Oxfordshire Skills and Learning Service

Introductory awareness of models of disability

4200-223; SS OP 2.1; 4222-25; 35!5-014 "nowled#e $or%boo%
Learner name:
Learner signature:
Date completed:
Assessor name:
Recommended GLHS: 3
&'e (ur(ose of t'is unit is to (ro)ide t'e learner wit' introductory %nowled#e about
t'e medical and social models of disability. In t'is assi#nment* you will demonstrate
your understandin# of t'e social and medical models of disability. +ou will loo% at
'ow t'ese models 'a)e de)elo(ed o)er time and are reflected in ser)ice deli)ery.
+ou will also consider 'ow your own (ractice s'ould (romote inclusion.
&'ere are two tas%s to t'is assi#nment set by ,-./
0/ 1odels of disability
2/ 3eflecti)e account
Pa#e ! of "#
&'is (a#e is blan%
Pa#e " of "#
$andidate Assessment Record
%nter &nit 'um(er according to )ualification taking:
&nit *itle: +ntroductor, a-areness of models of disa(ilit,
Date .ork(ook su(mitted: !st 4444444444.. "nd 4444444444..
0ssessment
,riteria
0ssessor 5eedbac% 1st Submission
Outcome
Pass63efer
2nd Submission
Outcome
Pass63efer
1.1
1.2
1.3
1.4
2.1
2.2
a
b
c
d
2.3
Pa#e 3 of "#
0ssessor comments to 7earner
&ar#et date and action (lan for resubmission 8if a((licable9
Outcome of second submission
I confirm t'at t'is assessment 'as been com(leted to t'e re:uired standard and
meets t'e re:uirements for )alidity* currency* aut'enticity and sufficiency
0ssessor Si#nature/ ;ate/
I confirm t'at t'e assi#nment wor% to w'ic' t'is result relates* is all my own wor%
7earner Si#nature/ ;ate/
Internal <erifiers Si#nature/ ;ate/
Pa#e / of "#
&'e ,are =uality ,ommission 8,=,9 www.c:c.or#.u% is t'e inde(endent re#ulator
of 'ealt' and social care in >n#land.
&'e ;e(artment for >ducation www.education.#o).u% is res(onsible for education
and c'ildren?s ser)ices.
&'e ;e(artment of @ealt' www.d'.#o).u% is res(onsible for leadin# on 'ealt' and
social care.
1y 'ome life aims to celebrate eAistin# best (ractice in care 'omes and (romote
care 'omes as a (ositi)e o(tion for older (eo(le. www.my'omelife.or#.u%
Bational ,entre for Inde(endent 7i)in# www.ncil.or#.u% is a resource on direct
(ayments* inde(endent li)in# and indi)idual bud#ets
Bational Institute for @ealt' and ,linical >Acellence 8BI,>9 www.nice.or#.u% is t'e
inde(endent or#anisation res(onsible for (ro)idin# national #uidance on t'e
(romotion of #ood 'ealt' and t'e (re)ention and treatment of ill 'ealt'.
S%ills for ,are www.s%illsforcare.or#.u% is t'e em(loyer-led aut'ority on t'e trainin#
standards and de)elo(ment needs of social care staff in >n#land.
Social ,are Institute for >Acellence 8S,I>9 www.scie.or#.u% was establis'ed to
identify and (romote t'e dissemination of %nowled#e about w'at wor%s in social
care* and t'e de)elo(ment of best (ractice #uidelines.
Pa#e of "#
0ssessment ,riteria 1.1/ t'e medical model of disability
0ssessment ,riteria 1.2/ t'e social model of disability
0ssessment ,riteria 1.3/ 'ow eac' of t'e models 'as de)elo(ed and e)ol)ed o)er
time
*he 0edical 0odel
1
Cnder t'e 1edical 1odel* disabled (eo(le are defined by t'eir illness or medical
condition. &'e 1edical 1odel re#ards disability as an indi)idual (roblem. It (romotes
t'e )iew of a disabled (erson as de(endent and needin# to be cured or cared for*
and Dustifies t'e way in w'ic' disabled (eo(le 'a)e been systematically eAcluded
from society. &'e disabled (erson is t'e (roblem* not society. ,ontrol resides firmly
wit' (rofessionals; c'oices for t'e indi)idual are limited to t'e o(tions (ro)ided and
a((ro)ed by t'e E'el(in#E eA(ert.
