Article

The Social Model of Disability: A Philosophical Critique

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Abstract

abstract Emerging from the political activism of disabled people's movements and mainly theorised by the scholar Michael Oliver, the social model of disability is central to current debates in Disability Studies as well as to related perspectives on inclusive education. This article presents a philosophical critique of the social model of disability and outlines some of its theoretical problems. It argues that in conceptualising disability as unilaterally socially caused, the social model presents a partial and, to a certain extent, flawed understanding of the relation between impairment, disability and society, thus setting a framework that needs clarifications and extensions and presents limits to the achievement of its own aim of inclusion. This article concludes by suggesting that, despite its theoretical limits, the social model acts as a powerful and important reminder to face issues of inclusion as fundamental, moral issues.

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... By referencing a Norwegian case set within a school, Uthus and Qvortrup (2024) show how a narrow ideological value of inclusion, understood solely in terms of a social contextual approach, undermined children's legal entitlement to special educational support at an individual level, paradoxically thwarting its own aim. This suggests that even with environmental barriers dismantled, children may still face limitations arising from their own biological or medical origins (Terzi, 2004). With prior research indicating that EPS advisors experience difficulties in navigating individual and social contextual approaches (Cameron et al., 2011;Kolnes et al., 2020;Moen et al., 2018;Tveit et al., 2012), Norwich's phrase 'a dilemma of difference' seems as a particularly appropriate description of the situation. ...
... As the Kindergarten Act mandates that the EPS should assess whether the child is in need for SEA and, if so, establish realistic goals for the child's development and learning (Ministry of Education and Research, 2005), individual approaches play a crucial role in how EPS defines goals and measures in psychoeducational reports. In line with Terzi (2004), this mandate is linked to inclusion in terms of preventing children from encountering limitations due to biological or medical origins (Terzi, 2004). As such, it is critical that we ask what evidence of individual considerations potentially constituting such a prevention can be found in the recommendation sections in this study. ...
... As the Kindergarten Act mandates that the EPS should assess whether the child is in need for SEA and, if so, establish realistic goals for the child's development and learning (Ministry of Education and Research, 2005), individual approaches play a crucial role in how EPS defines goals and measures in psychoeducational reports. In line with Terzi (2004), this mandate is linked to inclusion in terms of preventing children from encountering limitations due to biological or medical origins (Terzi, 2004). As such, it is critical that we ask what evidence of individual considerations potentially constituting such a prevention can be found in the recommendation sections in this study. ...
Article
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Psychoeducational reports prepared by the Educational Psychological Service are foundational for special educational support in Norway, ensuring equitable opportunities for development, learning and participation among children with special educational needs in mainstream Early Childhood Education and Care settings. This qualitative study examines the characteristics of recommended goals and support measures in these reports, and how they promote or inhibit inclusion. Through a holistic approach, the study explores individual and social contextual considerations within the recommendation sections of seven reports for children aged 3–5 years. Employing reflexive thematic analysis, our findings suggest that while certain measures promote children's participation in inclusive communities, there is a predominant focus on the individual child. This emphasis often centres on skill acquisition and ability development through performance‐based goals and compensatory measures. However, while most recommendations are individually oriented, certain measures appear generalised and broadly applicable to most children, highlighting the challenges of addressing each child's unique needs in their specific context. The study's implications underscore the necessity for a holistic approach in the field of special education, both at the policy and legislative levels. Such an approach is essential for enabling psychoeducational reports to promote inclusion in early childhood education and care settings.
... The study was guided by the Social Model of Disability theory, which argues that it is the society that segregates and disables people with SN; however, this can be averted by the society changing their perceptions as opposed to focusing on the rehabilitation and adjusting the individuals (Owens, 2015;Retief & Letšosa, 2018;Terzi, 2004). The social model of disability was coined by Michael Oliver due to a series of disability movements in the 1960s and 1970s in Britain, where society expected people with disabilities to adjust themselves to the prevailing needs of their environment (Retief & Letšosa, 2018;Terzi, 2004). ...
... The study was guided by the Social Model of Disability theory, which argues that it is the society that segregates and disables people with SN; however, this can be averted by the society changing their perceptions as opposed to focusing on the rehabilitation and adjusting the individuals (Owens, 2015;Retief & Letšosa, 2018;Terzi, 2004). The social model of disability was coined by Michael Oliver due to a series of disability movements in the 1960s and 1970s in Britain, where society expected people with disabilities to adjust themselves to the prevailing needs of their environment (Retief & Letšosa, 2018;Terzi, 2004). Disability is a product of the specific sociocultural, economic, and environmental structures; hence, the social model of disability aims at addressing issues of discrimination and oppression of disabled people based on institutional forms and cultural attitudes drawn from social practices of exclusions. ...
... The findings were similar to those of Owens (2015) and Retief & Letšosa (2018) since the Distance travelled by learners was one of the factors linked to an increased rate of dropouts among CwD. Nonetheless, Terzi (2004) explained that changes in the dropout rates (retention) were influenced by other factors such as the available SN schools, adequate resources to facilitate the children's education and the parental push to enable the learners to gain primary education. ...
Article
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Enrolment statistics for learners with special needs at Lurambi sub-county Educational Assessment and Resource Centre are alarming and warrant verifying whether these learners receive any mainstream education and are retained in the schools after placement. The study sought to determine the implementation of mainstreamed practices on the retention of learners with special needs. The study was guided by Michael Oliver's Social Model of disability theory, which argues that it is the society that segregates and disables people with special needs. This theory advocates for society with its institutions to adjust their approach to people with disabilities by creating an ambient environment instead of requiring them to adjust and fit unapologetically in the defined structures by society. The study employed a Descriptive survey research design. The study targeted 406 teachers from 29 regular public primary schools with resource rooms. Questionnaires and checklists were the main instruments of data collection. A document analysis guide was used for collecting data on learners' enrolment from the years 2016 to 2020. Quantitative data was analysed using descriptive statistics, frequencies, percentages and the findings presented in frequency tables. Findings showed that awareness of mainstreaming and learner-based factors also affect retention of learners with special needs in regular public primary schools. The study recommends the training of all teachers to be able to teach learners with special needs. The KICD should develop and disseminate teaching and learning resources specifically made for learners with special needs. The study suggests further research to compare the effect of learners with special needs in mainstream education on the performance of learners without special needs
... Two theoretical models can be used to describe how disability is viewed in society: the medical and the social models (Haegele & Hodge, 2016). The main difference between the two is how disability is viewed as either a problem at an individual or a societal level (Haegele & Hodge, 2016;Terzi, 2004). The medical model views disability as when an individual has a physical or mental deficit and is deeply connected with the rise of the medical profession within society (Haegele & Hodge, 2016). ...
... In the social model, a disability is instead referred to as an 'impairment'. An individual with an 'impairment' becomes disabled when barriers within society act to exclude them because of their impairment (Haegele & Hodge, 2016;Terzi, 2004). This approach places the onus upon society to make modifications that allow those with 'impairments' to gain independence and participate as active members within it (Terzi, 2004;Oliver, 2013). ...
... An individual with an 'impairment' becomes disabled when barriers within society act to exclude them because of their impairment (Haegele & Hodge, 2016;Terzi, 2004). This approach places the onus upon society to make modifications that allow those with 'impairments' to gain independence and participate as active members within it (Terzi, 2004;Oliver, 2013). Legislation such as the United Kingdom (UK) Equality Act (2010) reflects a societal shift from viewing disability through the lens of the medical model to the social model, using the law to enact societal changes that help to remove disabling barriers (Terzi, 2004;Oliver, 2013). ...
