Field of Disability and SEN - Polarisation over the Social and Medical Models - Case Study Example

Field of disability and SEN has long been polarised over the social/medical model Contents Contents Introduction 3 Discussion 3 Brief history of models 3 Advantages & disadvantages of models 5 Critical knowledge on disabled learner’s educational provision 6 Any common themes between medical and social model 8 Conclusion 10 References 12 Introduction This study would be focused on SEN legislation and field of disability. Disability can be stated as an aspect of human condition. Permanently or temporarily individuals might be impaired in certain point of life. Extended family at times encompasses disabled members, and non-disabled family members undertake responsibility of such individuals. There are human right issues centred towards disability. Disable individuals have full right to live a normal life like others. Inequalities are experienced by many disable people in terms of unequal access towards employment, healthcare, political participation, education, etc. They are even subjected to exploitation of their dignity. In modern world there are still situations witnessed where disable individuals are abused, subjected to prejudice, violence, and even disrespect. UK government had formulated SEN legislation in order to provide educational opportunities to disabled people. This legislative framework aimed at providing education to individuals having disabilities or learning difficulties. In UK educational system, SEN legislation largely varies according to learning support teams. There are some common practices which are observed throughout the country. This study shall reflect upon both medical and social models. It is an argumentative study where pros and cons of these models shall be highlighted along with whether the selected field is now inclined towards an integrative model or are there still traces of loopholes in the approach. Discussion Brief history of models The social model of disability was an extended version of medical model of disability. This model helps in determining systemic barriers, exclusion by society and negative attitudes. On the basis of this model it can be stated that a mean society is responsible for enhancing percentage of disable people in the society. UPIAS or Union of the Physically Impaired Against Segregation in 1975 claimed that society is in-charge of disabling people. As per this body, disabled people are unnecessary excluded from the society. Mike Oliver, a disabled academic, in 1983, had established the concept of social model of disability. UPIAS was able to outline a distinction between disability and impairment (Armstrong, Armstrong and Spadagou, 2010). Oliver further worked on this approach and was able to draw a comparison between social model and an individual model. The social model was later upgraded by activists or academics in US, UK and other geographical regions. All kinds of disabled people have been included in this provision such as those possessing learning difficulties, who are mentally handicapped or individuals having emotional, behavioural or health issues. Medical model of disability is also known as socio-political model. This model states that disability or illness is a physical condition and it eventually tends to decrease quality of life of an individual. Medical model is aligned with understanding illness and then designing a clinical perspective so as to manage such illness (Hodkinson and Vickerman, 2009). World Health Organization in 1980 established a framework for efficiently managing disabled people. This organization even published an article known as International Classification of Impairments. Medical model of disability was totally based on this approach (Clough and Corbett, 2000). The disability approach was encountered through terms such as disability, handicap and impairment. ICF or International Classification of Disability, Health and Functioning are able to define disability in context of participation restrictions, impairments and activity limitations. Medical model basically focuses on limitations of individuals and approaches incorporated to reduce impairments or technological adaptation so as to be a part of the vast society. Advantages & disadvantages of models Medical or social model of disability are theoretical approaches designed to understand the concept of disability and ways to reduce causes which leads to such disability within individuals. In the 18th century, medical model gained its significance in the market place whereas social model was developed in recent years so as to better understand disability or impairment (Smith, 2012). None of the models could be considered as superior or inferior since both possesses some advantages as well as disadvantages. The major advantage of social model is that it focuses on changing human attitudes and societal conditions. However the main aim of this model is to enhance living conditions of individuals. Social model designs a framework where people can easily access educational facilities and execute daily operations smoothly (Barton and Armstrong, 2007). Collaboration and observation mechanisms in social model help in determining key reasons behind disability and ways to improve upon living conditions. This model does not believe in traditional approaches but is totally based on observation. Another advantage