Models of Disability

Models of Disability

• They provide definitions of disability

• They offer “explanations of causal and responsibility attributions”

• They are based on “perceived needs

• They inform policy

• They are not “value- neutral”

• They define the academic disciplines that focus on disability

• They “shape the self- identity of PWDs”

• They can provide insight on how prejudices and discriminations occur.

The Moral/Religious Model

• Disability is equated with sin, evil, or spiritual ineptness. This can cause isolation of the PWD or their family.

• Some cultures believe disabilities may impair some senses yet heighten others, thereby “granting him/her ‘special abilities to perceive, reflect, transcend, be spiritual”.

• sees disability as something “permanent”

Models of Disability

• They provide definitions of disability

• They offer “explanations of causal and responsibility attributions”

• They are based on “perceived needs

• They inform policy

• They are not “value- neutral”

• They define the academic disciplines that focus on disability

• They “shape the self- identity of PWDs”

• They can provide insight on how prejudices and discriminations occur.

The Moral/Religious Model

• Disability is equated with sin, evil, or spiritual ineptness. This can cause isolation of the PWD or their family.

• Some cultures believe disabilities may impair some senses yet heighten others, thereby “granting him/her ‘special abilities to perceive, reflect, transcend, be spiritual”.

• sees disability as something “permanent”

The Biomedical/Individual Model

• PWDs are seen as persons who are ill and meant to be treated or “made more normal”.

• “Disability is seen as a medical problem that resides in the individual”. (Olkin 1999 as cited in Retief & Letosa 2018:2-3)

• considers disability as a “glitch” the PWD is born into, which needs assessment and fixing.

• refers to help given to those whose disabilities are congenital or manifested very early in life in order to maximize function.

The Functional/Rehabilitation Model

• is quite similar to the biomedical model in that it sees the PWD as having deficits.

• Refers to the assistance given by professionals to those who have an acquired disability in the hope of gaining back one’s functionality.

The Social Model

• disability occurs as a result of society’s lack of understanding of individual differences.

• PWDs are seen as disabled not because they are deficient but because society “insists” they are deficient and disadvantaged.

Rights-Based Model and Twin Track Approach

• “moves beyond explanation, offering a theoretical frame work for disability policy that emphasizes the human dignity of PWDs” (Degener 2017:43).

• ensures that all energies are devoted to the realization of each learner’s right to It is a framework that bears similarities with the social model.

Special Needs Education

• “an attempt to increase the fairness of universal public education for exceptional learners” because there are “those with special difficulties or extraordinary abilities in learning”

• “the action or process of teaching someone especially in a school, college or university”.

Inclusive Education

an educational practice that places students with disabilities in the general education classroom along with typically developing children under the supervision and guidance of a general education teacher

The 2030 Agenda

• The goal for inclusion is for every fabric of society to embrace diversity.

• The SDGs are considered roadmaps or blueprints that were developed by the United Nations to ensure a better and sustainable future for everyone.

• SDG 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.

RA 7277 (1992)

Magna Carta for Disabled Persons

BP 344 (1983)

Accessibility Law