Reconsidering the Social Location of the Medical Model: An Examination of Disability in Parenting Literature

Ong-Dean, Colin

doi:10.1007/s10912-005-2915-1

Cited by 14 publications

(16 citation statements)

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“…Also at an international level, literary material concerning this matter is scarce; only four international journals give space to this topic, for a total of six articles: two on Disability and Society [9,10], two on the Journal of Contemporary Ethnography [11,12], one on the Journal of Medical Humanities [13] and one on the British Journal of Special Education [14]. All these studies are mainly about parents' perties have the right -and in compulsory school curriculum, the duty -to be integrated in the mainstream school system.…”

Section: International and Scientific-literary Production On Teachersmentioning

confidence: 99%

“…Moreover, no one of them, no exceptions made, makes any reference to the biopsychosocial model. Even when researchers looked for alternative models to the medical and social ones, -Jenks' 'middle' model [11], Brett's alliance one [10], Kelly's inter-subjective and inter-corporeal one [12], the social position of the medical model revised by Ong-Dean [13] -or when they called for the need of education projects not favouring one model to the disadvantage of the other, encouraging the integration of the values of both, as Asprey and Nash did [14] along with Adams, Swain, and Clark [9], no mention was made of the biopsychosocial model or the ICF.…”

Section: International and Scientific-literary Production On Teachersmentioning

confidence: 99%

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The Disability Models in the Perspective of Parents, Teachers, and Special Needs Educators: A Qualitative Data Analysis

Federici¹,

Meloni²,

Brogioni³

et al. 2008

TOEDUJ

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Representations of disability shaping the opinions, attitudes, and behaviour of 90 participants (teachers, parents, and special needs educators) are investigated in order to better evaluate the spread of the biopsychosocial model proposed by the ICF. The quasi-experimental purpose was investigated through both qualitative analyses and by quantitative analyses. The results demonstrate a richness of perspectives on disability much broader than the medical, social, and biopsychosocial ones. The limited diffusion of the biopsychosocial model among parents shows the lack of an 'open view' towards personal empowerment, social growth, and improvement of the quality of life. This suggests a priority: The need to further involve parents in the educational actions, in order to promote an effective management of personal and environmental resources to better face the disability of their own children. In such a way it would be possible to develop and promote a new 'culture of diversities'.

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Section: International and Scientific-literary Production On Teachersmentioning

confidence: 99%

Section: International and Scientific-literary Production On Teachersmentioning

confidence: 99%

The Disability Models in the Perspective of Parents, Teachers, and Special Needs Educators: A Qualitative Data Analysis

Federici¹,

Meloni²,

Brogioni³

et al. 2008

TOEDUJ

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show abstract

“…In contrast to the social model of disability, the medical model argues that disability is a type of illness. According to this view, disability should be conceptualized within clinical terms and medical professionals are given the role of experts in this area (Oliver, 1996; Ong‐Dean, 2005).…”

mentioning

confidence: 99%

Psychological wellbeing of Turkish university students with physical impairments: An evaluation within the stress‐vulnerability paradigm

et al. 2010

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Generally, universities in developing countries offer little in the way of provisions and support (material, emotional, etc.) for disabled students. Therefore, disabled students experience considerable burdens and barriers in their educational life. This study investigated the psychological wellbeing of disabled Turkish university students by examining influences on stress-related growth and psychological distress. Disability is defined within the framework of a social model. According to this view, impairment refers to the functional limitation(s) that affect(s) a person's body, whereas disability refers to the loss or limitation of opportunities owing to social, physical or psychological obstacles. Seventy disabled university students with physical impairments were administered a questionnaire package, including a sociodemographic information sheet, Ways of Coping Questionnaire, Stress-Related Growth Scale, Multidimensional Scale of Social Support, Life Events Inventory, and Brief Symptom Inventory. Snowball sampling was used and voluntary participation was essential. The results showed that disability burden, daily hassles, and helplessness coping were significant predictors of psychological symptoms. For stress-related growth the only variable that appeared significant was problem-solving coping. The results pointed out that there may be different pathways to distress and growth. In order to decrease psychological distress and enhance growth in disabled university students, disability awareness programs, changes in the barriers in the academic and physical environments of the university campuses, and coping skills training to increase problem-focused coping and to combat helplessness may prove to be effective. Reducing daily hassles for the disabled students is likely to contribute to their wellbeing by decreasing their burdens. Also, a more disability-friendly environment is likely to be empowering for disabled university students.

