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1
Disability OCT 4109
Week 1.
Disability as a social, cultural and political
phenomenon.
Important that you take responsibility for your own learning. Ask questions during lectures and labsAnswer questions during teaching sessionsDo the reading I don’t know what you don’t understand unless you let me knowWe are helping you to learn, enquire, and use clinical reasoning.
Contents.
• Welcome to unit• Definition of disability
and content of unit• Models and concepts
of disability• Difference and
diversity
3
• http://www.youtube.com/watch?v=nwBzb7m2n64
• Mia’s story
6
Definition..
• Disabilities can result in a person having a substantially reduced capacity for communication, social interaction, learning or mobility and a need for continuing support services in daily life.
• With the assistance of appropriate aids and services, the restrictions experienced by many people with a disability may be overcome.
• www.disability.wa.gov.au
7
• The main categories of disability are physical, sensory, physiological and intellectual.
• A physical disability is the most common, followed by mental/behavioural and sensory. Many people with disabilities have multiple disabilities.
• Physical disabilities generally relate to disorders of the musculoskeletal, circulatory, respiratory and nervous systems.
• www.disability.wa.gov.au
8
• Sensory disabilities involve impairments in hearing and vision.
• Mental/behavioural disorders include intellectual and developmental disabilities which relate to difficulties with thought processes, learning, communicating, remembering information and using it appropriately, making judgements and problem solving. They also include anxiety disorders, phobias or depression
• www.disability.wa.gov.au
9
Definition and inclusions
• Disabled people do not enjoy the biological luxury of recovery.
• They are usually medically well.• Not equated with any degree of ‘suffering’ • Disability exists when ‘people experience
discrimination on the basis of perceived functional limitations’.
10
Construct and language
• Developmental disabilities – language used in UK. • Definition – set of abilities and characteristics that
vary from the norm in the limitations they impose on independent participation and acceptance in society
• Developmental in sense that delays, disorders or impairments that exist within traditionally conceived developmental domains such as cognitive, communication, social , or motor abilities appear in the ‘developmental period’ characterised before 22 months of age.
• Low IQ is typically associated with DD (developmental disability). Odom et al
11
Disability as a social constructClassifying difference
• Classification and clarification of deviations from the norm
• Including physical, cognitive and mental disabilities
• “Far from being mere differences of interpretation, these issues concern the way in which disabled people are perceived, the allocation of healthcare resources and, in some instances, survival itself.’ (p 17, Hammell 2006. )
12
• “Increasing contact with social differences will likely bring both conflict and gradual recognition that ‘differences’ are part of the long-term social fabric of society.” p 10 Odom et al
• Developmental disabilities are handicaps when they create barriers to personal and social development of an individual within expectations, constraints, and supports available.
• As perceptions of social ‘difference’ shifts, so will perceptions of developmental disabilities.
Language and labelling
• People with disabilities when referring to an individual person; gives a focus on the person not the disability
• He has a cognitive disability (diagnosis).
• She has autism (or an autism diagnosis).
• She uses a wheelchair.• Disabled people is the
acceptable language in the social/political model referring to group/s.
• The handicapped or the disabled.
• He’s mentally retarded.• She’s autistic.• He’s Down’s. • She’s learning disabled.• He’s a quadriplegic• She’s a cripple.• She’s a dwarf/midget.
13
Desirable language Undesirable language
14
They are people, first.
• People do not suffer from a disability• They are Mums and Dads. . . Sons and
Daughters . . …Employees and Employers• Friends and Neighbours . . . Students and
Teachers. . …Leaders and Followers• Scientists, Doctors, Actors, Presidents,
and More• They are people.• They are people, first.
15
International classification of functioning, disability and Health ICF
(WHO, 2001)
• Attempts to acknowledge that people interact with their environments, – Identifying ‘impairment’ (perceived problems
in body function or structure)– ‘Activity limitations’ (difficulties in executing a
task or action)– ‘Participation restrictions’ (problems in
functioning at the social level)
16
ICF• ICF provides a common language and
framework for description of health and health related states, outcomes and determinants. The ICF emphasises health and functioning in society regardless of the reason for the individual’s impairments. The ICF focuses on person’s level of health rather than on disability.
• Important because diagnosis alone does not predict service needs, level of care, or functional outcomes
ICF – International classification of function
18
ICF
• ICF considers personal factors that impact an individual’s ability to act and to participate and also considers environmental factors.
• These include physical contexts, social and cultural contexts (attitudes, values), economic contexts (social systems and services), political contexts (policies, rules) and legal contexts in which impairments are considered.
19
• In ICF model, disability and functioning/participation are seen as the outcome of the interaction between health conditions (diseases, disorders and injuries) and contextual factors
20
ICF and issues for disabled people
• ICF makes no capacity for coding the discriminatory dimensions of society, performance of governments or the effect of their policies.
• Explores environment only in how it impacts on individual lives.
• ICF fosters a view of disabled people as catalogues of deficits and deprivations father than as people with various abilities and resources.
21
• No other group of minority people has been the focus of such in depth classification!
