The document discusses disability and ability from various perspectives. It defines disability and outlines three dimensions of disability according to the WHO. It then discusses different types of disabilities and several models of disablement. The document also examines cultural attitudes toward disability, noting both positive and negative views. It advocates shifting the focus from disability to ability, and defining ability as one's performance potential based on internal and external factors that allow for exploring possibilities rather than limitations.

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3. TABLE OF CONTENT
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 What is Disability?
 Dimensions of disability.
 Disability can be
associated with…
 Types of Disability
 Disablement models
 Cultural attitude toward
disability
 From disability to ability
 What is ability?
 How do you gauge
ability?
 Key performance
indicators
 Summary

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5. DISABILITY
A disability is any condition of the body or
mind (impairment) that makes it more
difficult for the person with the condition
to do certain activities (activity limitation)
and interact with the world around them
(participation restrictions).
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7. DIMENSIONS OF DISABILITY
According to the World Health Organization, disability
has three dimensions:
Impairment in a person’s body structure or function, or
mental functioning; examples of impairments include loss
of a limb, loss of vision or memory loss.
Activity limitation, such as difficulty seeing, hearing,
walking, or problem solving.
Participation restrictions in normal daily activities, such
as working, engaging in social and recreational activities,
and obtaining health care and preventive services.
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8. DISABILITY CAN BE ASSOCIATED
WITH….
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9. DISABILITY CAN BE
Related to conditions that are present at birth
and may affect functions later in life, including
cognition (memory, learning, and
understanding), mobility (moving around in the
environment), vision, hearing, behavior, and
other areas. These conditions may be
 Disorders in single genes (for example, Duchenne muscular
dystrophy);
 Disorders of chromosomes (for example, Down syndrome); and
 The result of the mother’s exposure during pregnancy to
infections (for example, rubella) or substances, such as alcohol or
cigarettes.
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10. Associated with developmental conditions that
become apparent during childhood (for
example, autism spectrum
disorder and attention-deficit/hyperactivity
disorder or ADHD)
Related to an injury (for example, traumatic brain
injury or spinal cord injury).
DISABILITY CAN BE
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11. Associated with a longstanding condition (for
example, diabetes), which can cause a disability
such as vision loss, nerve damage, or limb loss.
Progressive (for example, muscular
dystrophy), static (for example, limb loss),
or intermittent (for example, some forms
of multiple sclerosis).
DISABILITY CAN BE
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12. TYPES OF DISABILITY
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13. TYPES OF DISABILITY
 Vision Impairment
 Deaf Or Hard Of Hearing
 Mental Health Conditions
 Intellectual Disability
 Acquired Brain Injury
 Autism Spectrum Disorder
 Physical Disability.
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14. MODELS OF DISABLEMENT
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15. MODELS OF DISABLEMENT
Disablement models are conceptual schemes or
scientific models that form the basic architecture
for clinical practice and research as well as health
care policy.
Disablement models have become standard
components of clinical practice in most health
care professions , including medicine, nursing,
speech pathology, occupational therapy and
physical therapy
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17. NAGI MODEL OF DISABLEMENT
He noticed conceptual confusion in the disability
literature regarding disability and its associated
concepts.
Nagi recognized the importance of the
environment and that family, society, and
community factors could all influence disability.
Based on this assumption, the consequences of
disease and injury for an individual should be
described at both the level of the person and at
the level of society.
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18. NAGI MODEL OF DISABLEMENT
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19. NATIONAL CENTRE FOR MEDICAL
REHABILITATION RESEARCH DISABLEMENT
MODEL (NCMRR)
 The NCMRR develop a model in 1993 that encompassed
the dimensions of disablement and adapted the Nagi
model by including a specific component related to
societal influences as contributors to disability.
 Focus was placed on how a person with a disability
adapts to functional limitations in the family, work, and
local community.
 The major difference between the Nagi and NCMRR
disablement models is that the NCMRR includes the
concept of societal limitations as a distinct dimension of
the disablement process.
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NATIONAL CENTRE FOR MEDICAL
REHABILITATION RESEARCH DISABLEMENT
MODEL (NCMRR)

