promotes
that an individual has impairment but it has societal barriers that create disability. It sees society as
creating disability through physical and social barriers (Owens, 2015). It became the dominant model
in underpinning inclusive education because it is very similar to the fundamental philosophies of
inclusion especially concerning attitudes and equal opportunities in an educational setting. In
inclusive education, the model emphasises removing physical barriers, attitudinal and systematic
barriers that limit the participation of students with disabilities. It emphasises on creating an inclusive
and accessible learning environment for all students. The model focuses on the environmental and
social barriers that hinder individuals with disabilities from participating in educational settings.

The social model attempts to change society by removing environmental barriers and this is another
reason why this model came to underpin inclusive education. According to Terzi (2014) Inclusive
education emerged in relation to inclusion in society, both seeking to give equal opportunities to all
regardless of impairments. Inclusion does not focus on the individual deficit that encourages fitting in
but rather supports a range of learning and physical differences. Participation in school life is not
restricted to limited access to curriculum by physical barriers but instead inclusion aims to remove
any disabling factor in an educational context (Naraian&Schlessinger, 2017). This is achieved by
replacing stairs with ramps, incorporating accessible bathrooms, transport and sporting facilities into
school plans and finally improving curriculum design to support all students. This model promotes
equal opportunities and encourages adjustments to the physical environment, curriculum, teaching
methods and attitudes towards disability.

The social model advocates that disability is caused by social oppression and prejudices, a reaction of
society to impairments that subsequently initiate environmental barriers and attitudinal discrimination
and oppression (Beaudry, 2016). The social model does not consider impairment as something sick
which needs to be cured but advocates that the actions of society create the disability through
accommodation (Haegele & Hodge, 2016). In inclusive education, a student is not only defined by
their biological dysfunction or labelled as disabled but is recognised as a person beyond their
impairment. No child should grow up with a label as this could have serious consequences on their
self-esteem. By acknowledging impairments as a difference in a child rather than having an identity
because of their disability, the social model is fundamental for inclusive education.

The social model aims to shift the perceptions of disability away from the presumed need for
acceptance towards society as a human right. In inclusive education, the social model looks at the
individual holistically, still taking into consideration their impairment but not limiting them by it
regarding their educational experience. It gives opportunity for flexibility towards the needs of all
learners and their families, trusting the experience and personal expectations of the individual over
institutionalised knowledge and assumptions (Ministry of Education, 2018). The model promotes a
societal need for intervention that encourages change in thought from the community advocating that
disability is caused by physical barriers and from prevailing perceptions people maintain.

Terzi (2014) is of the view that the social model of disability advocates that environmental factors
create disability by restricting activity and the blame and responsibility for these limitations should
not be placed on individual. The disability experienced is often caused by the approach taken by
society which fails to take account of people with impairments and their associated needs (Thomas
&Vogel, 2016). This can result in people with impairment being excluded from mainstream society,
for example a student is not prevented from reading a book because of blindness but because of the
absence of alternative formats. Students are not prevented from going to see a play because they are
wheelchair users rather it is the absence of accessible transport and access to venues that causes the
disability and inclusion.

The social model of disability focuses on people’s attitudes towards disability and recognises that
attitudes towards disability can present barriers for the disabled people in the same way the physical
environment can. To sum up, the medical model views disability as an individual impairment or
medical condition that needs to be treated or cured while the social model of disability is not solely a
result of an individual’s impairment but is also shaped by social and environmental barriers.

Limitations and Disadvantages of the Social Model

 Barriers in society - the social model emphasizes that people are disabled by barriers in
society such as inaccessible buildings or negative attitudes .the barriers can limit full
participation of students with disability in education setting.
 Lack of accessibility - the model stresses the importance of making the entire school
environment, including the curriculum, accessible to disabled learners. However, they may be
short comings in ensuring that educational facilities and materials are fully accessible to all
students.
 Limited expectations - the medical model of disability often create low expectations for
individuals with disability, leading to a loss of independence, choice, and control in their
lives. This can impact the educational experiences and opportunities available to students with
disability.

Thirdly the human rights model of disability in inclusive education emphasises that education is a
fundamental human right and therefore all education should be inclusive (Danforth, 2017). It asserts
that providing inclusive education is essential for the establishment of quality education and is a legal
obligation under international law (Carlson, 2010). The provision of inclusive education is seen a
means to fulfil legal obligation to make education accessible to all learners, including those with
disabilities. Inclusive education is not only viewed as an educational system but also an approach and
an attitude that addresses the learning needs of all learners and allows for the greatest possible
educational opportunities. It aims to prevent exclusion and promote the participation of all children in
the educational setting.

The human rights model of inclusive education is grounded in international legal frameworks and
principles such as the United Nations Convention on the Rights of Persons with Disabilities
(UNCRPD). This model emphasises the right to education without discrimination on any grounds,
including disability and recognises the need for inclusive education to be accessible to all individuals
regardless of their abilities or backgrounds. Human rights model asserts that inclusive education is a
fundamental human right and a legal obligation under international law. It emphasises the need to
provide inclusive educational opportunities that address the diverse learning needs for all individuals
and prevent exclusion on disability or other factors.

Below are some of the human rights-based model acts:

 Disabled persons act (chapter 17:01): Act serves as the primary legislation in Zimbabwe that
addresses disability rights. It aims to protect the rights and promote the welfare of disabled
individuals by prohibiting discrimination based on disability and ensuring equal access to
education, employment, healthcare and public services.
 Education act (Chapter 25:04): Promote inclusive education by emphasizing the right of
disabled children to access quality education on an equal basis with non-disabled peers. It
calls for reasonable accommodation and support services to be provided to enable full
participation.
 Labour Act (Chapter 27:01): Prohibits discrimination in employment based on disability and
requires employers to provide reasonable accommodations for disabled employees.
  Public health act (chapter 15:09): Act recognizes the rights of disabled individuals to access
healthcare services without discrimination. It calls for the provision of accessible healthcare
facilities, specialized services and assistance devices.