• Classification of individual differences, is seen as necessary for analysis of status, provision of health or community services or the implementation of policies to assure their rights. This would not be acceptable for other minorities including ethnic minorities, women or other.
22
• Although many potential benefits are ascribed to the ICIDH and later to the ICF, the primary use of these classifications is for compiling statistics, filing and retrieving case records, (according to the specified categories), assessing deviations from ‘normality’ and determining eligibility for services and programmes.
• Clearly such tool ‘assist professionals and bureaucrats in their work, they do not have any inherent benefit for those being coded and classified” Hammel p25
23
• It will be interesting to observe whether, and how, use of the ICF classification will actually shift the focus of policy makers and researchers from individuals to environments (physical, social, cultural, economic, political and legal) to enable the coding, classification and change both of social policies and the distribution of resources and opportunities within societies.
24
• Disability writers see the ICF classifies disabled people not as different, but as – defective, – deviant, – sub normal, and – inferior. (Hammel p21)
25
Historical models
• Why• Help new practitioners understand that
some of the individuals with whom they work will have experienced very different services to those on offer today.
26
Models of disability
• religious/ moral• Individual /medical• social/inclusive
27
Models
• Ideas inform and shape behaviour, and ideas about impairment, shape the response of individuals and societies to people who have various forms of impairment.
28
Frameworks
• A model is a framework that is used to make sense of information, a model is both shaped by ideas and serves to shape ideas.
• A model may shape ideas so successfully that it is eventually regarded as the natural or ‘right’ way of thinking about an issue
• 3 models, all emerged at very different times, they are all evident today
29
Moral/religious model
• Oldest and most pervasive framework• Embraced by most cultures and religions • Attributes impairment to the consequences
of possession by evil spirits, punishment for wrong doing, or committed sins by the individual or the parents.
30
Consequences of the Moral/religious model
• The idea that impairment are deserved led to derision, ostracism, abuse, ridicule and pity.
• Pity underpins the concepts of charity and alms-giving
• ‘Moral obligation’ is action directed to help others ‘less fortunate than ourselves’
• Leads to people feeling shame, guilt,
31
Consequences of the Moral/religious model
• Disabled people may be hidden from view.
• Historically lived in institutions, asylums. • Partially responsible for influencing and
justifying the widespread discrimination against disabled people.
32
• Male dormitory at the Claremont hospital for the insane.
33
Individual / medical model• Underpinned by rehabilitation professions• Belief that science can solve all problems• Sees disability as an individual deficit
amenable to ‘expert’ solutions.• Sees restriction of activity as a tragic
consequence of their impairment• Assumes that there is an optimal level of
human functioning to which all humans should aspire.
34
Individual / medical model
• Treatments directed to enabling individuals to overcome functional deficits and appear as normal as possible.
• Talk of ‘blame’ or ‘non-compliance’ if disabled people fail to achieve the rehabilitation goals established by their therapists.
35
Consequences of individual/medical model
• Disability theorists view attempts to normalise individuals as inherently repressive
• Challenge models in which powerful ‘experts’ determine treatment plans for powerless ‘patients’
• Rehabilitation is the process of enabling individuals to live with an impairment in the context of their environments.
36
Social/political model
• Arose from the declaration “In our view it is society which disables physically impaired people. Disability is something imposed on top of our impairments by the way we are unnecessarily isolated and excluded from full participation in society .. Disability is therefore a particular form of social oppression”. British Union of Physically Impaired Against Segregation (UPIAS 1976 p 3-4)
37
Social/political model • Distinguish impairments (perceived bodily
differences) and disability (the social experience of having an impairment)
• Social model – impairment refers to perceived abnormalities of the body/mind, disability refers to loss or limitations of opportunities to take part in normal community life on an equal level with others due to physical or social barriers.
• Therefore disability refers to something wrong with society, not with the person.
38
Social/political model
• Disability is all things which impose restrictions on disabled people.
• Includes – individual prejudices, – institutional discrimination, – inaccessible public buildings, – unusable public transport systems, – segregated education, – excluding work arrangements.
39
Social/political model; disability as oppression
• Unequal distribution of resources and power relations and opportunities to participate in everyday life.
• Studies of people with spinal injuries demonstrate dissatisfaction results for the social disadvantages such as confinement to residential institution, unemployment and reduced community access. – is support social model of disability.
• Environment includes economic, cultural, social. Legal and political
40
Critiques of social/political model
• Model should act as a lens to sharpen one’s thinking, not as a set of blinkers to restrict ideas.
• Social model ignores impact of pain, fatigue, paralysis and reduced life expectancy.
• Although the medical model has ignored socio-cultural issues, it cannot simply be replaced by a socio-cultural model which ignores medicine.
41
• Is the social/political model relevant in the majority of the world? i.e. in third world countries?
• Does the social/political model focus on the impairment rather that the person?
• Is the social/political model an urban model?
42
Consequences of the social/political model.
• Had major global impact• Influence for social model is evident in
– international declarations and conventions, – national legislation, – global expansion of Community-Based
Rehabilitation programs, – growing number of Disability Studies university
programs– Push for inclusive education and – research literature.
