The document provides information about definitions, types, and models of disability. It defines disability according to the UN and WHO as long-term physical, mental, or sensory impairments that interact with barriers in society. Types of disabilities discussed include physical, intellectual, sensory, and psychological. Models of disability explained are the medical model which views it as a disease, social model which sees it as socially constructed, and human rights model which frames it as a human rights issue. The preferred models for inclusive education are the social and human rights models.

1. SNED 3 WEEK 2

2. TABLE OF CONTENTS
01 02 03 04
Objectives Activity Definition,
Types and
Models of
Disabilities
Evaluation

3. At the end of the lesson, the pre-service
teachers will be able:
- to acquire solid knowledge on the
definition, types and models of disability
Week 2
Definition, Types and Models of
Disability

4. — Albert Einstein

5. Cite as many
disabilities as
you can.
ACTIVITY

6. DEFINITion of disability
The Convention on the Rights of Persons with
Disabilities (UN, 2006) describes people with
disabilities as “...those who have long-term
physical, mental, intellectual or sensory
impairments which in interaction with various
barriers may hinder their full and effective
participation in society on an equal basis with
others.

7. DEFINITion of disability
According to the World Health Organization
(2018) disability is “understood to arise
from the interaction between a person’s
health condition or impairment and the
multitude of influencing factors in their
environment.”

8. UNDERSTANDING THE CONCEPT
OF DISABILITY
❖ Historically, disability was understood in mythological or
religious terms.
● For example:
• considered to be possessed by devils or spirits.
• looked upon as a punishment for one’s past wrongdoings
• consequence for the misgivings of one’s ancestors
❖ People who had disabilities were feared, stigmatized,
judged, or worse, even used for entertainment
❖ Those who had severe disabilities were locked up at home,
and hidden away from public view.
❖ Children and adults who had severe disabilities were denied
their basic rights, including education and employment.
These points of views are still present today in many
traditional societies.

9. UNDERSTANDING THE CONCEPT
OF DISABILITY
❖ In the 19th and 20th centuries, developments in the field of
Science and Medicine helped to create an understanding
that disability has a biological or medical basis, with
impairments in body function and structure being
associated with different health conditions.
❖ Disability was viewed from the lens of medical management,
which considered that doctors and other allied health
professionals were experts who knew best how to handle
people with disabilities.
❖ In the 1960s and 1970s, the individual and medical view of
disability was challenged and a range of social approaches
was developed for PWDs.

10. UNDERSTANDING THE CONCEPT
OF DISABILITY
❖ These approaches shifted attention away from the medical
aspects of disability and instead focused on the social
barriers and discrimination that people with disabilities
face.
❖ Disability was redefined as a societal problem rather than
an individual problem, and solutions became focused on
removing barriers and societal change, and not just
medical cure.

11. causes of
disability
injuries
birth defects
malnutrition
Chronic diseases ex. diabetes,
chronic bronchitis, chronic
kidney disease
HIV/aids
mental health
problems

12. DEfinitions
❖ Impairment: A difference or loss of function
arising from genetic factors, illness or injury.
❖ Disability: An inability to take part in everyday
activities on an equal basis with others due to
barriers that exist because of mainstream
society.

13. the table shows the consequences of the
impairments in terms of activity limitation and
participation restriction
impairment
(abnormal organ
function)
handicap
(participation
restriction)
Motor deficits,
imbalance,
joint stiffness
disabilty
(activity
limitation)
inability to perform
daily living activities
such as walking,
feeding and dressing
dependence,
immobility
Speech and
language
delay
inability to speak
clearly enough to
be understood
defectiive
communication with
others, cannot express
himself/herself
property

14. TYPES OF
DISABILITY
Physical Disability/Mobility
- Upper Limb Disability
- Lower limb Disability
- Spinal Cord Injury (SCI)
- Head Injuries
- Acquired Brain Injury (ABI)
- Traumatic Brain Injury (TBI)
02
03
05
01
Intellectual Disability
Sensory Disability
- Autism
- Blindness and low vision
- Hearing loss and deafness
- Sensory Processing Disorder
Invisible Disability
- Chronic Pain
- Chronic Fatigue
- Mental Illness
- Chronic Dizziness
04
Psychological Disability
- Personality Disorders
- Schizophrenia

