Learning Outcomes

The Social Model of Disability was first articulated by disability scholars in the 1990s (Oliver, 1990; Tregskis, 2004), as a response to their own experiences of discrimination. These theorists and activists proposed that impairment, or the physical/emotional/cognitive/sensory functioning of an individual, was not the cause of disability. Instead they posit that disability is the result of discrimination and social barriers that are present in attitudes and environments. While a person may have an impairment, barriers in society can disable their full access and participation (Parekh & Underwood, 2015) because of insufficient accommodations. This theory is the basis of Critical Disability Theory and Disability Studies, within which the Social Model of Disability has undergone extensive debate, evolution, and application in research and practice; including in understanding inclusive education models. We now recognize that institutions and professionals construct disability through their processes and practices. Further, others have articulated a social relational model of disability in childhood that recognizes disability is constituted within social relationships and that disability is both an individual and a collective identity (Snoddon & Underwood, 2013; Underwood, Valeo, & Wood, 2012).

The two aims of these activities are:

Learning Outcomes. The Social Model of Disability was first articulated by disability scholars in the 1990s as a response to their own experiences of discrimination. These theorists and activists proposed that impairment, or the physical, emotional, cognitive, sensory functioning of an individual, was not the cause of disability. Instead they posit that disability is the result of discrimination and social barriers that are present in attitudes and environments. While a person may have an impairment, barriers in society can disable their full access and participation because of insufficient accommodations. This theory is the basis of Critical Disability Theory and Disability Studies, within which the Social Model of Disability has undergone extensive debate, evolution, and application in research and practice; including in understanding inclusive education models. We now recognize that institutions and professionals construct disability through their processes and practices. Further, others have articulated a social relational model of disability in childhood that recognizes disability is constituted within social relationships and that disability is both an individual and a collective identity. The two aims of these activities are; 1. to recognize the construction of disability in institutional and professional practice. 2. to apply a social model of disability in professional interactions.

---

References

Oliver, M. (1990). The Politics of Disablement. St Martin’s Press. NY: NY. Tregaskis, C (2004). Social Model Theory: The Story so Far. Disability & Society, (17) 4, 457–470.

Parekh, G., & Underwood, K. (2015). Inclusion: Creating school and classroom communities where everyone belongs. Research, tips, and tools for educators and administrators. (Research Report No.15/16‐09). Toronto, Ontario, Canada: Toronto District School Board

Snoddon, K. & Underwood. K. (2013). Toward a Social Relational Model of Deaf Childhood. Disability & Society, 29(4), 530-542.

Tregaskis, C (2004). Social Model Theory: The Story so Far. Disability & Society, (17) 4, 457–470.

Underwood, K, Valeo, A. & Wood, R. (2012). Understanding Inclusive Early Childhood Education: A Capability Approach. Contemporary Issues in Early Childhood, 13(4) 290-299.