How is disability understood? An examination of sociological approaches

Thomas, Carol

doi:10.1080/0968759042000252506

Cited by 487 publications

(331 citation statements)

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“…Hughes (2000) claims that the impact of the medical model of disability is far from benign and there is evidence to support the notion that an exclusively medicalised notion of disability is pathological in its effect. There is a body of literature which demonstrates that a common experience of disabled people is that they face various kinds of discrimination (Barnes 1992, Gallagher 2001, Buzio et al 2002, Thomas 2004, Smith 2005, Swain 2006, Vanhala 2006, even within health care settings, (Carter and Harrison 1999, Scullion 1999b, 2000a, Markham 2001, Brett 2002, Bowers 2003, Northway 2003, Pellatt 2005, Scullion 2008a). …”

Section: Medical Model Of Disabilitymentioning

confidence: 99%

Models of disability: their influence in nursing and potential role in challenging discrimination

Scullion

2010

Journal of Advanced Nursing

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scullion p.a. (2010) Models of disability: their influence in nursing and potential role in challenging discrimination. Journal of Advanced Nursing66(3), 697–707. Abstract Aim. This paper presents a discussion of medical and social models of disability associated with experiences of disabled people as citizens and patients. Background. Disability is fairly universally a negative concept. Disabled people have frequent contact with health services, however much of this experience is viewed as discriminatory. Data sources. Literature was obtained using the Psych‐INFO, Medline and CINAHL databases for the years 1989–2009, using derivatives of the concept ‘disability’ and associated ‘models’, and then these terms combined with ‘nursing’. Discussion. Nursing as a profession embraces the need to avoid discrimination, yet disability as an equal opportunity issue is relatively neglected in nursing. Nursing has a moral, professional and, in some countries, a legal responsibility to promote disability equality in the provision of nursing services. Insights offered by the social model of disability may be instrumental in empowering nurses to respond to this obligation. While some groups may not be well‐represented in this model and there is risk in embracing the social model of exposing a policy‐practice divide, it nevertheless represents a powerful tool for strengthening nurses’ advocacy role. In particular, ‘social advocacy’ may be enhanced by a paradigm shift away from the medical model of disability. Implications for nursing. Nurses have an obligation to promote disability equality in relation to the provision of health care. Adoption of the social model of disability in nursing practice, education and research as a strategy to challenge discrimination should be seriously considered. Conclusion. The utility value of the social model of disability in strengthening the social advocacy role of nurses should be investigated.

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Section: Medical Model Of Disabilitymentioning

confidence: 99%

Models of disability: their influence in nursing and potential role in challenging discrimination

Scullion

2010

Journal of Advanced Nursing

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“…Recent debates in the United Kingdom and elsewhere have further developed understanding of the sociocultural dynamics of the process of disablement, and increasingly recognised the role of impairment in interaction with social context and human agency in creating disability (Thomas, 2004;Terzi, 2005;Shakespeare, 2006;Lang, 2007). Corker (1998) argued that the materialism of the social model denies a role for human agency and discourse in constructing and deconstructing disability.…”

Section: Conceptualising Disability In Higher Educationmentioning

confidence: 99%

Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania

Morley

Croft

2011

Research in Comparative and International Education

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Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, Namibia, Uganda and Pakistan, literature tends to come from the global North. Yet there is a toxic correlation between disability and poverty -especially in the global South. This article is based on a review of the global literature on disability in higher education and interview findings from the project 'Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard', funded by the Economic and Social Research Council and the Department for International Development. A central finding was that while disability was associated with constraints, misrecognition, frustration, exclusion and even danger, students' agency, advocacy and achievement in higher education offered opportunities for transforming spoiled identities.

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“…The concern for assurance of equivalence encourages to also consider other forms of circumstantial social "disability" resulting from wars, famines, insufficiency of resources, poor quality of medical care, incompetence and other negative social settings (Rembis, 2010). On the other hand, such wide discourse of the disability conception into the social area of activity gives rise to theories that voice doubts regarding this excessive focus given by the social interpretation model for disability on the discriminatory effect of social barriers as well as abandonment of the bodily dimension -the possible cause of the low quality of life (Thomas, 2004;Viluckienė, 2008;Reindal, 2010). Social inclusion, which gives relevance to equal social participation of all people, unveils the variety of problems, obligations and commitments.…”

Section: Introductionmentioning

confidence: 99%

“…One of the first theoretical explanations relates the disability phenomenon with a personal health problem, biological bodily or mental changes that limit realisation of usual functions. Conceptualising the disability phenomenon in the medical paradigm, a person is perceived as a patient and one's wellbeing is placed into the scope of activity of medical staff (Thomas, 2004;Scullion, 2010). In this case, the level of function of a person in society is determined based on the health status, which actually ascertains the social status and position.…”

Section: Introductionmentioning

confidence: 99%

Internalisation of Disability as a Social Phenomenon in the Reality of Inclusive Education

Galkienė

2016

PED

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Abstract. Otherness of students that alters their aesthetical appearance, reduces physical abilities or limits cognitive potential may determine the difference in levels of individuals and different nature of interpersonal relationships. The research aimed at finding the answer to the question: What attitudes of educators and inclusively educated students result in internalised conception of disability as a social phenomenon?

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How is disability understood? An examination of sociological approaches

Cited by 487 publications

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Models of disability: their influence in nursing and potential role in challenging discrimination

Models of disability: their influence in nursing and potential role in challenging discrimination

Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania

Internalisation of Disability as a Social Phenomenon in the Reality of Inclusive Education

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