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Disability justice and public health
Published in Sridhar Venkatapuram, Alex Broadbent, The Routledge Handbook of Philosophy of Public Health, 2023
The theorization of the social model of disability then further helped to identify systemic barriers, derogatory attitudes, and intentional and inadvertent social exclusions toward disabled people. While rejecting the biomedical model of disability, the social model also calls for equity, social justice, and human rights. Furthermore, as Jane Campbell highlights in her conference presentation titled “Fighting for a Slice, or for a Bigger Cake?”: “the social model of disability […] became the hallmark of [disabled people’s] struggle” (Campbell 2008). It began changing the way in which people living with disabilities were seen by non-disabled people, and demonstrated that they were and should be able to participate as equal citizens like the non-disabled.
Disability, Ideology, and Quality of Life
Published in Joel Michael Reynolds, Christine Wieseler, The Disability Bioethics Reader, 2022
A defining characteristic of the disability rights movement is a particular explanation of the disadvantages experienced by disabled people. Disadvantages are explained as effects not of biomedical conditions of individuals but of the socially created environment that is shared by disabled and nondisabled people. This environment (it is said) is so constructed that nondisabled people are privileged and disabled people penalized. Disability is a social problem that involves the discriminatory barriers that bar some people but not others from the goods that society has to offer. For this reason, the view is often called the Social Model of disability. It contrasts with the traditional view, sometimes termed the Medical Model, according to which disability is a problem of individuals whose biomedical conditions disadvantage them. On the Medical Model, disadvantages are natural and inevitable outcomes of simple biomedical facts. Reductions of these natural disadvantages can be accomplished only by individual cures (changing the biomedical facts) or by charitable donations intended to compensate the victims of disability for their inevitable and pitiable conditions. The Social Model depicts disability as a problem experienced by a class of people, a problem that is caused by social organization and that can be remedied by social change. The Medical Model is an individualistic rather than a social theory. Disabilities are properties of individuals, and remedies (e.g., cures, rehabilitations, charitable donations) are meted out one individual at a time.
Introduction to dementia
Published in Joanne Brooke, Dementia in Prison, 2020
There has been increased recognition of how the attitudes and actions of other people, combined with their neglect, actively disempower those who have some kind of ‘difference’ and overlook their attempts at action and deny them a voice. This term is called social model of disability (Shakespeare and Watson, 2001). The ‘social model of disability’ is based on a distinction between the term’s impairment and disability. In this model, the word impairment is used to refer to the actual 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 (Goering, 2015). The social model of disability identifies systemic barriers, derogatory attitudes and social exclusion, which make it difficult for individuals with impairments to engage in society (Oliver, 2013).
Living with stigma: Voices from the Cured Lepers’ village in Ghana
Published in Social Work in Health Care, 2019
Cynthia Akorfa Sottie, Judith Darkey
In the 1990s, the social model of disability became popular in response to the criticisms of the predominant medical or individual model of disability. An underlying principle of the social model of disability is the assertion that disability is a social construct and not an individual phenomenon. The Union of Physically Impaired Against Segregation (UPIAS) in 1976 defined impairment as “lacking part of or all of a limb, or having a defective limb, organism or mechanism of the body” while disability is defined as the “disadvantage or restriction of activity caused by contemporary organization which takes no or little account of people who have impairments and thus excludes them from mainstream of social activities” (Lang, 2001, p. 7). Disability is therefore imposed on the person by society by dictating what the person can or cannot do.
Working with British Sign Language (BSL) interpreters: lessons from child and adolescent mental health services in the U.K.
Published in Journal of Communication in Healthcare, 2018
The term deaf in medical terms relates to the hearing status of a person; it is defined according to audiometric descriptors ranging from mild, moderate, severe to profound [1] and affects 5% of the world’s population [2]. Aetiologies are wide ranging: from ear infections, diseases, and genetic causes; for many the cause is unknown. The social model of disability views deaf people as a linguistic and cultural minority, with barriers in society disabling the deaf person. Predominately deaf people who use sign language identify themselves as deaf and have a strong sense of belonging to the Deaf community [3,4] often described using a capital D. In this article, deaf is used to describe deaf people of all hearing statuses, preferred language choices, and cultural identities, though interpreting pertains to the signing population.
Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method collective case study
Published in Disability and Rehabilitation, 2018
Donald Maciver, Cathleen Hunter, Amanda Adamson, Zoe Grayson, Kirsty Forsyth, Iona McLeod
Evidence shows positive outcomes for inclusion in general education, including better grades, improved opportunities for social engagement and enhanced development of life skills [7–14]. Benefits for typically developing children in inclusive settings are also identified [15–17]. A rights-based argument that inclusion in general education is an entitlement for all learners is a strong consideration [18]. Definitions of inclusive practice are broader than placement, however, reflecting issues of acceptance, participation, equality and social relationships [19–22]. This understanding of inclusion focusses not only on increasing the participation of learners with disabilities, but also on the changes required by schools to staff behaviors, environments, routines and structures [21]. A key issue is that both a child and the environment are important. Ecological perspectives [23], dynamic systems theories [24] and contemporary conceptualization of disability, particularly the WHO International Classification of Functioning, Disability and Health Children and Youth Version (ICF-CY) [25] highlight the relationships between young people, environmental components, activity and participation, leading to the idea that practices require an understanding of this multidimensional set of interactions. These ideas tie in with concepts from disability theory, in particular, the social model of disability which rejects the emphasis of individual impairment in favor of focusing on the disabling aspects of culture, attitudes and institutions [26].