21. INTERNATIONAL CLASSIFICATION OF
FUNCTIONING, DISABILITY AND HEALTH: ICF
MODEL
The most recent model
A bio- psycho- social model of disablement
Biological causes of disablement plus the
psychological and social issues that pertain to patient
health
The ICF model is quite different from the Nagi &
NCMRR disablement models, both conceptually & in
structure
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22. One major emphasis in the latest ICF revision was
to remove the negative connotations associated
with disability by using more positive terms to
describe its characteristics
Approved by the World Health Assembly in 2001
with the goal of creating a common international
language for disability
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INTERNATIONAL CLASSIFICATION OF
FUNCTIONING, DISABILITY AND HEALTH: ICF
MODEL

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INTERNATIONAL CLASSIFICATION OF
FUNCTIONING, DISABILITY AND HEALTH: ICF
MODEL

24. CULTURAL ATTITUDE TOWARDS
DISABILITY
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25. CULTURAL ATTITUDES TOWARD DISABILITY
 In some cultures people have positive attitude while in
other negative attitude.
 In many cultures, attitudes toward a disability may
include religious acceptance. Also, people may believe
that a disability is caused by factors such as the influence
of ‘past lives’, mystical intervention or the past actions of
a parent.
 Overall the German community has greatest acceptance
towards people with disabilities, followed by the Anglo,
Italian, Chinese, Greek and Arabic groups.
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26.  A punishment for parental violations of traditional
teachings, such as dishonesty or misconduct. The child’s
disability may also be seen as punishment for ancestral
wrongdoing. The wider community may feel that the
parents are responsible and be less likely to provide the
family with sympathy or support.
 Individuals from south-east asian cultures may believe
that developmental disabilities are caused by “mistakes”
made by parents or ancestors.
 Indian cultures offer multiple causes for a disability,
ranging from medicines or illness during pregnancy and
consanguinity, to psychological trauma in the mother and
lack of stimulation for the infant.
CULTURAL ATTITUDES TOWARD DISABILITY
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27. CULTURAL ATTITUDES TOWARD DISABILITY
IN PAKISTAN
There are many negative attitudes, cultural
myths, and superstitious beliefs toward People
With Disabilities in Pakistan. This contrasts with
Islamic teachings.
In Pakistan, the disabled are generally
disrespected and rarely function as useful
members of society.
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28. Disability has a different meaning in Pakistan
than in Western countries. Some believe
disability to be a curse from God, and atonement
is sought by resorting to sacrifice, charity, or
visits to shrines. For others, it is a punishment for
their sins. Sometimes disability causes great
shame and feelings of guilt for the affected
family.
CULTURAL ATTITUDES TOWARD DISABILITY
IN PAKISTAN
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30. FROM DISABILITY TO ABILITY
Persons with disabilities have endured
discrimination and live under social apartheid.
While enlightened people recognise the role that
society has in disabling people with impairments,
there remains a struggle to remove the negative
stigma associated with this form of social
diversity.
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31. FROM DISABILITY TO ABILITY
Despite legislation on diversity in the workplace,
people with disabilities still do not experience the
same access to work opportunities as do their
counterparts without disabilities. Many
employers have been shown to harbor sincere
yet ill-founded views about the work-related
abilities of people with disabilities; these negative
views are often a result of interrelated concerns
that permeate the entire employment cycle.
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32. ABILITIES
According to Picasso Einstien:
ABILITIES (U-bi-li-tees) – Performance potential
based on internal, external and environmental
factors that have been molded to lend themselves to
the exploration of possibilities instead of limitation
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33. How do You Gauge “ABILITIES?”
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34. HOW DO YOU GAUGE “ABILITIES?”
First and foremost, engaging anyone in ways you