of this model is that it takes into consideration well-being of a child. The model embraces disabled child, and responds to their individual needs, eradicating all forms of barriers. Social model thinking is inclined towards valuing children. Medical problems and its impact are not highlighted in social model of disability. As per this thinking, needs or strengths are determined by oneself or by other individuals (Ainscow, 2006). Solutions are developed with the support of this model after identifying probable barriers. It is more of an outcomes based program. Diversity present in the society is highly encouraged by this model. On the contrary this model even comprises of certain disadvantages. Firstly oppression is stated to have its roots located in human attitudes. Social location is often difficult to identify. On the other hand it needs to be related with oppressive actions. Socio-political contexts cannot be efficiently analyzed by social model of disability. This socio-political context helps to determine ways through which values and attitudes are formulated and in turn how they are getting transferred into oppressive practices. Medical model of disability also constitutes wide array of advantages and disadvantages (Evans, 2007). Firstly, medical model focuses on curing disability, so that the individual can actively participate in the society. Medical model encompasses diverse range of identification processes. It has adopted SEN legislation in general context. This model effectively responds to the SEN legislation denoting that special children do need some form of specialist education since each individual possesses right towards educational facilities. The aspect of remediation is associated with specialist education within the approach. However there are loopholes within this model which has facilitated further growth of social model of disability (Cigman, 2007). This model only focuses on limitations of disabled people or either adapting technology which shall enable victims to be a part of the society. Negative consequences may result if one relies on this model completely. The model has always been criticized for initiating social degradation of disabled individuals. Medical model utilizes all its resources on medical care without emphasizing on design or social inclusionary practices. Certain disability rights group has also claimed that medical model aim towards exploitation of civil rights (Oliver, 2009). People having disabilities are treated as a pitiable entity and this reduces their self confidence. This model does not acknowledge such disabilities and neither does it consider disability to be a societal or environmental issue. Critical knowledge on disabled learner’s educational provision SEN UK highlights special educational needs which can be accessed by disabled children. These needs help such children to progress in their life. Educational intervention is essential for children who witness barrier in learning. Social/medical model to a great extent is aligned with policies or regulations included within SEN. Special schools are made available for children who have such disabilities. Medical and social model addresses two different perspectives which are incorporated while designing special educational needs framework. As per medical model disabled people is not able to join the external society due to impairment rather than any societal conditions (Mitchell, 2005). In general context, policy makers segregate special services for those individuals who require these services. Medical model has always been focused on reducing impairments and conveying to disabled people that medical issues keep them away from being a part of the society. SEN legislation enables individuals with disability to accelerate progress. Schools established for addressing special needs often have additional advice and large base of resources. Professionals are hired from outside so as to address various components proposed by medical model of disability. These professionals mainly encompass language or speech therapist and educational psychologist. SEN legislative framework also outlines that apart from providing educational facilities, training also needs to be given to their parents (Lewis and Norwich, 2004). This aspect is inclined towards concept set forth by social model of disability. There are certain perspectives of this legislative framework which are based on social or medical models. Educational provision for disabled learners is not only based on providing education but it takes into consideration overall growth and development. Disability tends to lower down confidence level of individuals which can be enhanced only through motivating target group (Rogers, 2007). The field of disability is still a controversial issue since new approaches are being framed that are highly distinct from traditional system. Any common themes between medical and social model Integration is difficult in relation to social and medical model of disability. There are certain factors which are common in both these models. Medical model of disability comprises of certain components as described in figure 1. Figure 1: Medical model of disability (Source: Norwich, 2007) According to figure 1, it is clearly evident that impairment results into disability and it can be well addressed through different approaches such as special schools, training centres, sheltered