15. MODELS OF DISABILITY
-Models of disability provide a reference for society as
programs and services, laws, regulations and structures
are developed, which affect the lives of people living
with a disability.
1. The
charity
model:
disability as
victimhood
2. The
medical
model:
disability as
A disease
3. The social
model:
disability as a
socially
constructed
phenomenon
4. The human
rights model:
disability as a
human rights
issue

16. models of disability
The Charity Model: Disability as Victimhood
● dates back to the early twentieth century
● sees people with disabilities as victims of their impairment(s) and
disability is seen as a deficit and should be pitied
● views people with disability as being vulnerable, and reliant on
people without disability to perform certain tasks.
● reinforces negative stereotypes about disability, as it does not
address the strengths of individuals or their ability to be active and
participating members of society.
● encourages the provision of education, assistive devices and
support services as an act of charity rather than recognizing that
education is a human right, assistive technologies and support
services are vital enablers for learning.

17. models of disability
The Medical Model: Disability as a Disease
● beginning the middle of 1800s
● views people with disability as being broken and incapable of fitting into
mainstream society
● focuses on what is wrong or needs to be fixed through medical treatments
and/or interventions, even in cases without pain or illness. This focus creates
low expectations and leads to people losing independence, choice and
control in their own lives.
● Educationally speaking, this model disenfranchises learners with disabilities;
it requires a medical diagnosis to enroll in school, places an expectation on
teachers to ensure learners with disabilities must learn the skills of people
without disabilities to become successful and assumes all individuals with
the same diagnosis learn the same way, and thus teach to the disability label
instead of the child. In other words, it limits a child’s potential based on a
disability label.

18. models of disability
The Social Model: Disability as a Socially Constructed Phenomenon
● emerged as a response to the limitations of the medical model disability
● played a key role in sparking disability rights movements in the USA, UK
and Australia
● argues that the issues people with disabilities face are created by a lack
of access and discrimination and not because their bodies or mind are
different. However, the social model does not acknowledge the very real
impact of impairment in the lives of people with disability, such as
chronic pain and shorter life expectancy.
● focuses on the barriers that exist in society—in large part because of how
systems, buildings and processes are designed without considering the
needs of others—and how to reduce those barriers to ensure full and
equitable participation in society for individuals with disabilities.

19. models of disability
The Human Rights Model: Disability as a Human Rights Issue
● This model helps us understand disability based on basic human rights
principles.
● explains the steps in which governments around the world must take to
uphold, promote, and protect the rights of people with disability.
● The model exists because of an important international document called
The United Nations Convention on the Rights of Persons with Disabilities
(CRPD) it recognises that:
• Disability is a natural part of human diversity that must be respected
and supported in all its forms
• People with disability have the same rights as everyone else in society
• Impairment must not be used as an excuse to deny or restrict people’s
rights.

20. models of disability
The Human Rights Model: Disability as a Human Rights Issue
● This, along with the rights-based model—which positions
disability as an important dimension of human culture, and
affirms that all human beings, irrespective of their disabilities,
have certain rights that are inalienable—are the preferred models
for disability inclusive education.
● Disability inclusive education recognizes that all children have
unique learning strengths and learning needs. It seeks to make
changes to the existing education system to allow for children
and youth with disabilities to access education on a full and
equitable basis with others.

21. Insert your multimedia content here

23. ASSIGNMENT
A. Matthew is a very timid little boy. He is 8 years old
and currently in grade school. Everytime the
teacher writes something on the board, he tends
to stand up or go in front to copy or read the
words that are written. During their Physical
Education class, Matthew does not usually
participate, especially when the activity requires
acute vision.
1. What do you think is the impairment in this
scenario?
2. What do you think is the disability in this
scenario?
B. Compare the different models of disability by
writing their advantages and disadvantages.
C. End this activity with a reflection.
?
MODELS ADVANTAGES DISADVANTAGES

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25. REFERENCES
https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabi
lities/article-1-purpose.html
Understanding_models_of_disability_tip_sheet_1.pdf
https://disabilityinpublichealth.org/1-1/
https://now.aapmr.org/conceptual-models-of-disability/
https://www.edu-links.org/learning/approaching-disability-social-rights-based-models