Changing Lives Changing Times,
The Development of the Social Model:
The Thinking that made the Difference
Richard Rieser
Coordinator UK Disability History
Month
info@ukdisabilityhistorymnth.com
UNITED NATIONS CONVENTION ON THE RIGHTS OF
PEOPLE WITH DISABILITIES DEC. 2006:A NEW
PARADIGM CENTERED ON THE PERSON WITH
DISABILITY
From Medical Model of
Disability  Problem in
the Person.
Cure, Fix or Separate
To
To Social Model of Disability
based on Human Rights
approach- Problem with Society
that needs to be changed.
Attitudes
Organisation
Environment
155 signatories to the
Convention
115 ratifications of the
Convention
Optional Protocol
90 signatories
65 ratifications
Shifting the Focus in UNCRPD
• “Recognizing that disability is an evolving concept
and that disability results from the interaction of
persons with impairments and attitudinal and
environmental barriers that hinders their full and
effective participation in society on an equal basis
with others.”
• Move from a dominant medical model to a social
model approach- European Disability Strategy
2010
• http://www.un.org/disabilities/
Traditional views
For thousands of years, in
different cultures, all around
the world, people believed
that disabled people’s
impairments -loss of bodily
or mental function -was due
to a wide range of inferred
causes. These views were
backed up by beliefs in
myth, magic and religion
that a powerful and
negative impact on our
lives.
• Disabled people were evil or the
‘spawn of the devil’
• Disabled people were not human
• Disabled people were sinners
• Disabled people were the way they
were because they, or their parents,
had done something wrong
• Disabled people needed pity or charity
• Disabled people were objects of fun or
the butt of jokes
• Disabled people were unworthy of life
• Disabled people were asexual and
incapable of relationships or perpetual
children
• Disabled people were mendicants or
liars to get ‘our’ sympathy and money
Beginnings of the Medical Model
• To distinguish between the worthy poor and
unworthy poor in the workhouse.
• Distinguish those with genuine loss of bodily
or mental function and those who did not
• Went on to the view that disabled people
could rehabilitate and make normal
• Incurables-Eugenics view keep in institutions
• Linked with growth of Charity
Medical model 1900s
Bodies and minds to be
fixed/cured
Roots: professionalism
Problem: individual and lack of
function/ways we are not
viewed as ‘normal’
Solution: rehabilitation, drugs,
therapy by professionals who
‘know what’s best’,
hospitalised, locked away.
Paul Hunt writes to Guardian September
20th 1972
From this the Union of the Physically
Impaired Against Segregation is Formed
UPIAS -The Social Model is invented.
Edits ‘ Stigma’ 1966
Changing Lives Changing Times
The Thinking that made the Difference
“I am proposing the formation of a
consumer group to put forward,
nationally, the views of actual and
potential residents of these
successors of the workhouse. We
hope in particular, to formulate and
publicise plans for alternative kinds
of care.
I should be glad to hear from
anyone who is interested to join or
support this project-yours faithfully
Yours faithfully Paul Hunt”
Union of Physically Impaired against Segregation
“Disability is something imposed on top of
our impairment by the way we are
unnecessarily isolated and excluded from full
participation in society.
Disabled people are therefore an oppressed
group in society”
“It is of course a fact that we sometimes require
skilled medical help to treat our physical
impairments - operations, drugs and
nursing care. We may also need therapists to
help restore or maintain physical function, and
to advise us on aids to independence and
mobility. But the imposition of medical
authority, and of a medical definition of our
problems of living in society, have to be resisted
strongly.”
UPIAS Principles 1974/76
By 1981 The British Council of Disabled People is
formed and Adopts distinction between impairments
and disability
“Impairment is the functional limitation within the
individual caused by physical, mental or sensory
impairment.
Disability is the loss or limitation of opportunities to take
part in the normal life of the community on an equal level
with others due to physical and social barriers” .
Social Model 1970s/1980s
Those with
impairments
disabled by society’s
attitudes and barriers
roots: disabled activists and
academics
Problem: social and
attitudinal barriers,
capitalism/corporatism
Solution: activism, policy
change, independent userled organisations active in
leading challenges
Impacts
• BCODP formed 1980
• Disabled People International
adopt 1981
• Disability Living Allowance
• Motability
• Independent Living Fund
• Disability Discrimination Act 1995 (
passed on 17th attempt)
• Section M Building Regulations
• SEN and Disability Act 2001
• Disability Amendment Act 2005
• Life Chances Report Equality 2025
• Equalities Act 2010
• UN CRPD
The dominant view is the
Medical Model.