&'e 1edical 1odel is best summarised by referrin# to t'e International ,lassification
of Im(airments* ;isabilities and @andica(s de)elo(ed by t'e $orld @ealt'
Or#anisation in 1F0. &'e classification ma%es t'e followin# distinctions/
Im(airment is Gany loss or abnormality of (syc'olo#ical* ('ysiolo#ical or anatomical
structure or function?.
;isability is Gany restriction or lac% 8resultin# from an im(airment9 of ability to (erform
an acti)ity in t'e manner or wit'in t'e ran#e considered normal for a 'uman bein#?
&'e 1edical 1odel focuses on w'at a (erson can?t do/
Im(airment ;isability
0 w'eelc'air user cannot climb t'e stairs or wal% to t'e
s'o(s
0 (artially si#'ted (erson cannot read information in Gstandard? siHe
(rint
0 (erson wit' an ac:uired brain inDury cannot s(ea% as :uic%ly as ot'er (eo(le
Peo(le wit' disabilities 'a)e #enerally reDected t'is model. &'ey say it 'as led to
t'eir low self-esteem* unde)elo(ed life s%ills* (oor education and conse:uent 'i#'
unem(loyment le)els. 0bo)e all* t'ey 'a)e reco#nised t'at t'e 1edical 1odel
re:uires t'e brea%in# of natural relations'i(s wit' t'eir families* communities and
society as a w'ole.
;urin# t'e 1!0?s and 1I0?s newly formed #rou(s of disabled (eo(le started to
c'allen#e t'e way in w'ic' t'ey were treated and re#arded wit'in society.
1
'tt(/66u%.ettad.eu6Cnderstandin#J20;isabilityJ20-J20#uideJ20toJ20#oodJ20(ractice.(df
Pa#e 1 of "#
&'e medical model is based on t'e (at'olo#y of t'e indi)idual. It em('asises on 'ow
t'e body?s functions are im(aired by disability and 'ow medical6sur#ical inter)ention
can reduce or correct t'e im(airment. &'e focus is t'erefore on in)estin# in 'ealt'
care and related resources to researc'* identify* dia#nose* cure* mana#e* alter and
control illness. It does not account for social and en)ironmental influences w'ic'
contribute to an indi)idualEs le)el of EdisabilityE. Bow* medical (ractitioners reco#nise
t'e need to include indi)iduals in decision ma%in#.
0lternati)e definitions of im(airment and disability were de)elo(ed and formed t'e
basis of w'at is %nown as t'e Social 0odel.
Im(airment is t'e functional limitation wit'in t'e indi)idual caused by ('ysical*
mental or sensory im(airment.
;isability is t'e loss or limitation of o((ortunities to ta%e (art in t'e normal life of t'e
community on an e:ual le)el wit' ot'ers due to ('ysical and social barriers. 82arnes*
14/29
;isability is no lon#er seen as an indi)idual (roblem but as a social issue caused by
(olicies* (ractices* attitudes and6or t'e en)ironment.
5or eAam(le* a w'eelc'air user may 'a)e a ('ysical im(airment but it is t'e
absence of a ram( t'at (re)ents t'em from accessin# a buildin#. In ot'er words* t'e
disablin# factor is t'e inaccessible en)ironment.
&'e disabled (eo(leEs mo)ement belie)es t'e EcureE to t'e (roblem of disability lies in
t'e restructurin# of society.
Cnli%e medically based EcuresE* t'at focus on indi)iduals and t'eir im(airment* t'is is
an ac'ie)able #oal and to t'e benefit of e)eryone.
&'is a((roac' su##ests t'at disabled (eo(leEs indi)idual and collecti)e disad)anta#e
is due to a com(leA form of institutional discrimination as fundamental to our society
as seAism* racism or 'omo('obia.
&'e social model focuses on riddin# society of barriers* rat'er t'an relyin# on Gcurin#?
(eo(le w'o 'a)e im(airments.