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Recent statistics found the prevalence of dyslexia in UK medical schools to be 7%, sitting below the national prevalence of 10%. The factors contributing to this discrepancy are currently unknown, but may result from an interplay of individual and systemic barriers to entering medicine. This collaborative, analytic autoethnography aimed to use the experiences of ‘Meg’, a fourth-year medical student who was diagnosed as dyslexic whilst at medical school, to explore how the lack of a diagnosis during the admissions process may have impacted her journey into medicine. The data were collected using reflective writing and an interview before conducting a thematic analysis. Our analysis resulted in the construction of two meta-themes, relating to the negative emotional impact of not having a diagnosis and feelings of inferiority. Seven themes were also constructed. Some explored how Meg’s personal experience of undiagnosed dyslexia acted as a barrier to entering medicine. Others explored the impact of external factors, such as socio-economic background and the provision of support, on an individual’s chance of successfully applying to medical school. Finally, we explored the inadvertent impact undiagnosed (and unrecognised) dyslexia had on Meg’s life course, including how medicine-specific aptitude tests, such as the BMAT and UKCAT, may have contributed to this. These results provide a unique window into the culture of applying to medical school as an undiagnosed dyslexic person, whilst discussing the need for medical schools to consider how their admissions processes may inadvertently disadvantage undiagnosed dyslexic applicants.
... Shakespeare points out that the scope of the British social model is 235 primarily constrained to people with physical impairments and the blind -thereby excluding many people who identify as disabled. This narrow focus means that 236 many individuals are not recognised by social model proponents -nor by the DPM Terzi (2004). 220 Silvers (2010). ...
... al. (1981);Oliver (1990); the shifting position ofAmundson (1992;;Nordenfelt (1993);Diedrich (2001);Terzi (2004);Cole (2007); Vehmas (2008); Silvers (2010);Shakespeare (1999Shakespeare ( , 2002Shakespeare ( , 2004Shakespeare ( , 2014;Owens (2015);Bognar (2016); Riddle (2020); et al. This list is not exhaustive. ...
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Broadly speaking, exclusion for disabled people can be understood as a general lack of social and political integration within a society. Inequalities arising from the multi-dimensional causes of exclusion not only include poverty, but more fundamental aspects of societal membership such as social participation, financial autonomy, friendship, sexual citizenship, and accessibility. The articles of this thesis offer insight to the nature of the experience of exclusion for disabled people by considering specific examples of exclusion (such as the exclusion from sexual citizenship, discussed in Articles I and II), and a new theoretical approach to disability (advanced in Article III). Analysis of the nature of exclusion for disabled people reveals a unique set of multi-dimensional problems, and despite efforts from the disability rights community and an increased academic interest in disability studies, there has been a limited incorporation of holistic or transdisciplinary approaches to the phenomenon in works of praxis and in governmental policy. Seeking to highlight and ameliorate the experience of exclusion for disabled people, disability rights organisations advocate for greater societal integration and inclusion into the social fabric of society by offering revisionary theoretical interpretations of disability in an effort to steer social change — a devoir to which the works of this thesis contribute academically. Focussing on the interplay between the nature of exclusion, rights, and basic needs, this thesis investigates the limits of the welfare state’s obligations to afford disabled people a life of eu zen, argues for greater obligations in areas such as sexual citizenship, inclusion, and presents an alternate theory of disability. The Introduction situates the articles of this thesis within a wider theoretical context that highlights the importance of social context, and focusses on the nature of exclusion and inclusion for disabled people as a complex set of societal and political disadvantages which go beyond simple poverty and social disenfranchisement. The main claim of this thesis is that the experience of exclusion for disabled people constitutes a multi-faceted and interconnected set of disadvantages and barriers that constitute a greater and more substantive set of exclusions than those experienced by other excluded groups.
... In analyzing accessibility, a couple of common misconceptions about the role of disability in our society must be considered. Historically, the common perception most aligns with the medical model of disability, ie, viewing disability as a defect within the individual (Hogan, 2019), the social model of disability, in contrast, frames restrictions as imposed by society on an individual rather than inherent (Terzi, 2004). According to this model, disabilities are not solely the result of an individual's impairments but are also caused by environmental and societal constraints. ...
... To further step away from the medical model of disability-that the disability is intrinsic to the individual-the TTC should reframe with the social model of disability and implement more physical aids that break down the restrictions imposed by the physical environment rather than the individual (Terzi, 2004). Because construction of large-scale physical features such as elevators typically have vague timelines, are costly, and filled with delays (as seen with the construction of the Eglington line), the TTC should prioritize not only large-scale projects but also smaller, targeted improvements such as adding large service information displays and announcements and Wayfinding strips. ...
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Even with recent advancements, significant challenges persist in the majority of subway systems globally, ranging from physical barriers to information accessibility and poor overall user experience. This paper contributes to the conversation surrounding inclusivity in urban planning by investigating how infrastructure development, technology integration, and policy changes affect the accessibility of Line 1 of the Toronto Transit Commission (TTC). Using a comprehensive literature review, this study contextualizes the concept of accessibility within the broader framework of disability rights movements and social perceptions while examining Line 1’s accessibility initiatives in the context of current global trends. Moreover, society should aim to guarantee that every individual experiences the highest level of freedom, irrespective of their characteristics, for everyone is susceptible to disability, whether due to aging or injuries. Ultimately, this paper concludes that the Toronto Transit Commission’s current app development focused initiatives fail to sufficiently address gaps in physical infrastructure, as evidenced by an analysis of other accessibility initiatives, layout practicality, and various implications. The study recommends prioritizing physical modifications, such as strategically placed elevators, clear signage, and designated wheelchair areas, to improve the efficacy of other initiatives. By laying a foundation for continued exploration, this study aims to inspire global efforts in improving public transportation accessibility, fostering greater economic participation and independence for individuals with disabilities, social integration, and ridership satisfaction for everyone.
... The model asserts that disability is not caused by individual impairments. Rather, societal structures present barriers that effectively disable individuals (Terzi, 2004). This model attributes disability to "a mismatch between the needs of impaired This document is copyrighted by the American Psychological Association or one of its allied publishers. ...
... individuals and their external environment" (Jones et al., 2014(Jones et al., , p. 1223. It postulates that people with disabilities experience barriers to full participation in society because the existing social and economic structures are incompatible with their needs (Terzi, 2004). Identifying and removing such barriers is essential to facilitating the inclusion of people with disabilities in all aspects of life. ...
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People with disabilities represent approximately 16% of the population but are significantly underrepresented in mainstream employment. Using the framework of the social model of disability, we applied scoping-study methodology to undertake a literature search of peer-reviewed articles published between January 2001 and October 2019. Considering factors at the individual, organizational, and systemic levels, the review focused on identifying the predictors of successful employment outcomes for people with disabilities to develop a conceptual model. The model then serves as the basis for a proposed research agenda that can allow scholars to fill important identified gaps in the knowledge base. This can provide robust empirical evidence to support effective managerial and consulting practice, as well as legislative and policy changes that can enable more people with disabilities to experience successful employment outcomes.
... The term stigma has been around since the times of the ancient Greeks who cut or burned marks into the skin of less desirable people so they could be both identified and shunned [19]. Although stigma remains associated with physical marks, its definition has expanded to include any attribute that leads to pervasive social disapproval or a discrediting social difference that negatively impacts one's identity. ...
... •CID is a deficit within the individual that is in need of a medical intervention to fix the problem, suggesting that the person with CID is the source of the problem (Terzi, 2004 and internalizing it, which can result in feelings of psychological distress (e.g., depression, anxiety), demoralization, reduced self-esteem and self-efficacy and decreased help-seeking behaviors [30]. ...
