The ‘social model’ and the ‘medical model’ of disability

Despite the fact that there are numerous 'designs' of impairment that have actually been discussed and defined just recently, two of the most often discussed 'models' of disability are the 'social' and the 'medical' designs of impairment. The medical model of disability sees disability as a 'issue' that the disabled individual has. Something that is to be treated, reduced or even cured. It is not taken a look at as something that impacts, or is the company of other individuals. An example of this would be, a student with strolling difficulties who utilizes a wheelchair is not able to get into a structure because there are steps up to the door, the medical model states that this an issue with using the wheelchair and may look at other methods of making the trainee more mobile, instead of a problem with the style of the building.

The medical model view is based in the opinion that the problems of special needs need to be carried entirely by the person who is handicapped which that handicapped individual should make the extra effort (possibly in time and/or money) so that they do not trouble other individuals.

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An example of the medical model approach might be:-.

A specialist not producing literature in a bigger typeface for a visually impaired student. This implies student can not take part in the class conversation;.

The difference in the social model of impairment is that it sees a flight of steps as the problem that requires resolving.. The social model sees the idea that society is the thing that disables people - by for example organising and designing buildings to meet the needs of the majority of people who do not have disabilities.

The social model maintains that there are many things that society can do to change, reduce and address or reduce, and remove, some the problems that are designed into society, and that it is the responsibility of society, rather than the disabled person. The social model is more inclusive in its approach. Consideration is given as to how disabled people take part in activities on an equal basis with non-disabled people. Adjustments are made, even if this involves time and/or money, to make sure that disabled people are not excluded. The onus is on the practitioner to make sure that their activity is accessible to all their students. An example might be:-

A practitioner who meets with a visually impaired member of the group before the beginning of a course to find out how literature can be adapted so that the student can read it and participate in the class discussion.