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Accessibility and design for all
Published in Corinne Mulley, John D. Nelson, Stephen Ison, The Routledge Handbook of Public Transport, 2021
The importance of the capability Model is that it frees up consideration of accessibility from particular ‘disabilities’. This places a different emphasis from that of the medical model of disability, in which the emphasis was placed on the condition which yielded the disability, and the social model of disability (Oliver, 1996), in which the emphasis was placed on the social inability to create an accessible environment as the cause of the disability. The capability model places the emphasis on what the person can do, however they manage to do it – including the use of any assistive device – and contrasts this against what the environment requires, however it imposes that requirement. This openness is very important when it is necessary to take into account the combination of capabilities that might be involved in a particular interaction with the environment, for example, the combination of physical, sensorial and cognitive capabilities that can be brought to bear to enable someone to overcome an obstacle. It also places a much heavier burden on the environment to be able to respond to the full range of, and differences between, people’s capabilities.
Designing Experiences
Published in Lisa Grocott, Design for Transformative Learning, 2022
In respecting infinite positions, co-existing narratives and different orientations to designing, we move the conversation away from a universal framing to a pluriversal understanding (33; 34). The social model of disability (35) provides a productive conceptual frame that asks us to see beyond an individual, medical model of disability by arguing that it is society that dis/ables the person with the impairment from full participation. In designing for learning, this social model implores the system, service or experience to adapt to and meet the needs of all people it serves. Yet, the work needed to unsettle dominant education and societal narratives calls on recognising multi-variate socio-cultural and economic barriers to full participation.
Emerging Human Factors and Ergonomics Issues for Health Care Professionals
Published in Jack M. Winters, Molly Follette Story, Medical Instrumentation, 2006
The disability model regards disability as a normal part of life, not as a deviance or defect [50]. Because most people will experience some amount of disability, either temporarily or permanently, at some point in their lives, this attitude is sensible. In contrast, the traditional medical model of disability suggests that someone who has a disability has a defect or sickness that should be cured or treated through medical intervention [50]. A related model is the rehabilitation model of disability, which regards the disability as a deficiency that should be fixed or ameliorated by a rehabilitation or similar professional [50].
Accessible Digital Musical Instruments in Special Educational Needs Schools – Design Considerations Based on 16 Qualitative Interviews with Music Teachers
Published in International Journal of Human–Computer Interaction, 2023
The terminology used to describe DMIs that are designed with a focus on accessibility varies broadly. For example, the term assistive technology focuses rather on the individual impairment that needs to be overcome (medical model of disability) and the term accessible technology rather emphasizes the need to remove environmental barriers (social model of disability)2. DMIs can be defined as modular systems consisting of a “control surface (also referred to as a gestural or performance controller, an input device, or a hardware surface) and a sound generation unit” (Miranda & Wanderley, 2006, p. 3) that are linked by mapping. This separation of input device and sound generation implies endless possibilities in ADMI design, because every piece of mensurable data can be used to control every musical aspect. Then again, this separation leads to a loss of important aspects of acoustic musical instruments like the direct vibrotactile feedback. Thus, feedback needs to be specifically designed for DMIs. Figure 1 shows a schematic view of ADMIs expanding the sound production unit to a feedback production unit.
Exploring Stakeholder Perspectives on the UK’s Regulatory Tools for Accessible Housing: Lessons for Canada
Published in Journal of Aging and Environment, 2022
Katie Vaughan, Mikiko Terashima, Kate Clark, Katherine Deturbide
The likelihood of experiencing disability increases with age (Roy et al., 2018). The definition of disability has evolved from a predominantly medical model, where challenges experienced by an individual originate from medical conditions or diagnoses, to today’s more widely accepted social model (Oliver, 2013). Whereas the medical model attributes disability to the individual, the social model of disability takes environmental and societal factors into consideration (Goering, 2015). Impairments alone at the individual level may not create disability, but sociocultural expectations and the built environment together can limit opportunities to carry out daily activities for persons who experience physical or psychological impairments, activity limitations, or participation restrictions (Patel & Brown, 2017).
An alternative perspective on assistive technology: The person–environment–tool (PET) model
Published in Assistive Technology, 2020
Gustav Jarl, Lars-Olov Lundqvist
The view of functioning and disability has changed over time, and it can be summarized as the dialectic of the medical model (thesis), the social model (antithesis), and the biopsychosocial model (synthesis). The medical model of disability views it as a problem of the individual: disability is a direct consequence of a health condition and thus, the solution to the problem is medical intervention. Assistive technology (AT) has traditionally been found in this context, aiming at “normalizing” functions of the person’s body. In contrast, the social model of disability views disability as a socially created problem, and hence, the solution to the problem is to be found in the social and political sphere. In the 1970s (Engel, 1977), the medical and social models were synthesized into a biopsychosocial model, acknowledging biological, individual, and social aspects of functioning and disability, as well as recognizing that both medical and social interventions are needed. This wider perspective on disability is now established in the International Classification of Functioning, Disability and Health (ICF) by the World Health Organization (2001). Although the medical and social models might seem to be each other’s opposites, they agree on a central point: that people with disabilities constitute an identifiable group, that is, ability and disability form a dichotomy in which people can be classified as either able-bodied or disabled. Although this may be justified to use for practical and legal purposes, there is an inherent dilemma in this dichotomy. When applying the medical model, people can only be helped (by medical interventions) to be included in society if they first are defined as deviant. When applying the social model, the fight for the human rights and social inclusion of people with disabilities starts by defining which people belong to the oppressed group and thereby draws attention to their otherness. Hence, the inclusion of people with disabilities seems to start with their exclusion. In contrast to this dichotomous thinking about disability, in which certain groups are identified as having “special needs,” a universalistic approach acknowledges variations in functioning as encompassing all human beings. Thus, the needs and rights of people with disabilities are not “special” but reflect the common needs and rights of all people (Bickenbach, Chatterji, Badley, & Ustun, 1999; Zola, 1989).