Article
Background: Despite the myriad motor and non-motor challenges associated with Parkinson's disease (PD) diagnosis, the hidden issue of stigma may be among the most influential factors negatively affecting quality of life. A number of qualitative studies have been published assessing various aspects of stigma in PD, and quantitative studies assert that most people with PD experience stigma during the course of their disease. Stigma is associated with poorer mental and physical health, poorer quality of life, decreased levels of hope, self-esteem and self-efficacy. The resulting stigma can lead to social anxiety and isolation, reluctance to seek medical care, loneliness, depression and anxiety. Therefore, understanding what stigma is, where it comes from, and how it affects people living with PD may offer clinicians and care partners tools to help mitigate the negative effects. Focus: Over the past few decades, we have seen a move away from simply focusing on the effects of a disease (medical model) toward a holistic biopsychosocial approach that considers the role of environmental factors (stigma) when assessing overall well-being. We review some proactive practical suggestions to help people living with PD effectively combat the negative effects of stigma. Conclusion: The additional hidden burden of stigma from PD affects quality of life. Having a better understanding of the role of stigma and its impact may allow clinicians to provide proactive care and greater empathy for those living with the challenges of this disease.
... According to Burchardt (2004) and Berghs et al. (2019), the social model of disability originates from the fight of different movements, associations, and supporters of disabled people, especially from the Fundamental Principles of Disability document in the 1970s (Burchardt, 2004;Lawson & Beckett, 2021;Oliver, 2013). For this model, individuals and children with disability are an oppressed group in the society (Berghs et al., 2019;Finkelstein, 2001;Terzi, 2004). The social model of disability holds the premise that children with disability are to be viewed according to what they can contribute and what they can do in the society (Finkelstein, 2001;Rieser, 2006). ...
... Impairment describes appropriately physical, mental, or visual restrictions whereas disability reinforces the dimension of social barriers that hinder physically impaired individuals' process of social and cultural integration (D'Souza, 2019; Lawson & Beckett, 2020;Rieser, 2006). According to the model, socially constructed practices constitute the main disabling factors that prevent individuals and children with disability to avail of their social rights, services, and opportunities (D'Souza, 2020;Oliver, 2013;Riddle, 2020;Rieser, 2006;Terzi, 2004). Impairment per se is not tantamount to impossibility for individuals with disability to accomplish social tasks unless society enables their disablement (Goering, 2015, Lawson & Beckett, 2020Rieser, 2006). ...
Article
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Societal ostracism and socio-cultural integration of children with disability, as well as parents’ and monitors’ challenges therefrom, constitute issues that deserve particular examination and consideration. Owing to that, through a qualitative ethnography, we investigated such issues employing in-depth interview and observation (n = 15). Some major findings are the following. Societal ostracism is a deeply-rooted social tendency of the mainstream in Mali that unobtrusively affects minority groups, especially children with disability. Due to that situation, if children with disability may end up wandering in streets and the consequences this entails, parents and monitors daily experience frustration, bewilderment, and disarray. Increased advocacy and sensitization by key actors would be an effective engine for driving socially paradigmatic change regarding the phenomena of societal ostracism and socio-cultural integration of children with disability. We also found out that preparing children with disability for socio-cultural life integration is as important as preparing society itself to welcome and receive these children. Parents and monitors need increased multifaceted support from government, social services, and relevant organizations to overcome difficulties and issues related to children’s disability and their socio-cultural integration.
... 100 Additionally, the model has faced criticism for its oversimplified view of disability, as it overlooks the lived medical experiences of disabled persons, including pain, individual restrictions, and the fear of mortality. 101 Moreover, the human rights of persons with disabilities have been codified in the Convention on the Rights of Persons with Disabilities (CRPD), which came into force in 2008. Also considered as a 'human rights model of disability', the Convention adopts a remarkable approach by aligning itself with the social model of disability. ...
Article
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In recent years, critiques of the ‘vulnerability’ label ascribed to specific population groups have gained momentum due to its stigmatising effects. With Martha Fineman at their forefront, these voices contest that vulnerability is not limited to particular groups but universal and inherent to being human. However, operationalizing this universal conception of vulnerability poses challenges and risks, potentially leading to the inadequate protection of groups disproportionately susceptible to harm. This paper discusses the dilemma between universal and particular vulnerability paradigms, focusing on persons with disabilities within the context of digital government. Particular vulnerabilities in this context are mirrored in the digital disability divide, systemic ableism, and public service dependencies. Drawing from legal feminist, socio-legal, and disability scholarship, this paper suggests that a ‘social model approach to vulnerability’ would reconcile vulnerability perspectives and allow for a particular vulnerability approach in digital government without perpetuating stigma. Inspired by the ‘social model of disability’, this vulnerability paradigm emphasises that external factors, such as structural disadvantage and unequal power and opportunity dynamics are the primary causes of vulnerability. This shifts the focus from individual characteristics to systemic accountability.
... This limitation underscores the need for further clarification and expansion of the model's framework, as it hampers the realisation of its primary goal of fostering inclusion. Despite these theoretical limitations, the article suggests that the social model's value lies in its ability to emphasise the essential nature of inclusion as a moral imperative (Terzi, 2004). ...
Research
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The research on the theme "Challenges Faced by People with Disabilities in Electoral Processes Despite Technological Advancements" focuses on identifying the ongoing obstacles that individuals with disabilities face when engaging in electoral processes, despite the integration of technology meant to improve accessibility. The theme explores how technological innovations, while a step forward, have not fully addressed the diverse and complex challenges disabled people encounter in the voting process. Key Areas of the Research: 1. Inaccessibility of Polling Stations: • While many polling stations have started to include features such as ramps, wider entrances, and designated spaces for people with disabilities, physical inaccessibility is still a significant challenge. Polling booths are not always designed with universal access in mind, limiting the ability of disabled individuals to vote independently. • Even with the development of accessible facilities, some polling stations are still located in places that are difficult for people with mobility issues to reach, such as in buildings without elevators or with inaccessible public transport options. 2. Assistive Voting Technologies: • There has been a push to incorporate technologies like braille, audio assistance, or touchscreen voting systems into the electoral process. However, these technologies are not universally available or fully implemented across all regions. • Research highlights how, in many places, the available assistive technologies are not well-integrated into the voting infrastructure or are poorly maintained, leading to confusion and frustration for voters with disabilities. For example, tactile ballots or electronic voting machines (EVMs) designed for blind voters may not be available in every polling booth, particularly in remote areas. 3. Training and Awareness of Electoral Staff: • Polling staff are often not adequately trained to assist people with disabilities. This lack of awareness can lead to inadequate help during the voting process, causing delays or even disenfranchisement for disabled voters. • Even though some election bodies have made efforts to raise awareness, the training for election officers on how to interact with and assist voters with disabilities often remains insufficient or inconsistent. 4. Voter Registration and Information Access: • Many disabled individuals face difficulties during the voter registration process, where accessible information about how to register, the voting process, or the location of polling stations is not always available in formats such as braille, audio, or easy-to-read text. • The inability to easily access such information can discourage or prevent persons with disabilities from even starting the process of voting. 5. Social and Psychological Barriers: • There are also significant social and psychological barriers that affect people with disabilities, including the stigma surrounding disability and the social exclusion they may face. Many disabled voters report feeling marginalized or ignored by society, and this extends to the electoral process as well. • Psychological barriers such as the perception that their vote won’t count, or that the system is not designed to include them, often result in voter apathy. 6. Legal and Policy Framework Gaps: • While there are laws and policies meant to promote the participation of disabled persons in elections, they may not be comprehensive enough or lack robust enforcement mechanisms. The research indicates that many existing laws are vague and fail to fully address specific challenges, such as how to ensure the accessibility of the voting process in remote or rural areas. • There is also a gap in policies regarding post-election accessibility, like ensuring that the results are accessible in formats suitable for people with disabilities, such as braille or audio. 