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Models of Disability

The unit learning outcomes are to differentiate models of disability, define special education and inclusion, and explore goals for inclusive education in the 2030 Agenda. The document defines the moral/religious, biomedical/individual, functional/rehabilitation, social, and rights-based models of disability as well as the twin-track approach. It explores how each model conceptualizes disability and limitations.

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2K views

Models of Disability

The unit learning outcomes are to differentiate models of disability, define special education and inclusion, and explore goals for inclusive education in the 2030 Agenda. The document defines the moral/religious, biomedical/individual, functional/rehabilitation, social, and rights-based models of disability as well as the twin-track approach. It explores how each model conceptualizes disability and limitations.

Uploaded by

lagosjackie59
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Unit Learning Outcomes:

vDifferentiate the different


Models of Disability
vDefine Special Education and learn the
importance of Inclusion
vExplore the 2030 Agenda and its goals
towards inclusive education
Models of Disability
vThe Moral/Religious Model
vThe Biomedical/Individual Model
vThe Functional/Rehabilitation Model
vThe Social Model
vRights-Based Model and Twin Track
Approach
Model of Disability

v The Moral/Religious Model


Ørefers to the perspective that
people are morally responsible
of their own disability and that
they are punished
Øs t a t e s t h a t p e o p l e w i t h
disabilities are embarassing
and pitiful, that we should feel
sorry for them
Model of Disability

v The Biomedical/Individual Model


Ørefers to the perspective that
people with disabilities are
sick or broken that should be
fixed or cured
Øpeople who believed in this
model sees youth and adults
can't do things that those who
have no disabilities are
expected to do in their lives
cont. by: Bengie Acson
Model of Disability
Functional Model  

This model is similar to


the medical model in a
way that it conceptualizes
disability as an
impairment or deficit.
Disability is caused by physical,
medical or cognitive deficits. The
disability itself limits a person’s
fu n c t i o n i ng o r t h e a b i l i t y t o
perform functional activities.
Model of Disability
Social Model  
T his model focuses on
barriers facing people with
disabilities instead of
concentrating on
impairments and deficits of
the person with a disability. 
In this model a person’s activities
are limited not by the impairment or
condition but by environment and
barriers are consequences of a lack
of social organization.
Model of Disability
Rights-based Model
The model that positions disability as an
important dimension of human culture,
a n d a f f i r m s t h a t a l l h u m a n b e i ng s,
irrespective of their disabilities, have
certain rights that are inalienable - the
preferred model for disability inclusive
education.
Disability inclusive education
recognizes that all children have
unique learning strengths and
learning needs.
It seeks to make changes to the
existing education system to allow
children and youth with disabilities
to access education on a full and
equitable basis with others.
Model of Disability
Twin-track Approach
Combination of social
and rights-based model
or approaches — it is
e mb ra c ing a ho l is t i c
change in the
educational system.
The use of a twin-track approach
consists both mainstreamed disability
throughout activities for
development and provided disability
in specific learning cases where
particular supports are required.
For disability inclusive education,
happened effectively, the process
should recognize members of the
disability community and recognized
as individuals with capabilities and
not homogenous.
With each disability type having
t he ir ow n un i q u e ne ed s , t he
process should be deliberate,
purposeful, systematic and multi-
layered.
Simultaneously, it should integrate
solutions that are designed to
respond to the various needs of
people with various disabilities.
Examples: braille, differentiated
learning, sign languages into the
education system and also work to
close the gaps that exist in capacity,
knowledge and skills.
This is particularly important for
students who least benefit from the
current education system as is.
References:
• Chassy, C., et. al. “Approaching Disability: Social and Rights-Based Models.”
Education Links. Retrieved from: https://www.edu-links.org/learning/approaching-
disability-sociak-rights-based-models
• Griffen, Adriane. “Compare and Contrast Different Models of Disability.” Retrieved
from: https://disabilityinpublichealth.org/1-1
• Oliver, Michael (1996). “The Social Model in Context,” in Understanding Disability:
From Theory to Practice. New York: St. Martin's Press, pp. 30-42. Retrieved from:
http://www.artbeyondsight.org/dic/definition-of-disability-paradigm-change-and-
ongoing-conversation/
• https://www.slideshare.net/ellesullivan310/as-media-lesson-15-disability-continued
• https://www.youthhood.org/government/dh_moral.asp
• https://www.youthhood.org/government/dh_medical.asp

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