The social model of disability says that disability is caused by the way society looks upon things, rather than by a person’s impairment or difference. It looks at ways how removing barriers that restrict life choices for people with a disability. When barriers are removed, people with disabilities can be independent and equal in society, with choice and control over their own lives. The social model of disability says that disability is caused by the way society is organised. The medical model of disability says people are disabled by their impairments or differences. Under the medical model, these impairments or differences should be 'fixed' or changed by medical and other treatments, even when the impairment or difference does not cause pain or illness. The medical model looks at what is 'wrong' with the person and not what the person needs. It creates low expectations and leads to people losing independence, choice and control in their own lives The 'medical model' sees disabled people as the problem. They need to be adapted to fit into the world as it is. If this isn't possible, then they should be shut away in a specialised institution or left alone at home, where only their most basic needs will be met. Usually, the impairment is focused on, rather than the needs of the person.
http://www.bfi.org.uk/education/teaching/disability/thinking/medical.html Warnock committee and report care
| Education Act 1981
| SEN disability Act 2001
| Education Act 1993/1996
| Education Act 1944
| It was suggested that formal staged process should be followed to identify and access a child’s special need and to create a written record.
| A five stage process to assess a child’s special need/s identified. If needed a “statement” is written to say how those needs will be met.
| Providers should make “responsible adjustments” to include children with SEN. A written SEN policy is needed, a SENCO should be identified.
| A staged system of assessment consisting of “action” and “action plus” is introduced to support children whose needs may not require a “statement” or to contribute to the process of “statementing”.
| Children with special needs should be educated alongside their peers. The views of parents should be recognised. Children’s ‘handicap’ should be ‘diagnosed’
| Children Act 1989
| Care standards Act 2000
| Code of practice 1994
| Disability discrimination Act 1995
| Code of practice 2001
| Children with disabilities should be educated in mainstream schools wherever possible. Health, education and social services should work together to assess a child’s needs.
| Standards 7 (health), 9 (equal opportunities) and 10 (special needs) give minimum guidance to help those working with children who have special education needs.
| Every local authority should provide services for children with educational needs in their local area. Early identification of special needs is important.
| Those who provide good services to the public must sure that they do not discriminate against those who have a disability including children who may have learning or physical difficulties or long-term illness. It excluded education.
| A code of practice must be issued, giving guidance about responsibilities to children who have special educational needs. Subject to the views of parents, children with SEN should be educated in mainstream schools where ever possible.
The Warnock report 1978
The Warnock report on special education in England, Scotland and Wales. This 1978 report was the biggest investigations into special needs and is considered a landmark in the education of ‘disabled children’ in ordinary schools onto a national agenda for the first time. However, the report envisaged some disabled children would always attend a ‘special school’. Previously, children had always been labeled according to their disabilities. The report suggested a title of ‘special educational needs’ that would include any child who needed some form...
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