&'e social model is based on t'e )iew t'at t'e en)ironment and attitude of ot'ers
limits t'e indi)idual?s (artici(ation in society. 0lt'ou#' it c'allen#es t'e medical
model* many (eo(le now mer#e t'e two w'ere (ossible* ta%in# t'e best from eac'.
Pa#e 2 of "#
0edical 0odel Social 0odel
;isability is a G(ersonal tra#edy?
;isability is t'e eA(erience of social
o((ression
;isability is a (ersonal (roblem
;isability is a social (roblem
1edicalisation is t'e Gcure?
Self-'el( #rou(s and systems benefit
disabled (eo(le enormously
Professional dominance
Indi)idual and collecti)e res(onsibility
>A(ertise is 'eld by t'e 8:ualified9
(rofessionals
>A(ertise is t'e eA(erience of disabled
(eo(le
&'e disabled (erson must adDust
&'e disabled (erson s'ould recei)e
affirmation
G&'e ;isabled? 'a)e an indi)idual identity
;isabled (eo(le 'a)e a collecti)e identity
;isabled (eo(le need care
;isabled (eo(le need ri#'ts
Professionals are in control
;isabled (eo(le s'ould ma%e t'eir own
c'oices
;isability is a (olicy issue
;isability is a (olitical issue
Indi)idual ada(tations
Social c'an#e
3s,cho4Social 0odel of Disa(ilit,
>ri% >ri%son used t'e ('rase K(syc'o-socialL to describe sta#es of 'uman
de)elo(ment. It combines t'e de)elo(ment of t'e mind wit' t'e social circumstances
or relations'i(s of an indi)idual. It is sometimes referred to as a bio-(syc'o-social
model addin# biolo#ical as(ects.
.eor#e >n#el considered t'at t'e idea of mind* body and circumstances to be
fundamental to 'ow (eo(le reacted to ill 'ealt' and disability.
&'e model 'as been used in mental 'ealt' for se)eral years. It deals wit' all as(ects
of t'e (erson* in (articular t'eir ability to adDust to ac:uired im(airment. It considers
'ow for eAam(le* culture and (o)erty* can interact wit' (ersonality and beliefs to
affect t'e way a (erson eA(eriences or mana#es t'eir illness or im(airment.
&'e model reco#nises t'at (eo(le will react differently to t'eir situation and condition
and concentrates on ado(tin# an indi)idualised a((roac' to identifyin# and meetin#
t'e needs of (eo(le 8for eAam(le a (erson wit' dementia9. &'ere is a need to be
fleAible and (erson-centred.
@ow indi)iduals are described can cause offence e.#. Kt'ey are dementedL or Kare
;own?s syndromeL. It is im(ortant to consider t'e indi)idual and 'ow t'ey mi#'t be
Pa#e 5 of "#
affected if t'ose around t'em ado(t a (articular a((roac' based on t'e different
models of care.
Social care (olicy and (ractice 'as mo)ed from institutionalisation to inde(endent
li)in# o)er t'e (ast century. Personalisation 'as e)ol)ed o)er many years and 'as
been stron#ly influenced by (eo(le w'o use ser)ices. Personalisation was officially
introduced in #o)ernment (olicy in ;ecember 200I w'en t'e Puttin# Peo(le 5irst
concordat 8official a#reement9 was (ublis'ed. &'is outlined t'e reforms for social
care.
Personalisation is about #i)in# (eo(le more c'oice and control o)er t'eir li)es in all
social care settin#s.
Personalisation means startin# wit' t'e indi)idual as a (erson wit' stren#t's and
(references. It is about startin# wit' t'e (erson not t'e ser)ice. It is wider t'an
sim(ly #i)in# (ersonal bud#ets to (eo(le eli#ible for council fundin# and a((lies to
(eo(le w'o (ay in full for t'eir care needs to be met.
&'e 'istorical timeline #i)es a clear (icture of 'ow society is mo)in# slowly towards
acce(tin# disabled (eo(le* (eo(le wit' learnin# disabilities* (eo(le wit' mental
'ealt' (roblems and older (eo(le as e:ual citiHens and im(ortant members of t'e
community. $'ere (eo(le were once 'eld in 'os(itals and institutions* t'ey are now
bein# su((orted to li)e inde(endent li)es in t'e community. &'e idea of t'e Esocial
modelE of disability was a crucial (art of t'is c'an#e.