are not familiar with or accustomed to, is in itself
a challenge.
The engagement approach is quite customized
and acute.
Demographics such as, ethnicity, culture,
economy, age, gender, and environments play a
role in one’s ability to engage, and ability to be
engaged.
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35. So, engaging ones’ abilities cannot be a defined
by simply asking, “What can you do?” Why not?
Because individuals, internally, place limitations
on their own abilities, so therefore, the answer to
that question in itself will be subjective (skewed
if you will).
HOW DO YOU GAUGE “ABILITIES?”
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36. QUESTIONS THAT MAY HELP
 Tell me four things you love to do?
 How often do you do the things you love? And with
whom?
 Tell me two things you hate to do?
 Do you ever do things you hate to do? Give me an
example when? Why?
 What things would you say, are things you will never be
able to do?
 What things do you say you can’t do now, but aspire to
do one day?
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37. Key Performance Indicators
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38. KEY PERFORMANCE INDICATORS
Motivation
Deterrents
Self Perceived Abilities
Self Perceived Limitations
Support Systems
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39. MOTIVATION
What excites him/her and leads to
performance?
What qualities of an activity engage his/her
interest?
How does he/she engage with others?
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40. DETERRENTS
What disengages performance?
What qualities of activities dilute interest?
What qualities about others disengage
performance?
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41. SELF PERCEIVED ABILITIES
Abilities as obstacles (what things can never be
done)
Abilities as empowerment (what things have the
possibility of being done now or near future)
Abilities on-demand (what things are done on
‘need’ basis only)
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42. SELF PERCEIVED LIMITATIONS
Insight on his/her perception of own
disabilities
Reasons why some disabilities seem
insurmountable
Reasons why some disabilities seem
conquerable
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43. SUPPORT SYSTEMS
Where/when/how does the person perform the
most?
Where/when/how does the person perform the
least?
With whom does the person perform the
most/least?
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44. SUMMARY
Knowing what disabilities a person
has should only be used as insight
into how they’re best taught, not
their defining characteristics.
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45. REFERENCES
 World Health Organization, International Classification of Functioning, Disability
and Health (ICF)external icon. Geneva: 2001, WHO.
 US Department of Health and Human Services. The Surgeon General’s Call to
Action to Improve the Health and Wellness of Persons with Disabilitiesexternal
icon. Washington, DC: US Department of Health and Human Services, Office of
the Surgeon General; 2005.
 https://services.anu.edu.au/human-resources/respect-inclusion/different-types-of-
disabilities
 https://aboutleaders.com/leadership-focus-abilities-not-disabilities/#gs.n19mo4
 https://www.disabled-world.com/disability/types/
 https://www.who.int/disabilities/world_report/2011/report.pdf
 https://specialedresource.com/special-education-focus-on-abilities-not-disabilities
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46.  Paul Harpur, (2012) From disability to ability: changing the phrasing of the
debate, Disability and Society, Vol 27,-issue3 pg 325-337.
https://doi.org/10.1080/09687599.2012.654985
 Silvia Bonaccio, Catherine E. Connelly, Ian R. Gellatly, Arif Jetha & Kathleen A.
Martin Ginis (2020) The Participation of People with Disabilities in the
Workplace Across the Employment Cycle: Employer Concerns and Research
Evidence Journal of Business and Psychology volume 35, pages135–158.
https://l018-9602-5/#citeink.springer.com/article/10.1007/s10869-as
 Amy L. Cook, Laura A. Hayden and Felicia L. Wilczenski (2014) Focusing on ability,
not disability https://ct.counseling.org/2014/04/focusing-on-ability-not-
disability/#:~:text=Pathway%20is%20a%20two%2Dyear,job%2Drelated%20and%20so
cial%20experiences.
 Peter Bisset (2016) Change our focus to abilities, not disability, and barriers will
fall https://www.smh.com.au/opinion/people-with-a-disability-are-as-diverse-as-
any-other-group-20161004-gruk2e.html
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