Models of Disability and the Interactive Factors Framework

1.  Discuss which model (among the 4 models in the links below) you think is evident in a proper and modern classroom/school context and provide examples (classroom, children, staff, textbooks). Which model do you think can be applied in a school context and why? 

a. Medical Model: http://ddsg.org.uk/taxi/medical-model.html 

b. Social Model: http://ddsg.org.uk/taxi/social-model.html  ------  http://ukdhm.org/what-is-ukdhm/the-social-model/

c. Charity Model: http://www.disabilityartsonline.org.uk/crippen-cartoon-blog?item=499

d. Human Rights Model:  Recognizes the existence of structural discrimination against disable people 

– Acknowledges the collective strength of disabled people 

– Determines that the agenda is set by disabled people and their allies 

– Recognizes legislation as a basis for establishing the visibility of the democratically enforceable rights of disabled people 

– Brings legal sanction to bear upon any act of disability discrimination (Johnstone, 2001,page 23) 

2.  As soon as you read John's description, use the blank IFF provided (attached) to identify and describe John difficulties as presented and how they can be further developed. 

Descriptions for Task 2

John who is 6 years old is described by his mother as "driving me mad”. He is constantly restless and does not sit still even to watch noisy action movies which he loves. He is the youngest of three children, born when his two sisters were in their teens.”We hadn't planned him”, his mother says, "but we were delighted when he came, especially when he turned out to be a boy. My husband dotes on him. But then he is always away driving and doesn't have to put up with his noise and his clumsiness 24 hours a day”. The family live in a neat, three- bedroomed house in a pleasant suburb of a small town in the south of Scotland. The parents both grew up in the town , and their parents live nearby. Their daughters are both now away from home most of the time, one in the armed forces and the other at university. When they come home for a few weeks at a time, they find John's behavior wearing and frustrating, and the elder one is critical of her parents for not controlling him better. In school John is constantly in trouble with his peers for interfering in their games. The teacher comments that he seems to lack the social skills to negotiate this way out of trouble and that he does not mean any harm but "somehow causes chaos wherever he is”. He is not aware of how he is seen by others and "seems a happy child with good self-esteem”. However, he is beginning to be aware that he is falling behind in basic academic skills. His concentration is weak, and he does not appear to have benefited from the school's systematic teaching of literacy and numeracy.