0ssessment ,riteria 1.4/ eAam(les of w'ere eac' model of disability may be used
in ser)ice deli)ery.
0ssessment ,riteria 2.1/ 'ow t'e (rinci(les of eac' model are reflected in ser)ice
deli)ery
&'in#s to consider are/
@ow mi#'t t'e indi)iduals see t'emsel)es if t'e carers and ot'ers ado(t a w'olly
medical model* social model or (syc'o-social modelM
Practical day to day factors/ @ow mi#'t t'eir li)es be affected in e)eryday matters
suc' as self-care* eatin# and drin%in#* wor%in#* trans(ort* educationM
,ontrol and self-determination/ &o w'at de#ree may t'e indi)idual be in control
o)er t'eir own lifeM
Self-esteem and confidence/ @ow mi#'t t'e different a((roac'es affect t'e
confidence of t'e indi)idual and t'e way t'ey see t'emsel)es in relation to
ot'ersM
&'e 1edical 1odel of ,are/
Pa#e 6 of "#
,an lead to a lac% of (artners'i( wor%in# as t'e (rofessional is seen as t'e
eA(ert
,an lead to treatment w'ic' see%s to KnormaliseL an indi)idual 8e.#. coc'lea
im(lants to Kcure Kdeafness* (rost'etic limbs w'ic' are desi#ned to loo% KnormalL
rat'er t'an to function effecti)ely and efficiently
&as% centred rat'er t'an (erson centred 'ome care 8w'ere ('ysical needs are
more im(ortant t'an 'olistic needs9
,are 'omes desi#ned to meet stereoty(ical and #rou( needs rat'er t'an
indi)idualised care
0utomatic care (roceedin#s w'en a c'ild is born to (arents wit' a learnin#
disability.
&'e Social 1odel of ,are/
See%s to c'an#e attitudes and encoura#es inte#ration
In)ol)es (eo(le wit' disabilities in de)isin# and de)elo(in# le#islation and (olicy
Increased use of assisti)e tec'nolo#y
;isability ;iscrimination 0ct 8in terms of re:uirements not for t'e definition it
uses9
Influenced t'e <aluin# Peo(le 8<aluin# Peo(le Bow9
0lterations to en)ironments suc' as re(lacin# ste(s wit' ram(s
,losure of s(ecialist 'os(itals w'ic' mo)ed (eo(le wit' disabilities away from
society
Inte#ration of c'ildren wit' disabilities into main stream sc'ools
Influenced Our @ealt' Our ,are Our Say
Cse of direct (ayments and indi)idualised bud#ets for care (ro)ision
Promoted 7earnin# ;isability Partners'i( 2oards
&'e Psyc'o-social 1odel of ,are/
7eads to indi)idualised care. 7oo%s at t'e w'ole (erson and all t'e factors t'at
im(act on t'eir eA(erience of im(airment.
,'an#es to en)ironments in treatment centre suc' as 'os(itals to include suc'
t'in#s as #ardens* 'airdressin# etc.
Inter)entions aimed at t'e wider social conteAt of t'e indi)idual* suc' as wor%*
education* family
;ementia ,are w'ic' offers a (erson centred a((roac'
1ental 'ealt' care w'ic' offers a combination of t'era(ies
$@O International ,lassification of 5unctionin# and ;isability 8I,59
;ementia Strate#y
Suitable s'ort brea% (ro)ision
Pa#e !# of "#
0ssessment ,riteria 2.2/ 'ow eac' of t'e models of disability im(acts on t'e
a9 inclusion
b9 ri#'ts
c9 autonomy
d9 needs of indi)iduals
&'e followin# statements are eAtracts from t'e e-learnin# resource t'at you can
access on t'e followin# website lin%/
'tt(/66www.scie.or#.u%6(ublications6elearnin#6(erson6(erson016resource6indeA.'tml
Disa(ilit, is a personal traged,
;isability6illness is often described as a tra#edy. Oli)er 8109 su##ests t'at if
disability is re(resented as a tra#edy* disabled (eo(le will be (ercei)ed as )ictims of
some tra#ic 'a((enin#6circumstance and social (olicies are t'en de)elo(ed to
com(ensate for t'is. If we see disability as a result of social o((ression t'en
disabled (eo(le will be )iewed as collecti)e )ictims of an uncarin#* i#norant society.