7. Lack of Inclusive Design in Electoral Process: • Despite technological advances, the overall electoral process, including voting materials, polling stations, and even the procedures for casting a vote, are not always designed inclusively from the start. This lack of inclusive design forces persons with disabilities to rely on ad-hoc adjustments, which are often inconsistent and poorly implemented. Recommendations for Improvement: • Enhanced Legal and Policy Reforms: Advocating for stronger legal frameworks and clearer policies that mandate accessibility across all stages of the electoral process. • Universal Implementation of Assistive Technologies: Ensuring that assistive technologies are widely available and well-maintained, particularly in underserved areas, to ensure every person with a disability has equal access to voting. • Better Training for Election Workers: Mandating that electoral staff undergo comprehensive training on assisting voters with disabilities to ensure they can help navigate the voting process. • Awareness Campaigns: Running extensive campaigns to raise awareness among both voters with disabilities and the general public about the rights and resources available to disabled voters. Through this research, the goal is to emphasize the need for continued advocacy, policy development, and practical changes to the voting system to ensure that all individuals, regardless of disability, can participate fully and independently in the democratic process. The research on the theme "Challenges Faced by People with Disabilities in Electoral Processes Despite Technological Advancements" focuses on identifying the ongoing obstacles that individuals with disabilities face when engaging in electoral processes, despite the integration of technology meant to improve accessibility. The theme explores how technological innovations, while a step forward, have not fully addressed the diverse and complex challenges disabled people encounter in the voting process. Key Areas of the Research: 1. Inaccessibility of Polling Stations: • While many polling stations have started to include features such as ramps, wider entrances, and designated spaces for people with disabilities, physical inaccessibility is still a significant challenge. Polling booths are not always designed with universal access in mind, limiting the ability of disabled individuals to vote independently. • Even with the development of accessible facilities, some polling stations are still located in places that are difficult for people with mobility issues to reach, such as in buildings without elevators or with inaccessible public transport options. 2. Assistive Voting Technologies: • There has been a push to incorporate technologies like braille, audio assistance, or touchscreen voting systems into the electoral process. However, these technologies are not universally available or fully implemented across all regions. • Research highlights how, in many places, the available assistive technologies are not well-integrated into the voting infrastructure or are poorly maintained, leading to confusion and frustration for voters with disabilities. For example, tactile ballots or electronic voting machines (EVMs) designed for blind voters may not be available in every polling booth, particularly in remote areas. 3. Training and Awareness of Electoral Staff: • Polling staff are often not adequately trained to assist people with disabilities. This lack of awareness can lead to inadequate help during the voting process, causing delays or even disenfranchisement for disabled voters. • Even though some election bodies have made efforts to raise awareness, the training for election officers on how to interact with and assist voters with disabilities often remains insufficient or inconsistent. 4. Voter Registration and Information Access: • Many disabled individuals face difficulties during the voter registration process, where accessible information about how to register, the voting process, or the location of polling stations is not always available in formats such as braille, audio, or easy-to-read text. • The inability to easily access such information can discourage or prevent persons with disabilities from even starting the process of voting. 5. Social and Psychological Barriers: • There are also significant social and psychological barriers that affect people with disabilities, including the stigma surrounding disability and the social exclusion they may face. Many disabled voters report feeling marginalized or ignored by society, and this extends to the electoral process as well. • Psychological barriers such as the perception that their vote won’t count, or that the system is not designed to include them, often result in voter apathy. 6. Legal and Policy Framework Gaps: • While there are laws and policies meant to promote the participation of disabled persons in elections, they may not be comprehensive enough or lack robust enforcement mechanisms. The research indicates that many existing laws are vague and fail to fully address specific challenges, such as how to ensure the accessibility of the voting process in remote or rural areas. • There is also a gap in policies regarding post-election accessibility, like ensuring that the results are accessible in formats suitable for people with disabilities, such as braille or audio. 7. Lack of Inclusive Design in Electoral Process: • Despite technological advances, the overall electoral process, including voting materials, polling stations, and even the procedures for casting a vote, are not always designed inclusively from the start. This lack of inclusive design forces persons with disabilities to rely on ad-hoc adjustments, which are often inconsistent and poorly implemented. Recommendations for Improvement: • Enhanced Legal and Policy Reforms: Advocating for stronger legal frameworks and clearer policies that mandate accessibility across all stages of the electoral process. • Universal Implementation of Assistive Technologies: Ensuring that assistive technologies are widely available and well-maintained, particularly in underserved areas, to ensure every person with a disability has equal access to voting. • Better Training for Election Workers: Mandating that electoral staff undergo comprehensive training on assisting voters with disabilities to ensure they can help navigate the voting process. • Awareness Campaigns: Running extensive campaigns to raise awareness among both voters with disabilities and the general public about the rights and resources available to disabled voters. Through this research, the goal is to emphasize the need for continued advocacy, policy development, and practical changes to the voting system to ensure that all individuals, regardless of disability, can participate fully and independently in the democratic process.
... Individuals who have disabilities possess little to no power; they are treated by medical providers and others (Bunbury 2019;Lynch 2013). People who have disabilities are placed in sick roles, roles that require that they perform behaviors of "getting better" and overcoming disability "as a 'personal deficit'" (Terzi 2004). According to the medical model, the person who has experienced SCI possesses little to no autonomy and independence. ...
Article
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Public Interest Technology is an emerging paradigm, scholarly domain, and potential contributor to reducing barriers, mitigating discrimination, and promoting human rights of people who have disabilities. Employing data from individual interviews of people who have experienced spinal cord injury and their support persons, this project identifies obstacles and barriers these people experience when seeking technologies needed for rehabilitation and reintegration. This article discusses these individuals’ experiences in light of how public interest technology may be a game changer for people who have experienced spinal cord injuries.
... The theory accurately interprets the experiences of marginalised groups when it comes to employment in Namibia. The theory is crucial as it is based on the unwarranted isolation and exclusion from complete involvement in society (Finkelstein 2001;Terzi 2004). Barnes (1998) advocates for the social model of disability, arguing that without it, disability studies would be stripped of meaning. ...
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Background The greatest challenge for persons with disabilities is that of securing and maintaining employment, because of the limitations associated with being visually impaired. Objectives This study aims to explore the employment challenges of securing and maintaining employment faced by persons with visual impairments. Method A qualitative research approach with an exploratory research design was employed. A non-probability sampling method using the snowball sampling technique was adopted. A semi-structured interview was conducted with a total of n = 9 participants, and the data were analysed using the thematic analysis method. Results The findings indicate that persons with visual impairment continue to face adverse challenges, especially in the quest of securing employment. Discrimination, isolation, rejection and lack of recognition are key issues that continue to persist in their life experiences, from the tertiary to post-tertiary level. Conclusion Persons with visual impairment need continued support from various stakeholders as far as employment opportunities are concerned. There is a need to sensitise stakeholders, at all levels, on the challenges encountered by persons with visual impairment in their employment journey for effective inclusion and diversity management. Contribution The findings can aid in the development of an all-round model of support and optimal functioning for persons with visual impairment from grassroots level to post-tertiary education and in workplaces.
... According to this model, DHH is viewed as an interaction 'between impairment and the surrounding social world, rather than being an individual medical problem' (Emens 2012: 214). Restrictions faced by individuals with DHH in their social interactions are a result of institutional forms of exclusion and cultural attitudes deeply rooted in the society, which fails to provide equitable social and structural support meeting their specific needs (Terzi 2004). In contrast to the dominant medical model, which considers disability as a problem to be remedied to conform with normative standards (Paley 2002), the social model perceives disability as a societal issue rather than solely an individual problem (Cameron 2009). ...
Article
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Learning about music, sound or audio can present significant challenges for individuals who are deaf and hard of hearing (DHH). Given the advancements in technology and the increasing emphasis on equality, diversity and inclusion (EDI) in education, this article proposes pedagogical approaches aimed at facilitating the learning process for DHH students in the areas of music and audio production. These approaches encompass sound visualisation, haptic feedback, automated transcription, tactics in non-linear editing and digital signal processing. Importantly, these approaches do not necessitate advanced technical skills or substantial additional resources, thus lowering barriers for DHH students to overcome challenges in music and audio production. Furthermore, these strategies would enable content creation and editing for individuals with DHH, who may have previously been excluded from participating in music and audio production. Recommendations are provided for the implementation of these approaches in diverse educational settings to promote the integration of EDI in music and audio education.
