Charlie's Social Model
Introduction
This essay takes an interesting case study as the basis of analysis to understand the theories of life course development aid to explore Charlie’s long term and immediate need.
Green (2017) suggests that the sociology of life course approach focuses on trends, patterns and change through individual’s lives, and how societal norms, historical norms, political norms, situations and the transformation impact on them.
Secondly, examine the models of disability and the right of an individual living with a disability. The Universal Declaration of Human Rights 1948 state that all human beings are born free and equal in dignity and rights (Brammer, 2015). For this reason, children, young people and adult with disability all have …show more content…
the right to live, work, play and pursue their dream and life aspiration without discrimination in the society. On this stand, I argue that the social model of disability ensures that people with disability are not labelled for their impairment. But to ensure the disabled individual has the same opportunity with a non-disabled individual throughout his or her life course (Priestley, 2001)
Social Model and Medical Model of Disability
Expectant family experience a range of exiting moment of their life and the joy of having a baby. Yet few families are aware of the possibility that their baby may have additional needs. Parents may have to consider issues around having a child with an impairment which is an unfamiliar experience for some families (Tudball;Fisher;Sands;& Dowse, 2002).
For example, In England expectant mothers are screened for Down’s, Edwards’ and Patau’s syndromes test between week 10 and 14 week of pregnancy. This test is optional, but it can determine whether a baby does or does not have Down’s, Edward’s or Patau’s syndromes (Screening for Down's, Edwards' and Patau's syndromes - NHS.UK, 2018).
However, families that are aware that their baby may have additional need becomes worried and anxious. About how to support the child’s needs, availability of resources and life outcome of their child (Tudball;Fisher;Sands;& Dowse, 2002).
The World Report on Disability (2011), suggests that more than one billion people experience disability or live with some form of disability in the world today. And nearly 200 million people that are disabled experience considerable difficulties and lack the ability to function.
Disability according to the medical model explains that an individual is disabled because of physical and mental impairment (Dowling & Dolan, 2001). Thus, an individual who is unable to see is considered as being disable because he or she is unable to see.
Hence, the medical model of disability focus on treating the symptoms of disability. Instead of the needs; problems, concerns of the disabled child and the parents, resulting in social oppression (Oliver as cited in Tudball;Fisher;Sands;& Dowse, 2002).
For example, if an impairment is cured, then the way the medical model explains disability goes away. The society does not have to change to accommodate people with additional needs or disability. In reality this does not really work because not all impairments can be cured and there will always be people with disability (The Alliance for Inclusive Education, 2018).
Secondly, the medical model of disability as also play a major contributory factor. To the effect of negative self-identity of many disabled people who have considered his or her self to be ill rather than impaired (Dowling & Dolan, 2001).
Nevertheless, medical professionals continue to view a disable person as a problem with the emphasis on what they could not do because of their disability rather to focus on their needs, concerns and strength.
For this reason, the medical model of disability has contributed to stigmatization of children with disability by allowing the society to focus on their differences as unacceptable in the society. Secondly, that a child without disability have certain features that are acceptable in the society and they are normal.
An example of how the medical constructionism affects children with Down syndrome is the stigmatised facial features, open mouth, saddle nose and large tongue. The medical professional claims that the facial reconstruction of children with Down syndrome is to improve the human form. Also, it is rewarding to normalise people who are isolated because of their ugly facial expression so that they are able to reintegrate into society , circle of friends, they may have withdrawn from due to the stigma experienced (Leshin, 2000) .In addition, parents claim that facial reconstruction increases the child’s success in the society (Leshin, 2000).
However, Harvey (2004) describes that Down’s syndrome affects not only physical development of young people and children, but also affect their learning and psychological development. That implies under the medical model if the child’s facial abnormality is reconstructed, then he or she is not classified as disable. Secondly, facial abnormality can be reconstructed but the learning disabilities and psychological development delay still exist in that individual. Then, he or she is still regarded as impaired under the medical model of disability.
Therefore, the medical intervention is not the best way of dealing with disability, but it may be useful in minimising, monitoring the effect of an impairment and the possibility of having an impairment at an early stage of life.
On a positive side due to medical intervention, advancement in health care and living condition. Life expectancy of people with Down syndrome has reached 60 years compared to the mean life expectancy of people with Down’s syndrome 1900 to be (9-11) year and their functional capacity as also increased (Danes, 2012).
The increase in life expectancy of people with Down syndrome gives the opportunity to plan the trajectory towards Charlie life outcomes. Such as early childhood education, employment and other services that can support his needs.
The introduction of a social model explains that disability is caused by the way the society is organised or social organisation and disability is not from impairment (Dowling & Dolan, 2001).
