Models of disability

Introduction
• A model is a set of guiding assumptions, concepts, and propositions about the
nature of phenomena or human experience.

• Models have often been defined as human-made tools for understanding and
human-made guidelines for action.

• Disability Models provide a framework for understanding Disability Studies as

well as our work as professionals.

• It assists professionals in understanding their perspective(s) regarding the

mission of their organizations and the services they provide.

• Treatment and intervention strategies are guided by the type of disability model
Medical Model of Disability
• It is sometimes referred to as the Biological-Inferiority or Functional-
Limitation Model.

• It holds that disability results from an individual person’s physical or mental

limitations, and is largely unconnected to the social or geographical
environments.

• The Medical Model places the source of the problem within a single person
with impairment,

• The solutions are found by focusing on the individual.

Social Model of Disability
• Views disability as a consequence of environmental, social and attitudinal
barriers that prevent people with impairments from maximum participation
in society.

• It is a reaction to the dominant medical model of disability .

• People with impairments are disabled by the fact that they are excluded from
participation within the mainstream of society as a result of physical,
environmental and attitudinal barriers which prevent them from gaining
equal access to education, employment, information, housing, public
transport, leisure opportunities, and so on.
Functional Models of Disability
• The functional model of disability theorizes that the functions of the
individual influence the definition of disability.

• Individuals who enjoy physical activities would probably be more affected by

mobility impairment than those who do not care for such activities.

e.g. The loss of one finger would probably not be considered a disability for
most people, and yet, because of the impairment in occupational functioning
for the concert pianist, the amputation would be a life-changing disability.
Ecological Models of Disability
• In this model the disability or ability is defined as the interaction between the person and
their environment.

• Thus, disability is viewed as a concept that is dynamic and context-driven.

• Ability and disability do not exist as two separate entities, but as a spectrum that is
dependent on the interaction between person and environmental factors.
• E.G. if an individual has the physical potential to see, but there is no light in
his/her environment, then the person-environment interaction creates a
disability.

• If the same person has 20/20 vision, yet is unable to view bacteria, the addition
of a microscope creates ability.
• Therefore, the ability or disability is not inherent in the person or the environment, but a
dynamic interaction between these two factors.
Human Rights Model of Disability
• The human rights model positions disability as an important dimension of human culture,
and it affirms that all human beings irrespective of their disabilities have certain rights which are
inalienable.
• A rights based approach to disability and development is about:
• leveling the playing field so that people with disabilities can access jobs, education, health
and other services;
• the removal of physical and social barriers;
• attitude adjustments for policy makers, employers, teachers, health care professionals and
even family members;
• ensuring universal design, accessible technology, and coordinated public programs and
service.

• This approach requires government to provide the resources necessary to implement these
7 goals
 UNIT TWO
Concept of Inclusion
Rationales of Inclusion
• Implementation of inclusion has number of rationales. The
major ones include:
• Educational,
• Social,
• Legal,
• Economic and
• Inclusive society building foundations.
Definitions of Inclusion
• Inclusion is seen as a process of addressing and responding to the diversity of
needs of all persons through increasing participation in learning, employment,
services, cultures and communities, and reducing exclusion at all social contexts.
• Inclusion is defined as having a wide range of strategies, activities and processes
that seek to make a reality of the universal right to quality, relevant and
appropriate education and services.
• It is part of a wider strategy promoting inclusive development, with the goal of
creating a world where there is peace, tolerance, and sustainable use of
resources, social justice, and where the basic needs and rights of all are met.
• It involves changes and modifications in content, approaches, structures and
strategies, with a common vision which covers all people, a conviction that it is
the responsibility of the social system to educate all children, employ and
provide social services.
Components of Inclusion
• All children have a right to education within their own community

• It is flexible, responsive educational systems

• Everyone can learn, and any child can experience difficulties in learning

• Child-focused teaching benefits all children

• It creates enabling and welcoming educational environments

• It helps to use appropriate resources and support within schools and at local
levels for the needs of different children.
Components Cond…
• It promotes combating discrimination and exclusionary pressures at any social sectors
• It enables responding to/embracing diversity as a resource not as a problem
• It prepares learners for an inclusive society that respects and values difference

• It helps to identifying and overcoming barriers to participation and exclusionary

pressures
• It promotes participatory methodology, action research, collaborative enquiry and
other related activities
• It increases real participation of all collaboration, partnership between all
stakeholders

• Promotes unlocking and fully using local resources redistributing existing resources
Principles of Inclusion
• The fundamental principle of inclusion is that all persons should learn, work
and live together wherever possible, regardless of any difficulties or
differences they may have.
• UNESCO (2005) has provided four major inclusion principles that support
inclusive practice:
1. Inclusion is a process.

2. Inclusion is concerned with the identification and removal of barriers that

hinders the development of persons with disabilities and vulnerabilities.

3. Inclusion is about the presence, participation and achievement of all persons.

4. Inclusion invokes a particular emphasis on those who may be at risk of

marginalization, exclusion or underachievement.
Features of Inclusion
• It ensures the respect and dignity of individuals with disabilities
• It meets current accessibility standards to the greatest extent possible to all
people with special needs
• Provides accommodations willingly and proactively
• Persons with disabilities and vulnerabilities are welcomed and are valued for
their contributions as individuals
Benefits of Inclusion
• Meaningful friendships
• Greater access to general curriculum
• Increased appreciation and acceptance of individual differences
• Prepares all children for adult life in an inclusive society
Factors that Influenced Development of Inclusion
• Communities

• Activists and advocates

• The quality education and school improvement movement

• Special educational needs movement

• Involvement of International agencies

• Involvement of NGOs movements, networks and campaigns

• Other factors
Barriers to Inclusion
• Problems related with societal values and beliefs

• Economic factors

• Lack of taking measures to ensure conformity of implementation of inclusion

practice with policies

• Lack of stakeholders taking responsibility in their cooperation as well as

collaboration for inclusion

• Conservative traditions among the community members about inclusion

Barriers Cond…
• Lack of knowledge and skills among teachers regarding inclusive education

• Rigid curricula, teaching method and examination systems that do not consider
students with dives needs and ability differences

• Fragile democratic institutions that could not promote inclusion

• Inadequate resources and inaccessibility of social and physical environments

• Large class sizes that make teachers and stakeholders meet students‘ diverse
needs

• Using inclusive models that may be imported from other countries