Social (olicies would be more li%ely aimed at rectifyin# and redressin# social
inDustices.
Disa(ilit, is the experience of social oppression
Social o((ression is seen as t'e (rimary factor leadin# to t'e eAclusion of disabled
(eo(le. ,am(ai#nin# for e:ual ri#'ts 'as t'erefore been central to disability (olitics.
Disa(ilit, is a personal pro(lem
Illness or disability is t'e result of a ('ysical condition* is intrinsic to t'e indi)idual 8it
is (art of t'at indi)idualEs own body9.
Disa(ilit, is a social pro(lem
0 %ey conce(t of t'e social model is t'at society disables (eo(le. @ow we or#anise
t'in#s in our culture often limits w'at some of its members can do. In t'is sense
disability is )iewed as a social construct.
+t is al-a,s important to diagnose all illness and disa(ilit,
&'e medical model )iews dia#nosis as a startin# (oint to dealin# wit' illness and
disability. &'e im(ortance of understandin# t'e cause of someoneEs illness or
disability (ro)ides t'e %ey to wor% towards a cure* control or mana#ement.
Pa#e !! of "#
%xpertise is held (, the )ualified professionals
>A(ertise is assumed t'rou#' :ualification* (rofessional eA(erience and researc'. It
is usually e)idence based and t'erefore robust.
%xpertise is the experience of disa(led people
&'e social model insists t'at t'e (erson wit' t'e #reatest eA(ertise is t'e (erson
eA(eriencin# t'e issue. It is u( to (rofessionals to listen and res(ond to t'eir
eA(erience not to dominate it
*he disa(led person must ad7ust
&'e medical modelEs focus is towards cure w'ere)er (ossible. $'ere t'is is not
(ossible resources are tar#eted at mana#in# and controllin# t'e illness and disability
to allow t'e (erson to adDust. 5or eAam(le a deaf (erson may be offered t'e latest
and most tec'nolo#ically ad)anced 'earin# aid so t'ey can adDust to a E'earin#
worldE.
+ndividual Adaptations
&'e medical model assumes t'at indi)iduals s'ould be (ro)ided wit' ada(tations
w'ere)er (ossible to enable t'em to reac' t'eir (otential in society.
Social $hange
&'e social model doesnEt always see indi)idual (olicies* ada(tations and cure as t'e
(rimary focus. It reco#nises disability as a (olitical issue w'ic' 'as to be addressed
by t'e w'ole of society not Dust disabled (eo(le.
0ssessment ,riteria 2.3/ 'ow own (ractice (romotes t'e (rinci(le of inclusion
2
Or#anisations must 'a)e a strate#y and a clear (olicy to in)ol)e (eo(le w'o use
ser)ices and carers in ways w'ic' are meanin#ful and acce(table. &'is (ro)ides a
way of s'owin# accountability and met'ods of usin# t'e eA(ertise of (eo(le w'o use
ser)ices to de)elo( #ood (ractice. &'e im(ortance of in)ol)ement at all le)els* and in
a ran#e of different functions and acti)ities* needs to be reco#nised. 5eedbac% about
an indi)idual?s own care and6or feedbac% about a ser)ice s'ould influence
or#anisational (lannin# and im(ro)ements and contribute to t'e de)elo(ment and
learnin# for em(loyees.
3
8arriers to inclusion
2
'tt(/66www.scie.or#.u%6(ublications6#uides6#uide3F6files6#uide3F.(df
3
'tt(/66www.scie.or#.u%6(ublications6#uides6#uide356files6#uide35.(df
Pa#e !" of "#
N Po)erty* disability* mobility* sensory and communication (roblems* (oor ('ysical
and mental 'ealt'* unsuitable accommodation and lac% of trans(ort can all
contribute to t'e eAclusion of older (eo(le.
N 0#eist attitudes and assum(tions* low eA(ectations and limited as(irations may
be s'ared by (rofessionals* families and some older (eo(le t'emsel)es.