The social model considers ways of eliminating barriers that restrict disable people. For instance, an individual who is unable to walk is not classified as being disabled because of his or her inability to walk. But because the society does not accommodate his or her inability to walk. Being unable to work does not prevent the individual from going out to school, work, shopping but the barrier is the transportation that is inaccessible to wheelchair users (Dowling & Dolan, 2001).
In addition, People with disabilities across the globe have lower educational outcomes, poor health, less economic participation and high level of poverty compared to people without disabilities (World report on disability, 2011).
These occur because people with disabilities experience difficulties in accessing services and the social oppression created by the way the society is organised. Like health, education, employment, transportation, social, physical and information (World report on disability, …show more content…
2011).
Therefore, the individual is not disabled by his or her impairment or differences, but the failures and barriers in the society to take into account individual differences.
In addition, the social model of disability has shaped policy and legislation in the United Kingdom to prevent children with disability from exclusion and social oppression.
For example, the Equality Act 2010, is designed to protect people from unfair treatment by bringing together all anti-discrimination law to create a more equal society (Brammer, 2015).
Indeed, the Equality Act 2010 has empowered and support people with disability. To secure employment; education, access to health care services, promoting inclusion and provision of structural facilities that support their needs and increased productivity in adulthood. A simple example is the disability employment adjustment. Such as, making an office environment more wheelchair accessible or adjusting to work duties or roles. This has also helped disable individual progress in his or her career (Harward, 2014).
Certainly, with the provision made for people with disability in the Equality act 2010 and the responsibility of public authorities. To support people with disability this will boost Charlie outcomes by having access, to education, employment without
discrimination.
Secondly, the Equality Act 2010 imposes responsibility on public authorities to have due regards to the needs of the people to eliminate discrimination and promote equality of opportunity. This applies to the process of assessment, identification of risk and needs of each child. Ensuring that no child or group of children is treated any less favourably than others in being able to access effective services which meet their specific needs (Brammer, 2015).
However, as Equality Act 2010 as empowered and support children who are disabled in the society: to eliminate discrimination, to create equal opportunity and good life. Yet some children with disabilities are still left behind or experiencing difficulties in having a good life because of government policy. Such as benefit cap, eligibility criteria and cutbacks in social services, health care services and special educational services.
For example, lack of government funding result into a long waiting list and difficulties in accessing services. Resulting in the unmet needs of children with learning disabilities.
Secondly, services become poorly co-ordinated because mainstream health services become slow in developing capacity and skills in meeting the needs of people with learning disability (Havery, 2004).
This essay takes an interesting case study as the basis of analysis to understand the theories of life course development aid to explore Charlie’s long term and immediate need.
Green (2017) suggests that the sociology of life course approach focuses on trends, patterns and change through individual’s lives, and how societal norms, historical norms, political norms, situations and the transformation impact on them.
Secondly, examine the models of disability and the right of an individual living with a disability. The Universal Declaration of Human Rights 1948 state that all human beings are born free and equal in dignity and rights (Brammer, 2015). For this reason, children, young people and adult with disability all have …show more content…
the right to live, work, play and pursue their dream and life aspiration without discrimination in the society. On this stand, I argue that the social model of disability ensures that people with disability are not labelled for their impairment. But to ensure the disabled individual has the same opportunity with a non-disabled individual throughout his or her life course (Priestley, 2001)
Social Model and Medical Model of Disability
Expectant family experience a range of exiting moment of their life and the joy of having a baby. Yet few families are aware of the possibility that their baby may have additional needs. Parents may have to consider issues around having a child with an impairment which is an unfamiliar experience for some families (Tudball;Fisher;Sands;& Dowse, 2002).
For example, In England expectant mothers are screened for Down’s, Edwards’ and Patau’s syndromes test between week 10 and 14 week of pregnancy. This test is optional, but it can determine whether a baby does or does not have Down’s, Edward’s or Patau’s syndromes (Screening for Down's, Edwards' and Patau's syndromes - NHS.UK, 2018).
However, families that are aware that their baby may have additional need becomes worried and anxious. About how to support the child’s needs, availability of resources and life outcome of their child (Tudball;Fisher;Sands;& Dowse, 2002).
The World Report on Disability (2011), suggests that more than one billion people experience disability or live with some form of disability in the world today. And nearly 200 million people that are disabled experience considerable difficulties and lack the ability to function.
Disability according to the medical model explains that an individual is disabled because of physical and mental impairment (Dowling & Dolan, 2001). Thus, an individual who is unable to see is considered as being disable because he or she is unable to see.
Hence, the medical model of disability focus on treating the symptoms of disability. Instead of the needs; problems, concerns of the disabled child and the parents, resulting in social oppression (Oliver as cited in Tudball;Fisher;Sands;& Dowse, 2002).
For example, if an impairment is cured, then the way the medical model explains disability goes away. The society does not have to change to accommodate people with additional needs or disability. In reality this does not really work because not all impairments can be cured and there will always be people with disability (The Alliance for Inclusive Education, 2018).
