MODULE 3.

SOCIAL VIEW OF DISABILITY

10 October 2020, SATURDAY
2:00 – 3:30 p.m., DSLUDCOEGS
Flow of discussion
PART 1.
First formal assessment, CASE FILE PRESENTATION, docu-
research “IN THE LIFE OF…”
Sharing of OUTPUT…”the big picture… on resolving gaps”
PART 2.
 The social view of disability
PERSONAL REFLECTION/ASSESSMENT
PART 1.
A docu-research on “IN THE LIFE OF”…

please don’t look at me with pity

just be yourself and I will be ME…
MODULE 3.
SOCIAL VIEW OF DISABILITY
17 October 2020, SATURDAY
2:00 – 3:30 p.m., DSLUDCOEGS
 THE LA SALLIAN PRAYER
• In the name of the Father, and of the Son, and of the Holy Spirit…

• I will continue O my God to do all my actions for the love of you. Father in
heaven, God of love, all I have and am is yours. Grant that I may become a
living sign of your compassion in this world.

• PROF: Saint John Baptist De La Salle

• ALL: PRAY FOR US
• PROF: Live Jesus in our hearts
• ALL: FOREVER

5
tAlk BaCk
resolving GAPS…a group collaboration
Bowe (1978) six kinds of social barriers to special
education:

architectural
legal

attitudinal personal
occupational
educational
 SOCIAL PERSPECTIVE
the compensatory and adaptive perspective of disability

Compensatory and adaptive perspective involves the shaping of the

child’s personality through restructuring adaptive functions and
forming new processes brought about by the disability/disorder.

According to Vygotsky, the understanding disability should NOT be

seen as a "biological impairment having psychological
consequences", but as a socio-cultural developmental phenomenon,
that is, disability is an "abnormality" only when and if it is brought
Lev Vygotsky (1896–1934) into the social context.
the social nature of the disability PARADIGM
Vygotsky introduced the core concepts of the "primary disability, "secondary
disability" and their interactions. A "primary" disability is an organic impairment
due to biological factors. A "secondary" disability refers to distortions of higher
psychological functions due to social factors. This may include negative societal
attitudes, social expectations, social milieu and conditions

“the primary problem of a disability is not the organic impairment itself but its social
implications: an organic defect is recognized by society as a social abnormality in behavior.”
 Disability as a developmental process
Vygotsky tirelessly pointed to the dynamic nature of disability: he argued that constant
changes in the structure and content of a disability take place during development and
under the influence of education/remediation. He asserts that;

1. Human development is a socio-genetic process carried out in social activities.

2. Education "leads" development which is the result of social learning through the
internalization of culture and social relationships.
3. Development is not a straight path of quantitative gains and accumulations, but a series of
qualitative, dialectic transformations, a complex process of integration and disintegration.
QUALITATIVE VERSUS QUANTITATIVE DIFFERENCES IN
UNDERSTANDING OF DISABILITY
• Traditionally, a child with a disability has been considered to be either
"underdeveloped/developmentally delayed" (in the case of mental
retardation) or "a regular child lacking a sensory organ" (in the case of
physical and/or sensory impairments). In other words, the difference between
a child with a disability and his/her non-disabled peer is only quantitative.

• According to Vygotsky, the development of the individuals with a disability is

not "slowed-down" or "missing" variations of normal development. He
wrote: "A child whose development is impeded by a disability is not simply a
child less developed than his peers; rather, he has developed differently."
(Vygotsky, 1983, p. 96). 
 the "DYNAMIC ASSESSMENT"

Vygotsky is rightfully considered to be the "founding father" of what is now known as "dynamic
assessment" (Minick, 1987; Guthke & Wingenfeld, 1992; Lidz, 1995). In the early 1930s, at the
height of the enthusiasm for IQ testing, Vygotsky was one of the first (if not the only one in his
time) who defined IQ tests’ limitations based on his understanding of disability as a
process, not a static condition, and on his understanding of development as a
dialectical process of mastering cultural means. 
In the essay "The Difficult Child",  Vygotsky laid down the background for family of testing
procedures commonly recognized as "dynamic assessment" (DA). This is an interactive
procedure that follows a test-intervene-retest format focusing on the cognitive processes and
meta-cognitive characteristics of a child.
"INCLUSION" AS THE FUTURE DESIGN FOR SPECIAL EDUCATION

Vygotsky's idea that the development of a child with a disability is determined by the social aspect of
his/her organic impairment creates a new perspective for socialization/acculturation and overall
remediation of children with special needs. 