CHILD DEVELOPMENT TEAM
SPECIALISTS
SOCIAL WORKERS
DOCTORS
SURGEONS
GPs
SPECIAL TRANSPOR
SPEECH
THERAPISTS
OCCUPATIONAL
THERAPISTS
BENEFITS AGENCY
EDUCATIONAL
PSYCHOLOGISTS
SPECIAL SCHOOLS
SHELTERED
WORKSHOPS
TRAINING CENTRES
DISABLED PEOPLE AS PASSIVE RECEIVERS OF SERVICES AIMED AT
CURE OR MANAGEMENT
The Social Model of disablement
focuses on the barriers
INACCESSIBLE
ENVIRONMENT
LACK OF USEFUL
EDUCATION
DISCRIMINATION IN
EMPLOYMENT
SEGREGATED
SERVICES
DE-VALUING
PREJUDICE
INACCESIBLE
TRANSPORT
POVERTY
‘BELIEF’ IN THE
MEDICAL MODEL
INACCESSIBLE
INFORMATION
DISABLED PEOPLE AS ACTIVE FIGHTERS FOR EQUALITY
WORKING IN PARTNERSHIP WITH ALLIES.
Medical /Social Model thinking[1]
[1]
Adapted from M. Mason 1994, R. Rieser 2000 http://www.worldofinclusion.com/res/altogether/AltogetherBetter.pdf
MEDICAL MODEL THINKING
SOCIAL MODEL THINKING
Person is faulty
Person is valued
Diagnosis
Strengths and needs defined by
self and others
Labelling/Deficit
Identify barriers and develop
solutions
Outcome based programme
designed
Resources are made available
to ordinary services
Impairment becomes focus of
attention
Assessment, monitoring,
programmes of therapy
imposed
Segregation and alternative
services
Training for disabled people,
parents and professionals
Ordinary needs put on hold
Relationships nurtured
Re-entry if normal enough OR
permanent exclusion
Diversity welcomed and person
is included
Society remains unchanged
Society evolves
Types of thinking about disabled people and forms of education.
Thinking/Model Characteristics
1 Traditional
DP a shame on family, guilt, ignorance.
DP seen as of no value.
2 Medical 1
Focus on what DP cannot do. Attempt to
normalize or if cannot make to fit into
things as they are keep them separate.
3 Medical 2
Form of Education
Excluded from education altogether.
Segregation
Institutions/ hospitals
Special schools (with ‘expert’ special educators)
Integration in mainstream:-
Person can be supported by minor
adjustment and support, to function
a)At same location-in separate class/units
normally and minimize their impairment.
Continuum of provision based on severity b)Socially in some activities e.g. meals, assembly
and type of impairment.
or art.
c)In the class with support, but teaching &
learning remain the same.
Social Model
What you cannot do determines which form of
education you receive.
Barriers Identified-solutions found to
Inclusive education- schools where all are
minimize them. Barriers of attitude,
welcomed and staff, parents and pupils value
environment and organization are seen diversity and support is provided so all can be
as what disables and are removed to
successful academically and socially. This
maximize potential of all. DP welcomed . requires reorganizing teaching, learning and
Relations are intentionally built. DP
assessment. Peer support is encouraged.
achieve their potential. Person centred
Focus on what you can do.
approach.
Segregation
Integration
Inclusion
Environment
Find Barriers and then
After film Solutions
Organisation,
Teaching &Curriculum
Attitudes & Culture
School
Medical, Personal &
Equipment Needs
THE CONTINUUM OF PROVISION
SCHOOL WITH OWN
RESOURCES
SCHOOL WITH EXTRA
RESOURCES FROM LEA
SPRECIAL UNIT ATTACHED TO
MAINSTREAM
SPECIAL DAY SCHOOL
INDEPENDENT SCHOOL
(LEA funded)
SPECIAL RESIDENTIAL
SCHOOL (weekly or full boarding,
up to 52 weeks a year)
SECURE UNITS
line of
invisibility
The Constellation of Services
Transport
Department
Individual
Support
Teacher
SENCO
Aids Advisor
CHILD
Learning
Support Assistant
Parents
Head teacher
Educational
Psychologist
Friends
Brothers
and Sisters
Visually
Impaired
service
Voluntary
Sector Specialists
LEA Inclusion
Officers
TEACHER
Speech
Therapist
Physiotherapist
Volunteers
Behaviour
Support Team
Hearing
Impaired
Service
Inclusive Education -UNESCO
Inclusive Education -UNESCO sees inclusive
education as a process of addressing and
responding to diversity of needs of all learners
through increasing participation in learning,
cultures and communities, and reducing
exclusion within and from education. It involves
changes and modifications in content,
approaches, structures and strategies, with a
common vision which covers all children of
appropriate age range and a conviction that it is
the responsibility of the regular system to
educate all children.
Bio-psychosocial model 1990s
Developing a ‘can do’
attitude, ‘work can
set you free’
Roots: private insurance,
corporatism, welfare
reform/cuts
Problem: individual, welfare
‘dependency’, adopting a
‘sick role’
Solution: remove
social/financial support,
promote ‘work as therapy’
and bizarre ‘think yourself
well’ mantras
Bio-psychosocial model 1990s
Developing a ‘can do’
attitude, ‘work can
set you free’
Roots: private insurance,
corporatism, welfare
reform/cuts
Problem: individual, welfare
‘dependency’, adopting a
‘sick role’
Solution: remove
social/financial support,
promote ‘work as therapy’
and bizarre ‘think yourself
well’ mantras
The Struggle
for Equality
Continues