... At the same time, within disability studies a lively debate was shaping up about the norm of "normal" -and the sleight-of-hand involved in presenting it as value-free (e.g., Wasserman et al., 2005;Terzi, 2004). This goes to the heart of the working distinction between individual and collective assumed in the social model of disability. ...
... In this study, the social model of disability was anchored and patterned in terms of the teachers' proficiency and extent of employing different approaches in teaching students with learning disability. The social model of disability is defined as a theory that sees disability as a product of specific social and economic structures and aims to address issues of oppression and discrimination of disabled people that are caused by institutional forms of exclusion and by cultural attitudes embedded in social practices (Terzi, 2014). The social model believes that attitudinal and environmental barriers are the predominant obstacles existing in society: able-bodied people tend to fix their gaze on the disability of people rather than noticing their abilities (Mulvany, 2015). ...
Article
The main purpose of the study is to determine the approaches and proficiency of teachers in teaching children with learning disabilities in public elementary schools in San Mateo North and South District, Division of Isabela for the School Year 2019-2020. Descriptive survey was employed. The school heads and SpEd teachers were served as respondents. Mean, t-test and Spearman rank were used to analyze data. The results showed that the teachers teaching students with learning disabilities are proficient and often used different approaches. The teachers are knowledgeable about the applicable teaching approaches to be employed in teaching students with learning disabilities. Likewise, as to the extent of employing of approaches, these were evident as practiced by the teachers and as confirmed and observed by the school heads. School Heads and teachers have the same level of assessment in terms of the extent of approaches in teaching students with disabilities. The teachers are proficient in handling students with learning difficulties. In terms of teachers’ proficiency, both teachers and school heads assessed the teachers as proficient. Therefore, they have the same level of assessment. Teachers frequently used the approaches as manifested by their level of proficiency except for content knowledge. Thus, proficiency of teacher in content knowledge do not depend on approaches being used. The teachers and school administrators shall attend trainings, workshops and conferences related to the varied teaching approaches applicable to the students with learning disabilities. The administrators and focal person of SPED in the district shall engage more related activities and trainings about the nature of content knowledge to be included in the curriculum of the special education to update the content and competencies.
... In the social paradigm of disability, the perception of the disability phenomenon may take the form of fictionalization (art space), which, on the one hand, is expressed by assigning a labelling or discriminatory attitude to society (social structure) and on the other hand -by reducing the bodily dimension of the disability phenomenon (Hughes & Paterson, 1997). This story is about developing Yarvi's intellectual potential in order to break the causal relationship between damage and disability (Terzi, 2004) and to create a relationship between the individual and his environment, which the author manages to create in the space of the represented world. The protagonist as the fictional character is created in a human likeness (a materialization of the author's concept); on the other hand, certain qualities are exaggerated or emphasized in him. ...
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b>Wprowadzenie. Artykuł przedstawia zagadnienie niepełnosprawności z perspektywy literacko- prawnej. Autorzy uwzględniają kwestię niepełnosprawności jako zjawiska społecznego, będącego nieodłącznym elementem każdego środowiska i kultury, a także przedmiotem istotnych badań. Ważnym wątkiem artykułu uczyniono przeobrażenie postrzegania niepełnosprawności na przestrzeni wieków. Za konkretny przykład jej uobecnienia posłużyła trylogia Morze Drzazg Joe Abercrombiego. W szkicu poruszona została ponadto kwestia zmian w postrzeganiu oraz traktowaniu osób z niepełnosprawnościami, jak również wprowadzania przepisów i edukacji społecznej w celu maksymalnego zapewnienia osobom z niepełnosprawnościami równych szans funkcjonowania w społeczeństwie. Cel. Celem artykułu jest przedstawienie wizerunku osób z niepełnosprawnością w prozie adresowanej do młodego odbiorcy, z uwzględnieniem kontekstu studiów nad niepełnosprawnością oraz regulacji prawnych. Materiały i metody. Artykuł ma charakter opisowy i analityczny, wykorzystuje narzędzia charakterystyczne dla pracy filologa (m.in. eksplikacja tekstu, children’s studies, disability studies) i prawnika (studium literatury, analiza dokumentów). Wyniki. Z analizy źródeł oraz obserwacji i badań wynika, że sukcesywnie zwiększa się otwartość na potrzeby osób z niepełnosprawnością oraz edukacja w tym zakresie, również poprzez literaturę piękną.
... Another worry with the minority group model is thatinsofar as it stresses (symbolically if not literally) the correction of historical injusticesthe model appears to assume that students conceive of their disabilities as integral to their self-identity; but, the strength of one's identification with one's disability varies from persons to persons. Finally, there have been authors who argue that the minority group model downplays the disadvantages that stem from physical impairments (Anastasiou and Kauffman 2013;Terzi 2004;Shakespeare 2006). But, it is not so much my wish to object to the minority group model as to make a case for the human variation model. ...
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Institutions of higher learning have seen considerable improvements in opportunities for students with disabilities to participate and learn. Despite these improvements, challenges remain within this movement. Students with disabilities continue to face disadvantages as a result of ‘attitudinal barriers’ or discriminatory perceptions. This paper offers a diagnosis of such attitudinal barriers and proposes a correction in the form of what disability scholars christen the ‘social model’ of disability. This research ends with several implications that will be relevant to university administrators, staff and teaching faculty in their attempt to promote greater inclusion.
... Contrary to this; Inclusive Education Policy 2017 defines disabilities according to the social model of disability. Terzi (2004) calls it a product of social and economic structures which aims to address issues of oppression and discrimination. Gathumbi (2015) opined that a lack of teacher training on pedagogy, knowledge of disability, and strategies for engaging students with special needs creates difficulties in providing quality education. ...
Article
The study aimed to explore the knowledge and awareness of the teachers of special schools regarding the inclusive education policy of Nepal. The study was guided by a qualitative paradigm followed by a descriptive design. Five special schools from Kathmandu Valley were taken as sample schools, of which two were chosen from Kathmandu, two from Bhaktapur and one from Lalitpur districts by the convenience sampling method. Similarly, 15 teachers (three teachers from each school) were selected purposefully. The semi-structured interview protocol was administered to the teachers for collating in-depth information. Teachers were found to lack knowledge of inclusive education policy. Their acquaintance and familiarity with components of the inclusive education policy, such as limited knowledge of disability and structural provision, was found lacking, whereas they were quite familiar with the disabled-friendly environment and the educational rights of students with disabilities. Their knowledge of functional assessment was very poor compared to other components of the policy. Similarly, teachers lack knowledge and understanding of inclusive school culture, as mentioned in the inclusive education policy of Nepal.
... AT enables students with disabilities at universities to complete academic activities that they were previously unable to do, such as studying, reading, writing, researching, web browsing, emailing, communicating with lecturers, taking notes, communicating with peers about academic work and preparing for examinations [15]. In addition, AT plays a significant role in supporting the social model of disability by engaging PWD in meaningful social participation and education by facilitating inclusion and reducing stigma, which is considered as a human rights activity [16][17][18][19] rather than the biological impairment of a person [20,21]. Factors that can hinder effective AT use restrict engagement and success in the higher education [19]. ...