Disadvantages and Limitations of the Human Rights Model

 Attitudinal Shift: overcoming deeply ingrained societal attitudes and stereotypes towards
disability presents a significant challenge. Changing mindsets and promoting inclusive values
require targeted awareness campaigns, education, and advocacy initiatives at all levels of
society (Mutasa, 2017).
 Resource Allocation: adequate allocation of resources is essential for the successful
implementation of the rights-based model. This includes investment in accessible
infrastructure, inclusive education and employment programs, and the provision of assistive
devices and support services to enable disabled individuals to fully exercise their rights
(Mutasa, 2017).

Lastly, the charity model in inclusive education is concerned with seeing disability as tragic and in
need of support. Often, Charity model charities fundraise through imagery and messaging that shows
disabled people as helpless and tragic to generate emotive responses from no-disabled people who
will helpfully feel enough pity to input their hands in their pockets .It is based on the understanding
that disability is something within the body that can and should be cured. According to this model,
disability is seen as tragic and pitiable where individuals with disabilities are often portrayed as
victims of circumstances, deserving of pity (Oliver, 2013). The language associated with the charity
model includes terms like normal, abnormal, the disabled, the blind, person with disability,
handicapped, wheelchair bound, special needs.

The charity model has been developed by non-disabled people and is often criticized for not
considering the experiences and knowledge of disabled individuals as valuable or essential
(Armstrong, 2017). It emphasises and encourages dependence on others rather than independence and
it may lead to loss of life skills and increasing dependence if taken to extremes. Additionally, the
model has been associated with institunalisation and segregation of disabled individuals, rather than
promoting community life with adequate support (Beaudry, 2016). Overally the model is often seen as
limiting and oppressive as it can restrict the advancement of disabled individuals in areas such as
education, housing, healthcare and employment thereby limiting their ability to live independently
and have agency over their own lives and decisions.

Disadvantages and Limitations of the Charity Model

 Lack of empowerment the charity model of disability fails to empower individuals with
disabilities to become more active in society. By solely on providing charity and support this
model reinforces the notation that disabled individuals are incapable of contributing
meaningfully to their communities.
 There is little or no recognition of the disabled person in selecting the service they need or
want.
 It always makes the disabled owe gratitude to donors.
Furthermore human rights model is grounded on human rights principles whereas the charity model is
concerned with seeing disability as tragic and in need of support. While the above models provide
framework for understanding disability, it is crucial to note that each students experience and needs
are unique. Inclusive education aims to consider these models while providing individualised support
and accommodations to create an inclusive learning environment for all students.
References

Armstrong.(2017).Inclusive education. A guide for teachers .Routledge

Carlson, L., 2010, The faces of intellectual disability, Indiana University Press, Bloomington, IN.

Danforth,S.(2017).Inclusion and the medical model of disability.A critical examination.International

Journal of inclusive education,21(2).115-157

Grue, J. (2016). The social meaning of disability: A reflection on categorization, stigma and identity.
Sociology of Health & Illness, 38(6). 957-964. doi:10.1111/1467-9566.12417

Grue, J. (2016). The social meaning of disability: A reflection on categorization, stigma and identity.
Sociology of Health & Illness, 38(6). 957-964. doi:10.1111/1467-9566.12417

Haegele, J., & Hodge, S. (2016). Disability discourse: Overview and critiques of the medical and
social models. Quest, 68(2), 193-207. Retrieved from
http://web.b.ebscohost.com.ezproxy.canterbury.ac.nz/ehost/pdfviewer/pdfviewer?

Kasser, S. & Lytle, R., 2005, Inclusive physical activity, Human Kinetics, Champaign.

Kearney, A., & Kane, R. (2006). Inclusive education policy in New Zealand: Reality or ruse?
International Journal of Inclusive Education, 10(2), 201-219. Retrieved from
http://web.b.ebscohost.com.ezproxy.canterbury.ac.nz/ehost/detail/detail?

Ministry of Education(2018).Success for

all.hptts://www.education.govt.nz./assets/Documents/school/inclusive education/success for all
englishpdf.

Mutasa, S. (2017). The Implementation of Disability Rights in Zimbabwe: Challenges and Prospects.
Journal of Human Rights and Social Work, 2(2), 74-89.

Oliver, M. (2013). The models of disability: Thirty years on. Disability & Society, 28(7), 1024-1026.

Owens.J.(2015).Exploring critiques of the social model of disability.Transformative possibility of

Arents notion of power.Sociology of health& illness 37(3),385-403.

Rees,K.(2017).Models of disability and categorisation of children with severe and profound learning
difficulties.Informing educational approaches based on an understanding of individual
needs.Educational and child psychology retrieved from http://web.a.ebscohost.com.ezproxy.ac/nz.

Salahuddin, Siddiqui Fakeha (2017). Building inclusive learning friendly classrooms: need of the
hour. International Journal of Reflective Research in Social Sciences. 1 (1). Retrieved from
http://www.reflectivejournals.com/download/4/1-1-4.pdf

Terzi,L.(2014).Refraiming inclusive Education.Educationalequality as capability equality.cambridge

of journal of education.44(4),479-493.doi:10.1080/0305764x.2014.96091.

Thomas,G. & Vogel, G. (2016).The social model of disability.An outdated ideology?Research and
practice in intellectual and developmental disabilities,3 (1),1-8.