Secondly, the medical model of disability as also play a major contributory factor. To the effect of negative self-identity of many disabled people who have considered his or her self to be ill rather than impaired (Dowling & Dolan, 2001).
Nevertheless, medical professionals continue to view a disable person as a problem with the emphasis on what they could not do because of their disability rather to focus on their needs, concerns and strength.
For this reason, the medical model of disability has contributed to stigmatization of children with disability by allowing the society to focus on their differences as unacceptable in the society. Secondly, that a child without disability have certain features that are acceptable in the society and they are normal.
An example of how the medical constructionism affects children with Down syndrome is the stigmatised facial features, open mouth, saddle nose and large tongue. The medical professional claims that the facial reconstruction of children with Down syndrome is to improve the human form. Also, it is rewarding to normalise people who are isolated because of their ugly facial expression so that they are able to reintegrate into society , circle of friends, they may have withdrawn from due to the stigma experienced (Leshin, 2000) .In addition, parents claim that facial reconstruction increases the child’s success in the society (Leshin, 2000).
However, Harvey (2004) describes that Down’s syndrome affects not only physical development of young people and children, but also affect their learning and psychological development. That implies under the medical model if the child’s facial abnormality is reconstructed, then he or she is not classified as disable. Secondly, facial abnormality can be reconstructed but the learning disabilities and psychological development delay still exist in that individual. Then, he or she is still regarded as impaired under the medical model of disability.
Therefore, the medical intervention is not the best way of dealing with disability, but it may be useful in minimising, monitoring the effect of an impairment and the possibility of having an impairment at an early stage of life.
On a positive side due to medical intervention, advancement in health care and living condition. Life expectancy of people with Down syndrome has reached 60 years compared to the mean life expectancy of people with Down’s syndrome 1900 to be (9-11) year and their functional capacity as also increased (Danes, 2012).
The increase in life expectancy of people with Down syndrome gives the opportunity to plan the trajectory towards Charlie life outcomes. Such as early childhood education, employment and other services that can support his needs.
The introduction of a social model explains that disability is caused by the way the society is organised or social organisation and disability is not from impairment (Dowling & Dolan, 2001).
The social model considers ways of eliminating barriers that restrict disable people. For instance, an individual who is unable to walk is not classified as being disabled because of his or her inability to walk. But because the society does not accommodate his or her inability to walk. Being unable to work does not prevent the individual from going out to school, work, shopping but the barrier is the transportation that is inaccessible to wheelchair users (Dowling & Dolan, 2001).
In addition, People with disabilities across the globe have lower educational outcomes, poor health, less economic participation and high level of poverty compared to people without disabilities (World report on disability, 2011).
These occur because people with disabilities experience difficulties in accessing services and the social oppression created by the way the society is organised. Like health, education, employment, transportation, social, physical and information (World report on disability, …show more content…
2011).
Therefore, the individual is not disabled by his or her impairment or differences, but the failures and barriers in the society to take into account individual differences.
In addition, the social model of disability has shaped policy and legislation in the United Kingdom to prevent children with disability from exclusion and social oppression.
For example, the Equality Act 2010, is designed to protect people from unfair treatment by bringing together all anti-discrimination law to create a more equal society (Brammer, 2015).
Indeed, the Equality Act 2010 has empowered and support people with disability. To secure employment; education, access to health care services, promoting inclusion and provision of structural facilities that support their needs and increased productivity in adulthood. A simple example is the disability employment adjustment. Such as, making an office environment more wheelchair accessible or adjusting to work duties or roles. This has also helped disable individual progress in his or her career (Harward, 2014).
Certainly, with the provision made for people with disability in the Equality act 2010 and the responsibility of public authorities. To support people with disability this will boost Charlie outcomes by having access, to education, employment without
discrimination.
Secondly, the Equality Act 2010 imposes responsibility on public authorities to have due regards to the needs of the people to eliminate discrimination and promote equality of opportunity. This applies to the process of assessment, identification of risk and needs of each child. Ensuring that no child or group of children is treated any less favourably than others in being able to access effective services which meet their specific needs (Brammer, 2015).
However, as Equality Act 2010 as empowered and support children who are disabled in the society: to eliminate discrimination, to create equal opportunity and good life. Yet some children with disabilities are still left behind or experiencing difficulties in having a good life because of government policy. Such as benefit cap, eligibility criteria and cutbacks in social services, health care services and special educational services.
For example, lack of government funding result into a long waiting list and difficulties in accessing services. Resulting in the unmet needs of children with learning disabilities.
Secondly, services become poorly co-ordinated because mainstream health services become slow in developing capacity and skills in meeting the needs of people with learning disability (Havery, 2004).