The term ‘disability’ includes various impairments affecting physical, mental, intellectual or sensory abilities. According to the United Nations’ Convention on the Rights of Persons with Disabilities, ‘individuals with disabilities have long-term impairments that, when combined with barriers, may hinder their full participation in society on an equal basis’. However, this definition is debated and needs further exploration. In this blog post, I will use ‘disability’ as a general category for all physical impairments (avoiding subgroup distinctions) and present a new model to broaden understanding and improve teaching approaches.

In disability studies, the medical model perceives disability as an individual issue that can be cured through medical interventions. It focuses on limitations and attributes barriers to biological conditions. Oliver (1996) argues that this model perpetuates negative stereotypes and neglects societal factors in the formation of disability. On the other hand, the social model considers disability as a result of the interaction between individuals and their environment. It advocates for modifying the environment to accommodate the needs of disabled individuals and combating societal discrimination (Shakespeare, 2006). However, neither the medical model nor the social model fully captures the complexity of disability.

‘In disability studies, neither the prevailing medical model nor the social model fully captures the complexity of disability.’

The biopsychosocial model of disability (Engel, 1977) attempts to integrate both medical and social influences, while also including psychological aspects that affect an individual’s disability experience. It has contributed to shifting the perspective from a purely medical model to a more comprehensive understanding of disability. Nonetheless, it is important to recognise the limitations of the biopsychosocial model. One of the main criticisms is its failure to fully encompass the diversity and intersections within the disabled community. Disability is a multifaceted concept that intersects with other aspects of identity, such as race, gender, sexuality, socioeconomic status and culture. The experiences and challenges faced by individuals with disabilities are shaped by these intersecting factors, which may not be adequately addressed within the framework of the biopsychosocial model. So it is necessary to develop a more holistic and nuanced disability model to account for both individual and social dimensions, while acknowledging the diversity within the disabled community. Previous models oversimplify disability as a binary concept, disregarding its fluidity across contexts and situations.

‘It is necessary to develop a more holistic and nuanced disability model to account for both individual and social dimensions, while acknowledging the diversity within the disabled community.’

Throughout my research, I have encountered various models of disability, yet none of them truly encapsulate the multifaceted realities of individuals with disabilities. Drawing from my personal experience as a disabled researcher and former wheelchair user, I have identified numerous overlooked factors that require attention, especially within the realm of education.

My proposed ‘Diverse Model of Disability’ (DMD) (Zecca, 2023) incorporates legal considerations, and cultural factors that impact people with disabilities. When used in education, this model prioritises the individual, recognising factors that affect their academic progress and learning experiences. My research focuses on equitable educational opportunities for all children which includes examining the legal framework, including human rights principles that protect students with disabilities. Factors like impairments, environment, culture, attitudes and identities can impact learning and access for children with disabilities, so a comprehensive and inclusive approach is crucial to ensure these learners receive the education they deserve. My aim is to enhance and refine this person-centred Diverse model to recognise the intersections of social identities (for example, gender, sexuality, religion) in shaping the life experiences of people with disabilities. This new model aligns with the UK Equality Act 2010, which recognises learners’ entitlement to equal and meaningful education. Adopting a comprehensive and inclusive approach to people with disabilities is vital to ensure that these learners receive the education and opportunities they deserve.

References

Engel, G. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196(4286), 129–136. https://doi.org/10.1126/science.847460 

Oliver, M. (1996). Understanding disability: From theory to practice. St Martin’s Press.

Shakespeare, T. (2006). Disability rights and wrongs. Routledge.

Zecca, K. (2023). Increasing self-efficacy of secondary school physical education teachers via the creation of a framework to facilitate and better achieve EDI with respect to engagement in physical activity and education [Unpublished doctoral coursework]. Cardiff Metropolitan University.