N &'e )oices and )iews of disabled older (eo(le* includin# t'ose wit' multi(le and
com(leA needs* are often un'eard* discounted or outwei#'ed by ot'ers.
N .rou(s w'ere a#e is combined wit' ot'er discriminatory factors* includin#
disability* et'nicity* #ender and6or seAuality* (articularly ris% eAclusion.
N &ranslator* si#nin# and ot'er communication ser)ices may be restricted.
Negative language is a factor. Older people are conscious of talk about the
problem of old age, the plague of an ageing population. They are referred to as a
burden for the young to carry. There is also a widespread fear of old age fear of
l!heimer"s disease, fear of becoming helpless and dependent, fear of isolation and
the loss of mobility, fear of having to go into a home, fear of dwindling resources ...
Transport is a fundamental problem in rural areas# unless you are rich you can"t get
about if you"re a person who doesn"t drive. Older (eo(le ta%in# (art in a
consultation.
$n residential homes, a variety of issues around access to information can lead to
e%clusion. One home had various policies printed in miniscule font and pinned high
up on the wall in the home"s reception area. &any homes offer no access for
residents to daily newspapers, maga!ines, 'ournals or phone calls. newly admitted
resident was an%ious and tearful because her daughter was undergoing surgery for
an aggressive cancer, and wanted to phone the hospital to find out how the
operation had gone. (he was denied access to a phone, and told a member of staff
would ring the hospital later in the day. Obser)ations from )isits to 'omes
Overcoming (arriers to older people9s inclusion
Positi)e ste(s s'ould be ta%en to desi#n and de)elo( inclusi)e forms of su((ort
and care for older (eo(le
;isabled and older (eo(le s'ould 'a)e a wide ran#e of access (oints and
o((ortunities to influence and s'a(e t'eir su((ort ser)ices.
1easures to alle)iate a#e-related (o)erty and increase (eo(le?s access to t'e
widest ran#e of resources s'ould recei)e 'i#'er (riority.
&'e ;i#nity and 3es(ect (ro#rammes s'ould be stron#ly (romoted as measures
to encoura#e older (eo(le?s social inclusion and em(owerment.
0cti)e media and (ublic education strate#ies s'ould illustrate wide-ran#in# and
inno)ati)e o((ortunities for includin# disabled and older (eo(le.
Inter-#enerational (roDects 'a)e demonstrated creati)e ways in w'ic' youn# and
older (eo(le can benefit from in)ol)ement wit' eac' ot'er.
Pa#e !3 of "#
&'ere are many ways of (romotin# and (ro)idin# an enablin# en)ironment.
7istenin# to t'e indi)idual
Pro)idin# information in accessible format
1a%in# sure you use lan#ua#e and words t'ey understand
Positi)e re(resentation of (eo(le wit' disabilities
3aisin# awareness and education
,'allen#in# attitudes
,'allen#in# discriminatory actions or (ractice wit'in or outside t'e ser)ice
Pa#e !/ of "#
*ask A 0odels of disa(ilit,
,om(lete t'e table in relation to t'e medical and social models of disability.
8minimum 50 words for eac' (art9 80ssessment ,riteria 1.1; 1.29
O)er)iew of t'e medical model of
disability
O)er)iew of t'e social model of disability
From the medicals model point of
view, disabled person are the
problem. This model primarily
justifes the disability. It sees
disability purely as a problem of the
individual, without any
discrimination between the
impairment faced and the disability
itself. The medical model of
disability focuses on the lack of
physical, sensory or mental
functioning, and uses a clinical way
of describing an individuals
disability.
From the socials model point of
view disabled people want the
same chances and opportunities in
their life as nondisabled people!
education, employment,
relationships, decisions about the
issues that a"ect their lives. The
social model helps disabled people
to understand the situation. They
are challenging people to give up
the idea that disability is a medical
problem re#uiring $treatment, but
to understand instead that disability
is a problem of e%clusion from
ordinary life.