workshops, benefits agency, specialists, social workers, etc. The factors involved in social model of disability are completely different as outlined in figure 2. Figure 2: Social model of disability (Source: Norwich, 2007) Social model is dependent on factors highlighted in figure 2. These factors are a part of external society like inaccessible environment, prejudice, poverty, employment discrimination, etc. Social model is considered to be much more empowering in comparison to medical model. The common factor in both these approaches is that they identify measures to eradicate disability from children. In one approach, medical issues are given more importance whereas in another approach society is treated to be a factor affecting individuals (Swain, French and Cameron, 2003). The field of disability is being directed towards an integrated approach since there are other concepts evolving. Universalism approach collaborate all positive factors existing within social and medical model of disability. This model has gained significance in current scenario and it has been able to eliminate loopholes present in social/medical models. Social model is not able to define medical issues associated with disable people. On the contrary, medical model gives no importance to societal conditions (Barnes, Oliver and Barton, 2002). These deficiencies are addressed by universalism concept. Universalism can be defined as a concept which denotes equality. SEN legislative framework also talks about equality or privileges which should be given to disabled children. This approach focuses on common good through ensuring justice and equality amongst individuals. Special needs can be stated as reflecting upon this equality dimension. Universalism approach rejects all those concepts which fail to answer any situation irrespective of bodily capabilities and socio-cultural status. Unlike other models, universalism is not centred towards only one aspect but it emphasizes on disability along with access and design (Terzi, 2010). Socio-political changes were not observed in social model of disability but are a part of universalism concept. None of the approaches can be made standardized for the field of disability since there are new medical issues evolving each day. However the educational trend is shifting towards universalism approach where all individuals shall be provided with similar educational opportunities. Universalism model would deliver a new support to all those children who have disabilities. Conclusion As per the study, social model creates a greater impact on well-being of individuals than medical model of disability. Social model was practically an extension of medical model, since the later was not able to address important issues. Over the years, social model has proved to be beneficial for many individuals in terms of giving them a respectful position in the society. Disabled people often possess lower confidence level and this makes them weaker to handle daily circumstances. Social model has provided a platform whereby people regain their confidence in order to tackle outside world. However social context is a distant area when it comes to managing disabled people. It is often observed that medical issues are firstly dealt with so as to give those individuals better life conditions. Medical model encompasses wide array of assumptions but is not at par with creativity of social model. Integration amongst different models is necessary which is well aligned with SEN legislation of UK. Universalism has brought forth that integration and eliminated loopholes in identified models. References Ainscow, M., 2006. Improving schools, developing inclusion. London: Routledge. Armstrong, A. C., Armstrong, D. and Spadagou, I., 2010. Inclusive education: international policy and practice. London: Sage. Barnes, C., Oliver, M. and Barton, L., 2002. Disability studies today. Cambridge: Polity Press. Barton, L. and Armstrong, F., 2007. Policy, experience and change: cross-cultural reflections on inclusive education. Dordrecht: Springer. Cigman, R., 2007. Included or excluded? The challenges of the mainstream for some SEN children. London: Routledge. Clough, P and Corbett, J., 2000. Theories of inclusive education: a students guide. London: Chapman Evans, L., 2007. Inclusion. London: Routledge. Hodkinson, A. and Vickerman, P., 2009. Key issues in special educational needs and inclusion. London: Sage. Lewis, A. and Norwich, B., 2004. Special teaching for special children? pedagogies for inclusion: a pedagogy for inclusion? New York: McGraw-Hill International. Mitchell, D., 2005. Contextualizing inclusive education: Evaluating old and new international perspectives. London: Routledge. Norwich, B., 2007. Dilemmas of difference, inclusion and Disability. International perspectives and future directions. London: Routledge. Oliver, M., 2009. Understanding disability: from theory to practice. Basingstoke: Palgrave. Rogers, C., 2007. Parenting and inclusive education: Discovering difference, experiencing difficulty. Basingstoke: Palgrave Macmillan. Smith, E., 2012. Key issues in education and social justice. London: Sage. Swain, J., French, S. and Cameron, C., 2003. Controversial issues in a disabling society. Buckingham: Open University Press. Terzi, L., 2010. Special educational needs: a new look, by Mary Warnock and Brahm Norwich. London and New York: Continuum. Read More