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“…Yet, the medical model is still widely used as the dominant perspective to guide educators and parents or families of students with disabilities. Coupled with corresponding federal legislation, the medical model has provided parents and families of students with disabilities a path to legitimacy and a weapon to use in defense of disability (Ong-Dean, 2005).…”

Section: Formative Experiencesmentioning

confidence: 99%

“…In an analysis of literature directed toward parents with disabilities, Ong-Dean (2005) found that discourses in the field often framed their content with the assumption that parents are interested in and able to be change agents and advocates for their children. Additionally, most literature situates "the disability of the child against the background of the middle-class home and the consequent expectations for the child in such a home" (p. 144).…”

Section: Formative Experiencesmentioning

confidence: 99%

The lived experiences of college students with a learning disability and/or attention deficit hyperactivity disorder

Lux

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First and foremost, I would like to thank the eight students who participated in this study. Each of them shared their experiences, stories, hopes, fears, and goals. They are incredibly motivated, talented, and insightful adults. I thoroughly enjoyed my time with each of them and wish them the best with their personal, educational, and professional goals. I would also like to thank the faculty and students with whom I had the pleasure of taking classes for my doctoral coursework. Faculty provided engaging and challenging experiences in which I felt as though we were truly "partners in learning." As we progressed through the program, my cohort and I experienced many of life's ups and downs. I am forever grateful to Chris, Wes, Elena, Shanna, Freddy, David, Deb, Michael, Tammy, and Joan for their friendship, support, and unconditional acceptance. While in the process of completing my doctoral coursework and dissertation, I worked full-time as an assistant director for the Health Care Ethics graduate program at Creighton University. I could not have asked for a more supportive and intellectually engaging atmosphere in which to work while pursuing my degree. My supervisor and colleagues offered an environment that truly encouraged collegiality, scholarship, critical thinking, and social justice. Special thanks to my supervisor Amy Haddad who encouraged a work-life balance and to Helen Chapple who served as an anthropological sounding board as I wrote my dissertation. While pursuing my doctorate, I experienced several life changes along the way, some of which were quite significant. I would like to thank my family for their unconditional support through everything. I am especially grateful to my partner, Richard, who has vii selflessly offered his time, help, and humor when I needed a break or was feeling overwhelmed. I would also like to acknowledge the educational journey of my brother, David. My recollection of his experiences as a child provided additional context for me. Finally, I would like to thank the members of my dissertation committee whose feedback and perspective helped me to refine my research. My appreciation is extended to Linda Hagedorn, Carol Heaverlo, Robert Reason, and Carl Smith for their time, expertise, and helpful insights. Extra special appreciation is extended to my committee chair, Larry Ebbers, who has been a wonderful mentor throughout my entire journey. I have been extremely fortunate to have Dr. Ebbers as my chair and cannot thank him enough for all that he has done for me, professionally and personally, as a higher education professional and a doctoral student.

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Reconsidering the Social Location of the Medical Model: An Examination of Disability in Parenting Literature

Cited by 14 publications

References 0 publications

The Disability Models in the Perspective of Parents, Teachers, and Special Needs Educators: A Qualitative Data Analysis

The Disability Models in the Perspective of Parents, Teachers, and Special Needs Educators: A Qualitative Data Analysis

Psychological wellbeing of Turkish university students with physical impairments: An evaluation within the stress‐vulnerability paradigm

The lived experiences of college students with a learning disability and/or attention deficit hyperactivity disorder

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