43
Rehabilitation and social/political model
• Rehabilitation can change the skills of people to increase their ability to functions in the pre existing environment
• In addition to teaching mobility skills , professionals must ensure that clients have somewhere they can go and something they can do.
• Acknowledging the social dimensions of disablement does not require that therapists neglect the individual physical or psychological issues of impairment.
• Instead it requires a more holistic focus
44
• Requires therapists to expand their focus of their interventions from modifying individuals ( ie developing skills) – to also modifying environments (ie actively
lobbying for accessible transport), – and modifying attitudes
• Demands a level of commitment and engagement that supports social inclusion, and community education
45
“Normalisation” and “Social Role Valorisation” (SRV)
• SRV formulated in 1983 by Wolf Wolfensberger out of ‘normalisation’
• Disability services were still emerging from the medical model and embracing the individual model
46
Social role valorisation
• SRV is a description of how societally differentiated people are devalued, unvalued and often treated poorly
• Focus was to make people with disabilities more ‘normal’
• Helped staff to value people with disabilities
• SRV works against self-advocacy efforts
47
SRV and normalisation• During 1970’s and 1980 accepted guiding
principle• Had tremendous positive impact on people
lives • Did much to eliminate
– deprivations from purposeful activities, – overcrowding, – lack of individualisation, – isolation from other people or ordinary places.
48
• Significantly contributed to increases in • community residential alternatives, • development of community based
employment programs, • rise of self advocacy movement and• trend towards inclusive, integrated
educational opportunities. • Wolfe, Kregel and Wehman, 1996
49
• Universal acceptance of normalisation led to misunderstandings, misapplication of principle
• Service has been paternalistic, • Wolfe, Kregel and Wehman, 1996
50
SRV
• Kielhofner’s view of SRV – pressuring disabled persons to fit in by appearing and functioning as much like non-disabled persons as possible.
• Functions of ‘norms’ eg normal gait, normal hand writing, establish the professionals as the people with power.
• Fit with the medical/expert model
51
Self determination• SRV Replaced by the consumer
empowerment movements;• Self determination - individuals ability to
express preferences and desires, to make decision, and to initiate actions based on those decision.
• Simply refers to choice• Persons sets goals for oneself the actively
engages in activities designed to achieve these goals.
52
OT’s and disability today
• Difference and diversity (not deviance and normalisation)
• Person centred practice – Or client centred practice– Family centred practice
• Inclusion • Self advocacy
53
Difference and diversity
• cultural diversity• Celebrate diversity
and individual differences
• Different ability
OT models54
CMOP
PEOP Model
occupation
Occupational performance
& participation
performance
Person
(intrinsic factors)
physiological
cognitive
spiritual
neurobehavioural
psychological
Social support
Social & economic support
Environment
(extrinsic factors)
Built environment
& technology
Natural environment
Wellbeing Quality of life
Culture & values
56
Historical perspective in WA
• In Australia at the turn of the century before there were formal services for people with disabilities, it was left to families to care for their children with disabilities without assistance. Children with disabilities were viewed as ineducable, and parents were often advised to "put their children away and get on with their lives".
57
Parent lead support groups
• 1940’s and 1950’s• Organisations such as Spastic Welfare
association and Slow Learning Children’s Group.
• Day care, school, therapies and residential facilities
58
A shift to a training model
• 1964 a new separate State Government service the Mental Deficiency division
• Separated mental health and intellectual disability
• Children transferred from Claremont Mental Hospital to Pyrton in December 1966
• 1970 and 1980 focus on training and skills developments
59
A policy framework
• 1981 the International Year of Disabled Persons raised the profile
• Commonwealth Disability Services Act (1986)• 1992 Disability discrimination Act• Authority for Intellectually Handicapped persons
(AIH) began in WA in 1986 charged with advancing the rights, responsibilities, dignity, development and community participation of people with intellectual disabilities in WA.
• Disability Services Commission in 1991
60
• Information on www.disability.wa.gov.au• The history of services in WA reflects
history in world.
Summary
• Exams questions – models of disability, how they impact your clients, your beliefs and your services.
62
References• Conway, M. (2008). Occupational therapy and inclusive design:
Principles and practice. Oxford: Blackwell Publishing.(Ch 2 & 3)• Disability Services Commission WA. www.disability.wa.gov.au
accessed 8.10.08• Hammell, K. (2006) Perspectives on disability and rehabilitation.
Sydney: Churchill Livingstone Elsevier.• Kielhofner, G. (2005). Rethinking disability and what to do about it:
disability studies and its implications for occupational therapy. The American Journal of Occupational Therapy, 59(5), 487-496.
• Masala, C., & Petretto, D. R. (2008). From disablement to enablement: conceptual models of disability in the 20th century. Disability and Rehabilitation, 30(17), 1233-1244.
• Social Role Valorisation http://www.socialrolevalorization.com/resource/resource.html accessed 8.10.08
• Wolfe, P., Kregel, J., & Wehman, P. (1996). Mental Retardation and Developmental Disabilities. In P. J. McLauchlin & P. Wehman (Eds.), (2nd ed.). Austin, Texas Pro-ed.