Models of Disability - no 'one size fits all'.

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Disabled children often been represented as passive , dependent and helpless - only recenbtly that their agency and viewpoints are acknowledged and respected."

Ideal is to make them as sypical as possible rather than being seen as part of a diverse culture. Medical model views as needing to fit in or be 'cured' rather than thinking about how society might change to accept diversity.

Medical models challenged in 60s and 70s but organisations in USA such as Unhion of Physically Impared against Segregation and the British Disabled People's Movement - lead by disabled people. Rejected medical model's focus on 'deficiencies' and 'failings' of individuals'with disabilities' arguging that was important to acknowledge external factors, such as environment and other people, played a role in disabling them.

Some scholars argue that diagnosing phyiscal defects and emphasising them as having 'problems' and differences between chileren brings riss of ignoring or underplyaing social issues (Oliver, 1996; Shakespeare and Watson, 2002) p 169

Medical model places power in hands of particular experts rather than children and their families.

According to Barnardo's and WhizzKidz there are approx 770,000 disabled children in the UK - around one in twenty children.

Understands and addresses phyiscal problems and illnesses but for complex or lifelong disabilities that can not be mended it is more limited

Using medical model helps maintain negative perceptions of disability and difference (Brittain, 2004) p170. Diagnoses the chld's 'faults' and views them as deficits. Labelled as 'abnormal' or having 'soomething wrong with them'. Outsside of mainstream society. Becomes focus of attension and monitoring meas are separated from peers for 'treatment or alternative education' .

Medical model challenged as ignores the social factors that disabled children come across and disempowers childeren and their families. p171

Subtopic

Ingrained nature of medical discourse until a dacade or so again rare of reesearches to seek the views of children themselves. Also, parents or children not feeling competent or confident to question expert opinion event when concerning own experiences and knowledge. Recently alternative ways of thinking havce developed and become influential.

Although since 50s treatment changed, manyh disabled children receive medical type responses or attempts at cures for issues that are social in nature. Have their behaviour explained through lens of diagnostic label.

Medical Model - thinking based on diagnosis of physical deficits or problems within a person. Medical discourse involves identifying suymptoms, diagnosing and prescribing.

Models of Disability - no 'one size fits all'.

Social Model - Less biological 'impairment' and more how society reacts to disabled children and impact on their lives.

Only recently have disabled children been included in research and asked about their experiences and understandings of disability. . Attitudes towards disabled children have not changed as fast as legislation and many still experience discrimination and stigma, including from other children. . Children have fluid and contested views of their own and others’ disability making it impossible to homogenise disabled children into one category. . Disabled children can experience the services provided for them as disempowering and placing them under too much surveillance. . There are structural barriers than can prevent children from forming and maintaining friendships, particularly to do with schooling. . Many children are caught in a dilemma where they are marked out as different and yet expected to fit in and assimilate.

Discrimination and bullying against those with disabilities particularly from other children. Also more practical issues, and the fact their social lives have to be mediated by adults.

They found that children experienced their disability in four ways: ‘in terms of impairment, difference, other people’s reactions and material barriers’ (2007, p. 24). Although the social model of disability locates the ‘problem’ of disability outside the individual, it is clear from the answers the children gave to these researchers that many of them do see aspects of their disability in medical terms and discussed being in pain, getting tired or not being able to keep up with their school work. However, although they Chapter 8 Understanding disabled children’s experiences 180 recognised that their ‘impairment’ might impose physical limits on them, none of the children saw their disability as a tragedy, wished to change it, or have it ‘cured’.

Taken together the UNCRC and the UNCRPD suggest new understandings of disabled children and new possibilities for intervening in their lives. They reaffirm the point that disabled children should never be seen as inferior or less than able bodied children but as citizens with full human rights. All children have a right to be full and active members of their societies and disabled children, as much as any other children, have a right to social justice and to participation, as well as to provision and protection.

Key points . The social model of disability locates disability within society and rejects the idea that disability is located within the individual. . The social model distinguishes between the impairment and society’s reaction to it, and argues that society needs to change, not individuals. . The social model sees disability as a product of society rather than biology and looks at how society provides limited opportunities to take part in everyday activities. . The social model is also a political statement challenging society to be more inclusive.

Is very liberating for disabled individuals when problems are solved - they are able to undersatnd that they weren't at fault - society was. They don't need to change, be sorry for themslves or could be angry (Shakespeare and Watons 2002, p10) p174

Shakespeare and Watson - adopting social model important as idenfied as policical strategy - all disabled peoplpe/children/ need to be included in society and barriers to participation be taken down. Including provision of ramps and lifts, auditory loops in classrooms, textbooks in Braille etc. These can empower all disabled people. Soceity responsive to theri needs rather than asking them to fit in.

Challenged idea that physical or mental 'impairments' made some people 'less than' or inferior to others and rejected 'expert' views who said professionals 'had delusions they were looking at the cause of disability and confusing disability with physical impairment (Oliver, 1996: 22). p172

Society tries to 'fix individuals, whether they want it or not, and without consulting them. Also, Wilbur is not allowed to himself. People with impairments should be forced to fit into 'normal' society, and shoiuldn't bw forced to. Want to be themselves, be treated respectfully and equally and contribute to society. So Soceity treats disabled people as a problem. (Prof Jonathan Rix - Winnie the Witch - E214, Unit 3 - p172

Great prejudice and stigma against children and their parents - parents warned that having child at home would lead to loss of social standing. Seen as an ambarrassment, abnormal and therefore less than human

Througout 19th and 20th century chidlren in England who were seen as phyiscally and mentally 'defective' were placed in inadequate institutions with little or no mental stimulation and had low life expectancies.

Social model views disability within a wider social and cultural framework and undersatnds disabiklity as a product of society rather than a consequece of biology.

Much social policy historically saw disabled childrfen as individually impaired and an emotional and financial b urden on parents and the state.

Medical Model - thinking based on diagnosis of physical deficits or problems within a person. Medical discourse involves identifyi8ng suymptoms, diagnosing and prescribing.

For some, providing a label can be viewed as oppressive and stigmatising, leading to impoverished lifestyles and exclusion from mainstream society. For others, it is seen more positively as opening doors to a wealth of additional support, especially within educational contexts such as schools.