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Making connections: the relevance of the social model of disability for people with learning difficulties
- Authors:
- CHAPPELL Anne Louise, et al
- Journal article citation:
- British Journal of Learning Disabilities, 29(2), June 2001, pp.45-50.
- Publisher:
- Wiley
Explores the social model of disability and its significance for people with learning difficulties. The authors argue that, while the social model has been adopted as an explicit framework for analysis by many people with physical and sensory impairments, its impact on people with learning difficulties, and the non-disabled people who write about them or research with them has been much less marked. Examines why the social model appears to have neglected learning difficulty and why learning difficulty researchers have not utilised the social model as a means for understanding the experiences of people with learning difficulties. Drawing on research with self-advocates, discusses the way that many people with learning difficulties can be seen to engage with ideas inherent to the social model. However, the political nature of many of the everyday actions of people with learning difficulties, which impinges on the social model, is not recognised. Consequently, it has not been theorised.
A reluctance to be defined 'disabled'. How can the social model of disability enhance understanding of anorexia?
- Author:
- TIERNEY Stephanie
- Journal article citation:
- Disability and Society, 16(5), August 2001, pp.749-764.
- Publisher:
- Taylor and Francis
Most people would not ordinarily regard anorexia as a disability, exposing the narrow social understanding of the latter term, although for certain bureaucratic purposes, like claiming Disability Living Allowance, anorexia is demarcated thus. The oppression faced by people labelled 'anorexic' mirrors that which theorists suggest disadvantages disabled people, a similarity examined below using the social model of disability as a tool of enquiry. In addition, the reasons against and for defining anorexia as a disability, and arguments for incorporating the experiences of people labelled 'anorexic' into the Disability Movement will be discussed. This paper is based on the comments of nine interviewees, medically or self-defined as 'anorexic', whose words clarify and make theoretical discussion more engaging. It is anticipated that exploring anorexia in a new light will improve understanding of the condition and will also be beneficial to Disability Studies.
Bodies, disability and spaces: the social model and disabling spatial organisations
- Author:
- FREUND Peter
- Journal article citation:
- Disability and Society, 16(5), August 2001, pp.689-706.
- Publisher:
- Taylor and Francis
This article examines the relevance of socio-material space to the social model. The social model has been criticised as being disembodied. While there is some basis for this critique, the social model, in fact, has 'bodies in space' as a central concern. A distinction is made between disability as a sociocultural and biomedical category, and as a state of 'not being able to'. The latter usage is not just relevant to people with disabilities. In order to illustrate the strength of the social model, disabling social organisations of space-time practices are examined with a special emphasis on transport-public space. It is concluded that the social model offers insights into relationships between bodies, embodied agency and the social organisation of space-time.
Families with children with disabilities - inequalities and the social model
- Authors:
- DOWLING Monica, DOLAN Linda
- Journal article citation:
- Disability and Society, 16(1), January 2001, pp.21-35.
- Publisher:
- Taylor and Francis
This article suggests that families with children with disabilities experience a range of inequalities that families with children without disabilities do not suffer. It draws on a recent qualitative study to illustrate the way in which it is not just disabled people, but in the case of disabled children, whole families that suffer from unequal opportunities and outcomes. Draws on the social model of disability to show that the lives of these families are often characterised by financial hardship, stress and anxiety as a result of social barriers, prejudices and poorly conceived service provision. The social model of disability is usually drawn upon to illustrate the way in which social organisations disable people with impairments. In this instance, we illustrate the way in which social organisations disable not just the family member who has an impairment, but the whole family unit. By applying this model of disability, new ways of creating practices and policies for these families can be developed which incorporate their views into the heart of the policy-making process.
Disability, politics and the struggle for change
- Editor:
- BARTON Len
- Publisher:
- David Fulton
- Publication year:
- 2001
- Pagination:
- 184p.,bibliog.
- Place of publication:
- London
This book seeks to explore how disability is understood and the position and experiences of disabled people both within and across different societies. The question of politics is explored in relation to specific struggles, providing insights and ideas for further exploration. The authors examine the social model of disability, criticising exclusionary barriers while progressing the realisation of a more democratic and participatory society based on principles of equality.
Research and 'disability': accounts, biographies and policies
- Authors:
- FAWCETT Barbara, HEARN Jeff
- Journal article citation:
- Research Policy and Planning, 19(2), 2001, pp.27-44.
- Publisher:
- Social Services Research Group
This article reviews and re-evaluates a qualitative research project carried out in England in the late 1990s. The project was informed from its inception by the social model of disability, and explores how 'disability' is conceptualised within the accounts of participants defined by others as disabled. It also examines participants' views of community care services. As part of this discussion, notions of collaborative and emancipatory research are appraised. The implications of the findings for policy and practice in the field of social work and social care are discussed.
Contesting practices, challenging codes: self advocacy, disability politics and the social model
- Author:
- DOWSE Leanne
- Journal article citation:
- Disability and Society, 16(1), January 2001, pp.123-141.
- Publisher:
- Taylor and Francis
This paper examines the relationship between Self Advocacy and the disability movement in Britain in the light of social movement theory. Using the concept of 'collective identity' as it is explored in social movement theory, the analysis examines why the disability movement's promotion of a strong disabled identity may be difficult to achieve for all its constituents, particularly people with learning difficulties. Additionally the concept of symbolic production within social movement theory is used to explore how the movement uses the social model of disability as its 'collective action frame'. It is argued realignment of this frame is taking place within the movement and is reflected in debates within disability studies about the role of impairment. The voices of people with learning difficulties remain silent in this debate. The paper concludes by arguing for the recognition of social, psychological and cognitive difference as pre-requisite to an inclusive theory and politics of disability.
Enabling inclusion: blue skies, dark clouds
- Editor:
- O'BRIEN Tim
- Publisher:
- Stationery Office
- Publication year:
- 2001
- Pagination:
- 212p.,bibliogs.
- Place of publication:
- London
Presents revised versions of papers that were presented at a symposium and Canterbury Christ Church University College, Kent, in March 2000 on inclusion in mainstream classes of children with special educational needs or with learning difficulties. The symposium also discussed school exclusions. Paper one looks at promoting responsible inclusion and providing quality education for all; paper two is on enabling inclusion for individuals; paper three focuses on 'hard' or extremely difficult cases; paper four is on teacher training, special needs and inclusive education; paper five looks at the curriculum and its influence on the inclusion process; paper six focuses on preventing disabilities from handicapping the futures of our children; paper seven asks the question 'is a social model sufficient to enable inclusive educational practice'; paper eight is on the social model of disability and inclusive education; paper nine looks at change management; paper ten presents a developmental perspective; paper eleven offers the view of a practitioner; and papers twelve and thirteen look at decisions and enabling inclusion.