Inclusive Education and Asd
The Medical model of disability focuses on the condition rather than the individual. It views people with disabilities as being imperfect, and as something which must be cured when possible. This leading to a person with a disability being encouraged to act or look ‘normal’ to fit into society, therefore treating people with disabilities as a victim.
The Social model of disability challenges societies views of people with disabilities and impairments. Developed by disabled people highlighting their right to choices. It also challenges society to become more inclusive without the view that people with disabilities have a problem which needs ‘fixing’ or to pity them
When looking at mainstream education for children with Special Educational needs (SEN) we can see how the social and medical models of disability has a effect.
The medical model views children with SEN as being ‘ faulty,’ it focuses on the diagnosis and labels the child. The medical model believes that when necessary children should be segregated from their peers. The social model on the other hand supports that children should be acknowledged for their strenghts, interests and their individual needs. Children with SEN must be valued and respected. The social model also believes that adequate training to include all children (inclusive practice) where relationships are nurtured and diversity welcomed.
The Medical model believes that the child should ‘fit it’ and ‘to change’ in society and in mainstream education. Yet the social model believes that it’s the practitioners who must change, changing views and possible stereotypes within the setting.
The Medical model also believes that the child should follow the same curriculum yet with out any extra support in doing so. The Social model agrees that children with SEN should follow the same curriculum but differentiated to make it achievable and to meet all the children’s individual needs.
The Medical model although professionals maybe
The Social model of disability challenges societies views of people with disabilities and impairments. Developed by disabled people highlighting their right to choices. It also challenges society to become more inclusive without the view that people with disabilities have a problem which needs ‘fixing’ or to pity them
When looking at mainstream education for children with Special Educational needs (SEN) we can see how the social and medical models of disability has a effect.
The medical model views children with SEN as being ‘ faulty,’ it focuses on the diagnosis and labels the child. The medical model believes that when necessary children should be segregated from their peers. The social model on the other hand supports that children should be acknowledged for their strenghts, interests and their individual needs. Children with SEN must be valued and respected. The social model also believes that adequate training to include all children (inclusive practice) where relationships are nurtured and diversity welcomed.
The Medical model believes that the child should ‘fit it’ and ‘to change’ in society and in mainstream education. Yet the social model believes that it’s the practitioners who must change, changing views and possible stereotypes within the setting.
The Medical model also believes that the child should follow the same curriculum yet with out any extra support in doing so. The Social model agrees that children with SEN should follow the same curriculum but differentiated to make it achievable and to meet all the children’s individual needs.
The Medical model although professionals maybe