Search results for ‘Subject term:"social model"’ Sort:
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Self-advocacy, civil rights and the social model of disability: final research report
- Authors:
- GOODLEY Dan, ARMSTRONG Derrick
- Publisher:
- University of Leeds. Centre for Disability Studies
- Publication year:
- 2001
- Pagination:
- 21p.
- Place of publication:
- Leeds
This study examined the self-advocacy of people with the label of ‘learning difficulties’ as enacted within self-advocacy groups and accounted for in personal narratives. This very process illuminated a number of significant concerns in relation to the doing of disability research by disabled researchers. The theoretical, political and cultural background to this study can be broadly split into two areas.
Dementia care in England and the social model of disability
- Authors:
- GILLIARD Jane, et al
- Journal article citation:
- Dementia: the International Journal of Social Research and Practice, 4(4), November 2005, pp.571-586.
- Publisher:
- Sage
This article reviews the development of a social model of disability and considers whether or not it provides a helpful framework for dementia care. The social model has not yet fully included cognitive impairment, although considerable work has been carried out with regard to learning disability. By applying this model to dementia care, those who surround people with dementia can review the impact that they as 'non-demented' people have on others; can reconsider the value of hearing and responding to personal experiences; can reframe the focus to consider abilities instead of losses; and can better understand the impact of public policy. The article also considers the present shortcomings of a disability model in terms of how it relates to dementia care and concludes with some thoughts for future consideration. The article draws heavily on the findings of a research project conducted by Dementia Voice and the University of the West of England, Bristol, UK to consider the needs of two sub-groups of people with dementia - younger people (i.e. those under the age of 65) and those from minority ethnic groups.
The sexual abuse of people with learning difficulties: do we need a social model approach to vulnerability?
- Author:
- WISHART Guy
- Journal article citation:
- Journal of Adult Protection, 5(3), September 2003, pp.14-27.
- Publisher:
- Emerald
Many factors have been identified as being responsible for increasing the vulnerability of people with learning difficulties to sexual abuse. However there has not been a great deal of debate about the term 'vulnerability'. Argues the case for a social model approach to understanding vulnerability, which avoids a focus on victim characteristics.
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.
Lived experience and the social model of disability: conflicted and inter-dependent ambitions for employment of people with a learning disability and their family carers
- Authors:
- GIRI Abhrajit, et al
- Journal article citation:
- British Journal of Learning Disabilities, 50(1), 2022, pp.98-106.
- Publisher:
- Wiley
Background: Only 5.9% of working adults with a learning disability are in paid employment and their family-carers are similarly likely to be unemployed, as they continue to take on an extended caring and advocacy role as the welfare state retreats. Despite social policy efforts to stimulate employment for people with a learning disability, there has been little or no progress. Changes in the language of welfare benefit departments seek to use the words once heralded as success for the Disability rights activists and proponents of the social model: such as Inclusion, independence and citizenship. A new definition of the social model of disability utilising Hannah Arendt needs to redefine the "private" sphere of the lived experience of people with a learning disability to allow for a better understanding of the inter-dependencies that exist between people with a learning disability, their family carers and a wider support network. Materials and Methods: Empirical data were collected in a mixed methods study while undertaking a consultation on the future of day services for people with a learning disability in a Local Authority in the north of England, UK. Results: The results reveal high levels of inter-dependence between people with a learning disability and their carers, combined with the continued financial struggle as a lived experience of caring. The study found that barriers in providing care and support restrict the rights of people with a learning disability and their carers to secure employment. Conclusions: There is a need to reconceptualise the social model of disability to more closely resonate with the lived experiences of people with a learning disability and their carers. A newly revised theoretical approach should incorporate the "private" sphere of live acknowledging the inter-dependent, co-produced relationships, between people with a learning disability and their carers to support and enable employment for both people with a learning disability and their carers under the Care Act 2014 (Department of Health, 2014). (Edited publisher abstract)
Valuing the place of young people with learning disabilities in the arts
- Author:
- GODDARD Jennifer
- Journal article citation:
- Child Care in Practice, 21(3), 2015, pp.238-255.