 "inclusion based on positive differentiation". ("Positive deferential approach", according

to Vygotsky, means a favorable societal outlook on a child with a disability from a point of view
his/her strengths, not weaknesses).
 "normalization through mainstreaming" of all children with disabilities
Other social perspective to special education
• a ‘civil rights’ approach to disability/disorder tends to emphasize the social and civil
position of a person in society rather than solely individual characteristics.

• a structural-functionalist view (Parsons, 1952) focuses on structure and equilibrium

in society and structures are considered to interact with each other so that each performs
some positive function.

• conflict view approaches explores the conflicts between different groups over
resources, power and status. In considering special education from conflict perspectives, one
could examine the historical development of special education and related economic, social
and political circumstances.
 Understanding the social model of disability

The social model of disability identifies systemic

barriers, derogatory attitudes, and social
exclusion (intentional or inadvertent),
which make it difficult or impossible for individuals
with impairments to attain their valued functioning.

The social model of disability is based on a distinction between the terms impairment and disability. In

this model, the word impairment is used to refer to the actual attributes (or lack of attributes) that affect
a person, such as the inability to walk or breathe independently. The word disability is used to refer to
the restrictions caused by society when it does not give equivalent attention and accommodation to the
needs of individuals with impairments
 Understanding the social model of disability
The social model sees  ‘disability’ as the result of the interaction between people
living with impairments and an environment filled with physical, attitudinal,
communication and social barriers.

It therefore carries the implication that the physical, attitudinal, communication and social
environment must change to enable people living with impairments to participate in
society on an equal basis with others.
Understanding the social model of disability
• A social model perspective does not deny the reality of impairment nor its impact on the
individual.  However, it does challenge the physical, attitudinal, communication and social
environment to accommodate impairment as an expected incident of human diversity.

• The social model seeks to change society in order to accommodate people living
with impairment; it does not seek to change persons with impairment to
accommodate society.  It supports the view that people with disability have a right to be
fully participating citizens on an equal basis with others.
Resolution to problem of special education based
on sociological perspective

1. changing the physical environment

2. modifying the way that things are done and
the associated social relationships
3. changing attitudes i.e. negative labelling
 Society’s Attitude Toward People with Disabilities
historical perspective

Prior to the twentieth century, social

attitudes reflected the view that persons with
disabilities were unhealthy, defective and
deviant.

Society as a whole treated these people as objects of fear and pity. The prevailing
attitude was that such individuals were incapable of participating in or
contributing to society and that they must rely on welfare or charitable organizations.
 Society’s Attitude Toward People with Disabilities
historical perspective

Generally speaking, prior to the late 1800’s, people with mental retardation, cerebral
palsy, autism, and/or epilepsy resided at home and were cared for by their
families.

• Beginning in the late 1800’s, institutions were built by state and local administrative
agencies to house people with developmental disabilities . These institutions were
usually built on the outskirts of town. Societal attitudes fostered this segregating style of management.
Unfortunately, segregating from society further stigmatizes people.
Changing Attitudes

care to people with disabilities

secure medical and other long-term care in their communities
the rights of people with developmental disabilities
the vocational rehabilitation of the severely disabled.
prohibits discrimination against “otherwise qualified” handicapped
persons
Components of social model of disability

flexible work
attitudes
social support
information physical
structure
issues that affect the daily lives of people with disabilities

community living: is there housing available that accommodates their disabilities? is

financial help available?
transportation: is transportation available? is it convenient? who will pay for it?
education:  is special education available?  will it result in marketable job skills?
employment: will employers hire a person with a disability?   are employers willing
to make necessary accommodations?  is reliable and affordable transportation available?
health care:  is medical and dental treatment available in the community?  does the
public health department provide care?  is financial assistance available?  is
transportation available?
 1. distinction vs.
labelling
2. diversity vs.
accommodation
SPECIAL NEEDS IDENTITY…
A PERSONAL & SOCIAL STRUGGLE 3. uniqueness vs.
acceptance

Some Considerations Relating to
Social Perspectives of
Disability/Disorder
1. oppression vs. equity
2. distinction vs.
labelling
3. uniqueness and
acceptance