&'e main features of t'is model &'e main features of t'is model
&isabled people are by defnition
then dependent on others to help
them and decide on care'treatment
for their disability. &isability is a
tragedy, and focuses on what a
person cannot do. These results in
segregation of disability, giving
anyone perceived as di"erent a
label due to the f%ation of
(normality) by society *referring to
people by their disability+ (hes a
&owns baby,) (shes the dwarf),,
lack of individual respect and the
ignorance of cultural, social and
institutional barriers that disabled
people face in trying to lead their
own independent lives.
The understanding and acceptance
of the social model of disability by
nondisabled people builds a
community of allies that speeds the
progress of attitudinal change. This
in turn will have a positive impact
on creating a barrierfree society
that will gain the full beneft of the
talents and contributions of all its
citi-ens, and in which disabled
people will take their rightful place
in education, the workforce and all
aspects of community life.
.emoving barriers for disabled
people usually benefts everyone+

Pa#e ! of "#
;escribe 'ow eac' of t'e models 'as de)elo(ed o)er time 8minimum 50 words9
80ssessment ,riteria 1.39 If you 'a)e internet access clic% on t'is lin% to find out
more about t'e timeline of c'an#e O select Section &wo
'tt(/66www.scie.or#.u%6(ublications6elearnin#6(erson6(erson016resource6indeA.'tml
1edical model
The medical model is defned by the international classifcation of
impairments, disabilities and handicaps developed in /012 by the 3orld
4ealth 5rgani-ation.
&uring the /062s and /072s were formed new groups of persons with
disabilities and they started to challenge the way in which they were treated
and regarded within society. The medical model is based on the pathology of
the individual and how any medical intervention can reduce or correct the
impairment. 8fter years in /006 of direct action by disabled people, the
government allowed direct payments. 9entres for independent living are
established for disabled people and people who may need to use social care
like older people and people with mental health problems.
Social model
The origins of the :ocial model of disability can be traced to the /062s. The
approach behind the model is traced to the civil rights'human
rights movements of the /062s. In /07;, the <= organi-ation <nion of the
>hysically Impaired 8gainst :egregation *<>I8:, claimed that the disabled
people are unnecessarily isolated and e%cluded from full participation in
society.?
In /01@, the disabled academic Aike 5liver coined the phrase ?social model
of disability?. 4e focused on the idea of an individual model versus a social
model, derived from the distinction originally made between impairment and
disability by the <>I8:.
The ?social model? was e%tended and developed by academics and activists
in the <=, <: and other countries, and e%tended to include all disabled
people, including those who have learning diBculties ' learning disabilities '
or who are mentally handicapped, or people with emotional, mental health or
behavioural problems.
5or eac' of t'e models #i)e one eAam(le to s'ow 'ow t'e a((roac' mi#'t affect
eac' of t'e followin# as(ects of an indi)idual?s life. 80ssessment ,riteria 1.49
1edical model .i)e one eAam(le to s'ow
'ow eac' a((roac' mi#'t
affect eac' of t'e followin#
as(ects
Social model
Pa#e !1 of "#
The medical
model of disability
views disability as a
$problem that
belongs to the disabled
individual. It is not seen
as an issue to concern
anyone other than the
individual a"ected.
Inclusion of t'e
indi)idual bein#
su((orted in society
The social
model of disability views
disability as a society
issue that concern
everybody. The social
model is more inclusive
in approach C how
disabled people can
participate in activities
on an e#ual footing with
nondisabled people.
This medical model
approach is based on a
belief
that the diBculties
associated
with the disability
should be should be the
responsibility of the
disabled person, and
that the disabled
person should make
e%tra e"ort *perhaps in
time and'or
money, to ensure
that they do not
inconvenience anyone
else.
&'e reco#nition and
(romotion of t'eir ri#'ts
>osition that represents
the social model is #uite
the opposite C society
can do to reduce, and
remove, some of these
disabling barriers, and
that this task is the
responsibility of society,
rather than the disabled
person.
8ccording to the
medical model people
with disabilities are not
able to fully take control
over their lives. For
e%ample, If a
wheelchair using
student is unable to get
into a building
because of some
steps, the medical
model would suggest
that this is
because of the wheelch
air, rather
than the steps.