Article
Purpose: Despite the recognized benefits, access to assistive technology (AT) remains limited. Identifying the current usage patterns and unmet needs of AT users could help address the challenges of students with disabilities. Thus, this study aimed to investigate AT use and its associated factors. Methods: An institution-based cross-sectional mixed study was conducted on higher education students with disabilities in Ethiopia. An interviewer-administered questionnaire and an in-depth interview technique were used to collect data. Descriptive statistics and binary logistic regression models were used to analyse the quantitative data, while inductive thematic analysis was undertaken for the qualitative data. Results: A total of 233 (74.68%) with (95% CI: 70%-80%) students with disabilities used at least one form of AT. Four themes emerged which include experiences of AT use and disability, benefits and challenges of using AT, perception of the community towards AT, and responsibility for the provision of AT. Students with vision problems or those with severe disability types were most likely to be AT users. Conclusion and recommendations: A significant proportion of students with disabilities had unmet needs for AT. Capacity at universities or rehabilitation centres would enhance access, usage of AT, and the unmet needs of students with disabilities.
... Thomas (1999) highlights that disability represents a form of social oppression involving imposing activity restrictions on individuals with impairments and undermining their psycho-emotional well-being. Accordingly, the social model advocates for modifying environments and addressing social oppression, emphasizing that disablement is not inherently connected to the body (Terzi, 2004). ...
Thesis
Inclusive education is a fundamental principle that provides equal opportunities and access to education for all individuals, including those with disabilities. However, implementing inclusive education at the tertiary level poses unique challenges that require careful examination and strategic interventions. In this regard, this paper explored the state of disability-inclusive education at the School of Arts and Humanities (FLSH) in Meknes, focusing on understanding the perspectives and experiences of stakeholders, along with the challenges they face in creating an inclusive learning environment. To reach this goal, this case study followed a qualitative approach to research by relying on participant observation, in-depth interviews, and a focus group session with the stakeholders at FLSH Meknes to collect the data. A participant observation report was generated, and a thematic analysis was used to analyse the remainder of the data. The findings highlighted the need for increased awareness, training, collaboration, and accessibility to foster a genuinely inclusive educational environment. Based on these insights, this paper offered comprehensive recommendations for students, teachers, administrators, policymakers, and future research endeavours, aiming to promote disability-inclusive tertiary education and create a supportive and inclusive learning environment at FLSH Meknes and beyond. ii Résumé L'éducation inclusive est un principe fondamental qui garantit l'égalité des chances et l'accès à
... This study was guided by Social Model of Disability. The social model of disability recognises disability as the genesis of certain restrictive social and economic practices and institutions established in cultural attitudes, with the purpose of deposing the conviction that impairment and disability are indifferently associated (Terzi, 2004;Meltz, Herman, & Pillay, 2014). Through the lens of the social model, it is society that paralyses people with impairments, hence any consequential elucidations must be directed at societal transformation rather than individual adjustment and rehabilitation (Barnes, Mercer, & Shakespeare, 2010). ...
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Inclusion in education entails affording all learners access and equal opportunities to education and learning. Several countries, South Africa included, have developed policies on inclusive education. At the centre of the policies are teachers who happen to be the primary implementers of the same policies. Successful implementation of the policies calls for teachers to possess functional knowledge of the policies, be equipped with effective instructional pedagogies, be given all the support they need, and be motivated enough. The objective of this article is to analyse the perception of mainstream teachers towards inclusive education and establish teachers' personal barriers hindering the successful implementation of inclusive education. This qualitative study purposively sampled twelve (12) teacher participants from one mainstream school in the Northern Cape Province, among whom two (2) were members of the school-based learner support team. Data was collected through interviews and analysed using thematic analysis. The findings from the interview responses highlight low teacher buoyancy, low teacher self-efficacy, teacher negative attitudes, and a lack of training on inclusive education as major teachers' personal barriers to the implementation of inclusive education policy. The study thus recommends that departments of education should consider retooling teachers on the policies of inclusive education. This work has the value of providing an insight into teachers' personal barriers which hinder implementation of inclusive education.
... Kapitalisme, demikian juga kata Oliver juga bertanggung jawab atas kehadiran medikalisasi pusat-pusat rehabilitasi yang telah mengekslusikan penyandang disabilitas dalam masyarakat. Oleh karena itulah, dalam dunia disability studies, social model sering disebut teori yang berakar pada " differently oriented materialism" dari historical materialism Finklestein sampai neo-Marxist nya Oliver (Mercer and Barnes, 2003;Terzi, 2004, Corker, 2002, 1999. ...
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The paper traces how people in Malang percieve people with disabilities, therefore it looks for the base-line of accessibility on public services for people with disabilities as well. It’s nased on a reseach used a quantitaif method in which we use samples based on the standard regulated by goverment. On the other hand, a survey on perception of people with disability in Malang, it used clustering method which is investigating disability issues to people in Malang based on area already pointed out. Our Finding shows that people in Malang beleived that people with disabilities are “unperfect people”, therefe they still beleive on special schools. The other results showed that public services in Malang are not accessible for people with disabilities. The trend data showed that almost of public facilities are categorized as “not accesible”, only some can be categorized as “less-accesibble” and 0% of public facilities are “accessible.
... Disability, on the other hand, is the limitation or lack (which of course results from impairment) of the ability to perform an activity or series of activities that are necessary for a person to be fully integrated into society. Impairment, disease, genetic problem or physical trauma is a biological fact, but the restriction of activity is a social condition, which depends on the stage of development, the structure and the relationships that govern each society (Freund, 2001;Terzi, 2004;Samaha, 2007;Anastasiou & Kauffman, 2013;Harisis, 2020). ...
Chapter
The purpose of the present study is to evaluate the performance of the existing accessible tourist services and facilities of the tourism businesses in five Regional Units of Northern Greece. Quantitative research was conducted in 134 selected tourism businesses. The research was conducted as part of the project “ALTER TRIP: Alternative Touristic Experience” of the program INTERREG IPA CBC Greece—Republic of Northern Macedonia 2014–2020. The results showed that generally the situation in the study area is moderate, regarding the accessibility of the tourism businesses. The goal is always for accessibility to be universal and ubiquitous, so we conclude that there is room for improvement in the accessibility of tourism businesses in the study area. The most encouraging finding of the survey is the fact that those involved in tourism in the study area are willing to be educated and trained about accessibility, and also, they are willing to invest money in their businesses’ accessibility. The article concludes with some suggestions for improving the accessibility of tourism businesses in the study area, based on the barriers that emerged from the research.KeywordsAccessibilityAccessible tourismTourism businessJEL ClassificationThe article belongs to the following JEL Category: Z. Other Special Topics, Z3. Tourism Economics, Z32. Tourism and Development
... Contemporary discussions in the field of disability have centered on how society is supposed to remove all barriers to the participation of individuals with disabilities in the society (United Nations, 2007;WHO, 2011). This view has been advanced by proponents of social model of disability (Levitt, 2017;Oliver, 2013;Terzi, 2004), exhorting countries to create equitable access to opportunities in societies for children with disabilities and their families (United Nations, 2007;WHO, 2011). However, there is lack of clarity regarding efforts being made in Ghana to integrate children with VI in societal programmes or participate in opportunities in the society. ...
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Objectives The quality of parenting arguably determines the quality of life that a child will live in the future. Although both mothers and fathers are expected to contribute toward raising their children, in the cultural context of sub-Saharan Africa, mothers automatically become the primary caregivers and managers of domestic affairs. In the event that there are children with disabilities in a family, the mother is expected to be the carer. While having a child with a disability places an additional burden on mothers due to the child’s unique characteristics, there is only a small body of literature on mothering children with visual impairments (VI) in the African context. In a cultural environment such as that of Ghana, it is important to understand mothering experiences. Methods Twenty mothers of children with VI who were at least 18 years old took part in this qualitative descriptive study. A semi-structured interview guide was developed and used to collect the data, which were then subjected to thematic analysis. Results Three themes were identified: opportunities for development, support services, and challenges faced by mothers. While the sample of mothers demonstrated high expectations, resilience, and a commitment toward raising their children, support services were unavailable to them. Conclusions While shouldering all the caregiving responsibilities, the participants remained resilient, did not appear to be stressed, and were committed to raising their children with VI.
