The Social Model of Disability October 16,2020

The Social Model of Disability
By: Ludivina O. Almosa, Lpt, MaEd

Professor
Disability vs Impairment
Impairment- “any loss of abnormality of
psychological or anatomical structure of
function”
Disability-” any restrictions or lack ( resulting
from impairment) of ability to perform an
activity in the manner or within the range
considered normal for a human being”.
The Social Model of Disability
Impairment should be seen as the normal aspect
of life and when it happens, it should not cause a
stir. Instead society must plan in anticipation of
possible impairment occurrences so as not to
disable anyone.
-Kaplan (2000) agreed that disability were to be
seen as something natural and expected, it could
change the way we design our systems and
environments.
Rights-Based Model and Twin Track
Approach
-a framework that bears similarities with the social model
To compare with:
*Social Model repeats social factors and dynamics that form our
perceptions of disability.
-is mostly critical of public health policies that advocate the
prevention of impairment.
*The Rights-based Model- emphasizes the human dignity of
PWDs’ (Degener 2017:43)
-recognizes the PWDs’ vulnerability and tries to address this by
upholding and safeguarding their identities and rights as human
beings.
*Human rights model recognizes the fact that
properly formulated prevention policy may be
regarded as an instance of human rights
protection for PWD’s.
Four Key Factors of Right-Based Model
1. The government as duty bearers

2. The child as the right holder
3. The parents not only as duty-bearers but also
as representatives of the child
4. The teachers, both as rights-holder and duty-
bearers( Van den Brule-Balescut& Sandkull
2005)
What is “Twin Track Approach”?
-combination of social model and the rights-
based model allowing for holistic changes to
occur with the option of promoting individual
needs whenever necessary.
For example in education, this means allowing a
PWD to join thee mainstream, yet be given
opportunities for disability-specific programs in
case additional support is needed. (Chassy &
Josa 2018).
What Is Special Needs Education?
From Merriam-Online
*the action or process of teaching someone especially in a
school, college or university.
Prensky (2014) said “the real goal of education is becoming a
good person and more capable person than when you started”
William Butler Yeats said “ education is not the filling of a pail,
but the lighting of a fire”.
Delors(1996) stated that “education that the world now faces
problems such as poverty and oppression, and war, yet it is also
through education that all these problems are expected to be
addressed.
Four aspects of learning in education
1. Learning in order to know

2. Learning in order to do
3. Learning so we can live harmoniously with
others
4. Learning in order to be
In additional for the goals of education,
“education itself has to be available and
accessible to all”
Pathology of Difference
(Clough and Corbett 2000)
Referring to “people possess different aptitude
and skill levels depending on standards or
expectations that society ultimately dictates and
holds as true”
Average population- performing closely to each
other
Special Education Characteristics
*possess exceptionally high capabilities
*who fail at the tail ends of the curve
• Extremely low skills levels
Reasons:
*medical,*developmental* neurological
Disability of the learner has.
Teaching strategies that normally work with the
average population will not work the same with
those at the extremes. The students would not
be able to learn as fast, as much, and as well as
most. This then become the very definition of
Special Education.
In other words, special education tries to ensure
that those perceived to have difficulties learning
will be taught, albeit in a different way.
Why Inclusion?
• According to Del Corro-Tiangco 2014, inclusive
education is 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.
Every child has an inherent right to be educated
equally with his peers, no matter how different
he or she may appear to society.
Guidelines for Inclusion (2005) by UNESCO
1.Inclusion is a process that is “a never-ending search to find
better ways to respond to diversity
2. Inclusion involves a preventive dimension, specifically in
identifying and removing potential barriers to this through
collecting, collating, and evaluating information
3. Inclusion is all about the presence, participation and
achievement or learning outcomes of all types of students
4. Inclusions puts particular emphasis on learners who may be at
risk of marginalization, exclusion or underachievement,
therefore must be consistently monitored and represented in
the inclusive process. (Booth &Ainscow 2002).
• Reference:
• Foundations of Special and Inclusive Education
• Authors: Greg Tabios Pawilen, et.al.

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The Social Model of Disability

By: Ludivina O. Almosa, Lpt, MaEd

1. The government as duty bearers

1. Learning in order to know

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