>nablin# t'em to ta%e or
resume control o)er t'eir
li)es; t'is may re:uire
informed consent and
s'ared decision ma%in#
80utonomy9
The social model
enables persons with
disabilities to have
greater control over
their lives. The social
model of disability would
see the steps
as the disabling barrier.
This model draws
on the idea that it is
society that disables
people, through
designing
everything to meet the
needs of the majority of
people who are not
disabled.
Pa#e !2 of "#
Aedical model is not
committed to meeting
the needs of
individuals.
For e%ample,
the visually impaired
student cannot
participate in the class
discussion because a
course leader will
refused to produce a
handout in a larger
font.
3eco#nisin# and meetin#
t'e needs of indi)iduals
The social model is more
inclusive in approach.
9ertain adjustments are
made and this involves
time or money, to
ensure that disabled
people are not
e%cluded. For e%ample,
a course leader who
meets with a visually
impaired
member of the group
before the beginning of
a course to fnd
out how handouts
can be adapted so that
the student
can read them.
Pa#e !5 of "#
*ask 8 3eflecti)e account
,'oose a ser)ice t'at is (ro)ided for (eo(le wit' a disability. &'is may be t'e
ser)ice you wor% for or any ot'er local ser)ice t'at you 'a)e %nowled#e of.
80ssessment ,riteria 2.1; 2.29
1. Outline t'e ser)ice (ro)ided by t'e or#anisation. $'o recei)es su((ort and for
w'at disabilitiesM
There are lot of services and supports for people with disabilities that Dale
4ouse specifcally provide to enable people who have disabilities to fully
participate in society and community life. :ome such services and
supports are mandated or re#uired by law, some are assisted by
technologies that have made it easier to provide the service or support,
and others are commercially available not only to persons with
disabilities, but to everyone who might make use of them, such as! self
care, comprehension and language, learning, mobility, capacity for
independent living, therapeutic activities.
2. Pro)ide eAam(les of t'is ser)ice deli)ery t'at demonstrates t'e social model of
disability.
Dale 4ouses approach leads to individualised care. There are many ways
of promoting and providing an enabling environment. 3e also provide
information in accessible format and our sta" use simple language and
words they understand.
3hen I start working with people with disability I realised how diBcult it
can be to ensure information is accessible to all. :ome disabilities are
relatively easy to provide accessible information for, but it felt
unconscionable to be campaigning for all people with disabilities without
providing information that could be understood by people with learning
disabilities as well.
Dale 4ouse o"er access for residents to daily newspapers, maga-ines,
journals or phone calls. 3e o"er therapeutic activities suitable for people
with severe dementia need to be encouraged. The focus tends to be on
people with dementia with mild or moderate impairment and there is a
need to develop and use a wider range of approaches and interventions,
including forms of stimulation such as music, aromatherapy and massage.
3. Pro)ide eAam(les of t'is ser)ice deli)ery t'at demonstrates t'e medical model of
disability.
Pa#e !6 of "#
4. Pro)ide at least 5 eAam(les of 'ow your own (ractice (romotes inclusion.
80ssessment ,riteria 2.39
>eople with impairments are disabled because they are e%cluded from
participation within the mainstream of society as a result of physical,
organisational and attitudinal barriers. These barriers prevent them from
gaining e#ual access to information, education, employment, public
transport, housing and social or recreational opportunities. 4owever,
recent developments promote inclusion. Dale 4ouse in many ways
promote completely inclusion of persons with disabilities. They are taking
part in a whole range of social activities C access to information through
newspapers, television and maga-inesE a Flife story bookF or Fmemory bo%F
of photos from the personFs past may be a useful way to help the person
interact and reminisceE rela%ation techni#ues such as massage and
aromatherapy can be e"ective and enjoyableE with familiar music
someone with dementia may be able to sing or hum a favourite tune even
after they have lost the ability to speakE facilities that support people with
high support needs and a servicecentred approach which focuses on
assessing needs and providing care as a series of tasks as a positive living
environment! security, access, privacy and choice+
Once com(lete (lease ma%e sure t'at your details are on t'e front of t'e wor%boo%
and t'en return it to your assessor/
OAfords'ire S%ills and 7earnin# Ser)ice
Cni(art @ouse
.arsin#ton 3oad
,owley
OP4 2.=
Pa#e "# of "#