Article
The conceptualization of disability is not merely a descriptive issue but also a normative one, as the way disability is viewed can fundamentally shift the focus of what constitutes ethically appropriate support for disabled people. This paper reviews the historical debates surrounding models of disability over the past several decades, arguing that each model is a product of conceptual engineering, developed in response to normative needs related to disability. Given the persistent conflicts between these models, we propose a "pluralistic approach to disability" as a solution to the deadlock between them. It is argued that the conceptualization of disability does not require adopting a single stance among conflicting models; rather, by employing a pluralistic approach as part of strategic conceptual engineering, it becomes possible to more effectively address the diverse normative demands surrounding disability.
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‘Single Handed’ is a practise-led project which investigates how scrapbook-publications can be used to communicate disabled perspectives. Situated in the context of disability culture and disability arts, where disability is used to describe barriers in society for people with impairments, Single Handed explores how scrapbooking techniques can be used to create imagery that shares disabled experiences. I utilise my knowledge and experiences as a disabled person through an autoethnographic approach to address and communicate my story through image-making techniques. This scrapbook-publication aims provide non-disabled people with a better understanding of what it means to be disabled.
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Recent years have seen increased interest among 4E cognition scholars in physical disability, leading to the development of the EE-model of disability. This paper contributes to the literature on disability and 4E cognition in three key ways. First, it examines the relationship between the EE-model and social constructivist views that address the bodily reality of disablement, highlighting commonalities and distinctions. Second, it critiques the EE-model’s focus on individual strategies for expanding disabled persons’ affordance landscapes, arguing that disability policy should integrate insights from both the EE-model and social constructivist approaches. Finally, it assesses the EE-model against the “dogma of harmony.” We argue that while the EE-model’s focus on active human-environment collaboration is valuable, it can inadvertently perpetuate this dogma. We contend that integrating certain social constructivist insights can help the EE-model avoid the dogma of harmony.
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The possibility of editing the genomes of human embryos has generated significant discussion and interest as a matter of science and ethics. While it holds significant promise to prevent or treat disease, research on and potential clinical applications of human embryo editing also raise ethical, regulatory, and safety concerns. This systematic review included 223 publications to identify the ethical arguments, reasons, and concerns that have been offered for and against the editing of human embryos using CRISPR-Cas9 technology. We identified six major themes: risk/harm; potential benefit; oversight; informed consent; justice, equity, and other social considerations; and eugenics. We explore these themes and provide an overview and analysis of the critical points in the current literature.
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This chapter explores the intersection of ethics and inclusive education, delving beyond research ethics to scrutinize the intertwining of human rights and inclusive education. It deconstructs ethics, probing the distinction between right and wrong in the context of inclusive education and the human rights agenda. Inclusive education, aligned with human rights principles, morals, and Ubuntu, is examined as a contemporary inclusion. Emphasizing ethics as a catalyst for moral good, the chapter establishes it as a crucial factor in extending human rights and policy into inclusive education. Historical and contemporary philosophies are woven together to connect inclusive education and human rights within an ethical framework. Addressing literature gaps, the chapter uses ethics models to highlight the significance of Inclusive Education in informing and constructing human rights issues. Ultimately, it argues that adopting a model of Ubuntu ethics in relating to disabled individuals can inadvertently impose the medical model onto a social model.
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The demand for inclusive education has increased and fostered major changes to schooling and education, where learners with disabilities are taught alongside their peers within the local community. For this reason, schools are required to adapt fast to accommodate and support a diverse group of learners with a variety of needs drawing from both the Eurocentric and African perspectives. As inequality and exclusion are produced systematically, they can be tackled head on. Drawing from the critical disability theory, this chapter shows that although learners can be different, they all need to be provided with access and equal opportunities in schools. Accommodating learners with diverse backgrounds and disabilities; and working together to build a common future, is a core value of an inclusive society. When social inclusion is promoted, cycles of exclusion and traditional blockades (structural and perceived), begin to dismantle.
Article
Through the lens of personal experience, the author recounts her experiences with identity-first and person-first language as a late-diagnosed Autistic woman. She discusses shifts in the diagnostic criteria for Autism Spectrum Disorder, the capitalization of A/autism, and the context within which person-first language emerged. Next, she explores the dangers of a society that forces Autistic people to mask, arguing that person-first language encourages a masking mindset, and uses this context to confront the language the medical, social, complex embodiment, and political/relational models prompt us to use. Ultimately, the author calls for 1) language use that places the preferences of Disabled individuals before the preferences of non-Disabled people and 2) greater use of identity-first language as a strategy for confronting ableism.
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This entry discusses some of the main ethical issues concerning people with disabilities: what counts as a disability; the impact of disability on well‐being; the relevance of disability for decisions about creating and extending lives, allocating scarce resources, and undertaking medical and surgical interventions; the obligations of a just society to people with disabilities; and the ways that disability figures into our attitudes toward and relationships with one another.
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This entry concerns disability, inequality, and justice. Disabled people suffer from pervasive inequalities. They face inequalities in opportunities and resources. Throughout the world, disabled people suffer from disparities in employment, education, transportation, housing, and healthcare compared to those not disabled. This entry introduces the necessary background to show how some philosophers have attempted to analyze and address disability inequality. To do so, I will first present some background information about understanding the concept of disability and natural and social inequalities. I aim to show how these ideas matter for our thinking about disability and their relationship to questions about justice. Second, I provide an overview of how two main theories of egalitarian justice that have risen to prominence in the last 20–30 years – luck egalitarianism and relational equality – have attempted to understand and respond to disability disadvantage and inequality.
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This chapter focuses on inclusion of students with disabilities in educational settings as practiced in the USA. It discusses federal legislation such as the Individuals with Disabilities Education Act that has been instrumental in heralding inclusion in the USA. The K-12 schools and institutions of higher education include in their programs students with various disabilities such as learning disability and autism. Some of the inclusion strategies implemented in K-12 settings are Individualized Education Plans, Section 504 Plans, and Universal Design for Learning. In higher education, efforts have been made to remove structural barriers, provide testing accommodations, instructional accommodations, modify policies, provide online class materials, allow service animals and emotional support animals on campus. For students with intellectual disabilities, Think College, a recent option to inclusive higher education, has been picking up momentum. Despite all efforts, inclusion in education has barriers that need to be addressed for the benefit of all.
Article
Responding to the UN Convention on the Rights of People with Disabilities, many countries are trying to improve economic and social participation for people with disabilities. Yet, workforce participation remains substantially lower for people with disabilities than for people without disabilities. Building on a recently developed model of factors that influence mainstream employment outcomes for people with disabilities, this study utilises the social model of disability to examine the perceived relative importance of each factor and the interactions between them. We conducted 47 semi‐structured interviews with people with disabilities, employers and disability employment services providers to identify eight factors that were most important in achieving successful employment outcomes: nature of the disability, disability disclosure, personal motivation, employer attitudes, job characteristics, corporate culture and climate, government support and societal attitudes. Eight interactions between the factors were also identified. Findings provide insights that can guide the implementation of structural changes to ensure better employment outcomes for people with disabilities.
