Cypop6
Critically analyse differences between social and medical models of disability
Medical model thinking ( disabled children are seen as a "problem" and have to adapt as best they can to fit into the world around them).
It is the child's fault.
There is diagnosis and labelling.
The disability becomes the centre of attention.
The child will be segregated from "the norm".
Ordinary needs are not acknowledged or not given priority.
The world around the child remains unchanged.
Social model thinking ( the barriers that prevent a disabled child from participating are seen as the problem, and NOT the disability itself).
The child is valued and included in "the norm".
Needs ( and strengths) are defined by the child.
Barriers are identified and solutions developed to overcome the barriers.
Resources are made available to ordinary services.
Training is given to professionals and parents.
Relationships are developed.
The world around the child changes.
In setting we reflect a social model of disability. We try to take away the "barriers" which would cause problems for a disabled child.
Eg we have full wheel chair access into school and we have disabled toilets with wider doors, low basins, and hand rails. We also made sure mats and rugs were taped to the floor and there was plenty free space around the classroom. This allowed a wheel chair bound child to start in our setting. It meant she could be included in regular lessons and classroom activities without disturbance for her or class.
Setting installed a hydraulic changing unit which has allowed a number of children with toileting delays to come to our school.
A number of staff have been trained with PECS, sign language and ASD workshops which has given us a much greater understanding of issues, so we can ensure pupils are included in classroom activities.
We have received a lot of resources direct from ASD Outreach and Speech and Language, which I use daily within the normal class routines eg
Medical model thinking ( disabled children are seen as a "problem" and have to adapt as best they can to fit into the world around them).
It is the child's fault.
There is diagnosis and labelling.
The disability becomes the centre of attention.
The child will be segregated from "the norm".
Ordinary needs are not acknowledged or not given priority.
The world around the child remains unchanged.
Social model thinking ( the barriers that prevent a disabled child from participating are seen as the problem, and NOT the disability itself).
The child is valued and included in "the norm".
Needs ( and strengths) are defined by the child.
Barriers are identified and solutions developed to overcome the barriers.
Resources are made available to ordinary services.
Training is given to professionals and parents.
Relationships are developed.
The world around the child changes.
In setting we reflect a social model of disability. We try to take away the "barriers" which would cause problems for a disabled child.
Eg we have full wheel chair access into school and we have disabled toilets with wider doors, low basins, and hand rails. We also made sure mats and rugs were taped to the floor and there was plenty free space around the classroom. This allowed a wheel chair bound child to start in our setting. It meant she could be included in regular lessons and classroom activities without disturbance for her or class.
Setting installed a hydraulic changing unit which has allowed a number of children with toileting delays to come to our school.
A number of staff have been trained with PECS, sign language and ASD workshops which has given us a much greater understanding of issues, so we can ensure pupils are included in classroom activities.
We have received a lot of resources direct from ASD Outreach and Speech and Language, which I use daily within the normal class routines eg