- Publisher:
- Taylor and Francis
This paper charts the course of a group of young people with learning disabilities using theatre to explore ways in which they can express the emotions and dilemmas they face in transitioning from young people 'participating' in their world to more actively engaging in arts leadership roles. A comparison is drawn with Swedish models of disability arts, which tend towards a relative or weaker social model of disability - more akin to the World Health Organisation’s International Classification of Functioning, Disability and Impairment than the model used to in the United Kingdom - which it is argued is more suited to inclusion of young people with learning disabilities. Questions of facilitation, co-creation and participation are examined in light of this comparison. (Edited publisher abstract)
Rights discourses in relation to education of people with intellectual disability: towards an ethics of care that enables participation
- Authors:
- MCKENZIE Judith Anne, MACLEOD Catriona Ida
- Journal article citation:
- Disability and Society, 27(1), 2012, pp.15-29.
- Publisher:
- Taylor and Francis
This article argues that human rights approaches people with learning disabilities have failed to recognise the complexity of rights claims made by and on behalf of this group. Drawing on a research project into discourses of education for intellectually disabled people in the Eastern Cape, South Africa, it discerns three rights discourses; namely, rights to full participation, rights to special services and rights to protection. These draw off a social model, a medical model and a protective model, respectively. The authors note that these discourses may be set up in contestation with each other. However, the article argues that they can be seen as complementary if viewed within an ethics of care that enables participation. Within this conceptualisation, participation is viewed within relations of care but is subject to a critique that examines the role of context and disciplinary power in constructing dependency.
Resilience in families with children and adult members with intellectual disabilities: tracing elements of a psycho-social model
- Authors:
- GRANT Gordon, RAMCHARAN Paul, FLYNN Margaret
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(6), November 2007, pp.563-575.
- Publisher:
- Wiley
This paper seeks to illumine how families with children and adult members with intellectual disabilities manage to manifest a buoyant and durable capacity over time. It is therefore concerned centrally with the idea of resilience. Drawing from diverse theoretical literatures from child development and protection and gerontology, the paper begins with a review of constructions of resilience. In an attempt to assess where there seems to be support for resilience in families, the core of the paper tests empirical evidence about positive experiences of families supporting children and adults with intellectual disabilities against the theoretical literature on resilience. The findings are used to suggest conditions under which resilience is produced and maintained, and to identify emergent elements of a psycho-social model of resilience in families with children and adult members with intellectual disabilities.
The social model of disability: Europe and the majority world
- Editors:
- BARNES Colin, MERCER Geof, eds.
- Publisher:
- Disability Press
- Publication year:
- 2005
- Pagination:
- 218p.
- Place of publication:
- Leeds
Over the last three decades disability activists and writers have advocated the social model of disability as a comprehensive critique of orthodox academic and administrative approaches to the understanding and development of social policy for disabled people. This book contains thirteen chapters on the application of social model inspired thinking outside Britain. Contributors include academics, activists and practitioners. They raise several important issues and concerns central to theorising and applying social model insights to 'developed' and majority world countries. Examples include emerging debates within the European Union, including transport, law and citizenship, with case studies of France, Sweden and Disabled Peoples' International. Focus on the majority world covers human rights and development strategies, user led initiatives and community based rehabilitation with case studies of Bangladesh and Egypt.
Locating self-advocacy in models of disability: understanding disability in the support of self-advocates with learning difficulties
- Author:
- GOODLEY Dan
- Journal article citation:
- Disability and Society, 12(3), June 1997, pp.367-379.
- Publisher:
- Taylor and Francis
Explores different understandings of disability and examines how these are or can be implicated in the self-advocacy movement. First, the effects of the dominant individual or personal tragedy model of disability on self-advocacy is examined with reference to the advisor's position. Secondly, self-advocacy framed in terms of the alternative social model of disability is presented. Finally, understanding self-advocacy in terms of the social model is taken further. It is suggested that self-advocates themselves directly challenge dominant understandings of disability in general and can contribute to the formulation of a social theory of disability.