Chapter
In Singapore, the number of people with dementia (PWD) has increased over the past 10 years. This chapter will examine what dementia is, the dementia landscape in Singapore and how dementia-friendly communities (DFCs) are created in the country. Four key components of DFCs, including dementia awareness, Go-to Points (GTPs), technology and infrastructure, will be examined in details. Challenges to develop and sustain DFCs will also be examined. In order to sustain DFCs in Singapore, it is necessary for the government to develop and implement a national dementia policy which includes the creation of DFCs. This can help stakeholders and community partners have better ideas about the key elements of DFCs, infrastructure, systems, services and resources available for creating DFCs, and the core areas for action. A social model of disability should continue to be adopted to create and sustain DFCs in Singapore. Besides, more public awareness campaigns should be held to destigmatize dementia in the country. It is hoped that Singapore will become a dementia-friendly country in future.KeywordsDementiaDementia awarenessDementia friendly communitiesDementia friendsGo-to PointsSocial model of disability
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Disability is a varied experience resulting from the interaction of multiple factors: health conditions, personal, and environmental factors. People with Disabilities face various forms of discrimination within the healthcare sector, including the lack of accessible and appropriate services; information in accessible formats; coverage of communication needs; and access to information and communication technologies. Another area of hindrance is accessing sexual and reproductive health (SRH) services. This scoping review aims to identify facilitators and barriers related to accessing SRH services and the experiences of people with sensory impairment (PwSI) in them. The review includes 37 articles reporting on facilitators and barriers to SRH services. Findings include less access to SRH and awareness in how to access SRH services, mainly among young people, and less comprehensive knowledge about modern contraceptive methods possibly determined by the lack of adequate and inclusive sexual information. These results support the idea of including accessible SRH materials, training providers on the needs of people with sensory disabilities, removing barriers to sexuality education and health services, to address the disadvantages faced by PwSI and provide them with access to health care which is a basic right.
Thesis
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Most of our social activity as living and thriving as human beings happens within the built environment. Phenomenologists such as Heidegger in his essay 'Bauen Wohnen Denken' and similarly, Gaston Bachelard, in The Poetics of Space focus on the lived experience of architecture and the implications of space on the service user. However, for the disabled, these spaces can be inhibiting and in some cases, isolate and cause unnecessary distress. It is hard to deny the significance of architecture to human life, and philosophers of disability are alert to the ways that physical and social space can be disabling or incapacitating, but do not typically focus upon architecture-despite this being a specific concern for the wellbeing of disabled persons. As questions arise as to what factors compromise our biological agency, it is becoming increasingly clear that architectural considerations are relevant to this field of study. This thesis does not aim to repair the neglect of architecture by philosophy, but focuses on what are the most morally urgent aspects of that neglect vis á vis disability, architecture, and wellbeing.
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Historically, disability has been part of the human condition such that persons with disabilities have existed in virtually all societies from ancient to modern times. At the core of the experiences of persons with disabilities are contradictory perspectives which have essentially served as inclusion and exclusion mechanisms in the context of disability. The Old Testament (OT) presents such contradictory perspectives on disability in texts that discriminate against persons with disabilities (Lev 21:16-24; 22:17-22; Deut 28:28) as well as texts that call for nondiscrimination (Lev 19:14; Deuteronomy 27:18). Accordingly, the negative and discriminatory perspectives on disability that provide the foundation for the systematic exclusion stigmatisation of and discrimination against persons with disabilities in African societies are partly rooted in the Church's engagement with biblical texts on disability. Such exclusion is the primary mechanism that nurtures and perpetuates the connection between disability and poverty. Drawing insights from the Social Model of Disability, the chapter argues that there has to be a paradigm shift in the way that society has addressed the issue of disability. The Church should take appropriate action to guard against the systematic exclusion of persons with disabilities through a liberative reading of biblical texts that cultivate a social ideology of inclusion in the context of disability.
Article
In this paper it is argued that a social theory of disability can best be developed through the use of the concept of oppression. This concept is outlined, and special emphasis is placed on the importance of the social origins of impairment in such an analysis. The ways in which this approach would utilise data gathered from other theoretical perspectives is indicated. General features of a theory of disability as oppression are specified.
Article
This article proposes that current approaches to theorising disability as a form of social oppression and their relationship to disabled people's experiences are hampered by a modernist conceptual framework, which is increasingly at odds with the contemporary social world and with developments in theory-making as a whole. In order to bring disability theory closer to the lives of disabled people and the politics of new social movements, it is argued that the conceptual underpinnings of theory must be broadened beyond their current focus on structures, which view differences in terms of delimiting boundaries to one which includes an awareness of the relational, mediatory and performative role of discourse, and the increasing importance of local knowledges in shaping the social and political world.
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Discusses disability as a socially imposed restriction. Argues that not all problems of the disabled can be solved by social solutions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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In the 1980s and 1990s our understanding of disability has matured and evolved. This . . . collection of essays by Michael Oliver discusses recent and perennial issues—such as the fundamental principles of disability, citizenship and community care, social policy and welfare, education, rehabilitation, the politics of new social movements and the international context. Interwoven as these issues are with the personal biography of the author, they reflect some of the major concerns which confront disabled people. The book thus represents both a personal journey of exploration and an attempt to take further our theoretical understanding of disability. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
A review and critique of models of disability is presented, tracing the development of frameworks and classificatory instruments (International Classification of Impairments, Disabilities and Handicaps) over the past 20 years. While the 'social' model is now universally accepted, it is argued that universalism as a model for theory development, research and advocacy serves disabled persons more effectively than a civil rights or 'minority group' approach. The development of the revised International Classification (ICIDH-2) is discussed in this light.
A comment on the ICIDH2, Disability and Society
  • See M B
See M. B (2000) A comment on the ICIDH2, Disability and Society, 15, 7, pp. 1073–1077, and also T (2002) op. cit., p. 44.
The International Classification of Impairments, Disability and Handicaps (ICIDH) (Geneva, World Health Organization); see also W H O (1997) The International Classification of Impairments, Activities and Participation (ICIDH-2)
  • W H
W H O (1980) The International Classification of Impairments, Disability and Handicaps (ICIDH) (Geneva, World Health Organization); see also W H O (1997) The International Classification of Impairments, Activities and Participation (ICIDH-2) (Geneva, World Health Organization).
Pride Against Prejudice: Transforming Attitudes to Disability (London, Women Press) See also S The Rejected Body: Feminist Philosophical Reflections on Disability (London, Routledge), and T (1999) op
  • See J M
See J. M (1991) Pride Against Prejudice: Transforming Attitudes to Disability (London, Women Press). See also S. W (1996) The Rejected Body: Feminist Philosophical Reflections on Disability (London, Routledge), and T (1999) op. cit. [48] T (1999) op. cit., p. 81. [49] T (1999) op. cit., p. 125. [50] O (1996) op. cit., p. 42. [51] T (1999) op. cit., p. 52.
Attitudes and Disabled People: Issues for Discussion
  • V F
V. F (1980) Attitudes and Disabled People: Issues for Discussion (New York, World Rehabilitation Fund).
Disability theory: key ideas Disability Studies Today (Cambridge
  • C T
C. T (2002) Disability theory: key ideas, issues and thinkers in C. B, M. O and L. B (eds.) Disability Studies Today (Cambridge, Polity Press), pp. 38–57, p. 44. [17] O (1996) op. cit., p. 42.
The Politics of Disablement
  • M O
M. O (1990) The Politics of Disablement (Basingstoke, Macmillan), p. 11.
Union of the Physically Impaired Against Segregation)
UPIAS (1976) Fundamental Principles of Disability (London, Union of the Physically Impaired Against Segregation), pp. 3-4.
Italics added. [10] O (1996) op
O (1996) op. cit., p. 22. Italics added. [10] O (1996) op. cit., p. 35. [11] O (1996) op. cit., p. 39. [12] O (1996) op. cit., p. 36.
School of Educational Foundations and Policy Studies
  • Lorella Terzi
Lorella Terzi, School of Educational Foundations and Policy Studies, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK. LorellaT@aol.com NOTES
See also S. F (1993) Disability, impairment or something in between?
O (1996) op. cit., p. 37. See also S. F (1993) Disability, impairment or something in between?, in J. S, V. F, S. F and M. O (eds.) Disabling Barriers -Enabling Environments (London, Sage), pp. 17-25.