Individual and Social Model of Intellectual Disability in Teachers’ and Students’ Beliefs
DOI:
https://doi.org/10.6000/2292-2598.2013.01.02.1Keywords:
Special needs teachers, teachers, social attitudes, moderate and severe intellectual disability, mild intellectual disabilityAbstract
Author’s research discussed in the following article was aimed at determining which model of intellectual disability is preferred by teachers and students, and what the differences are between these respondents in this respect. The assumptions characteristic for the individual model focused on the person with disability, and in particular, on his or her biological (physical) defects. The defects that caused limitations in functioning were treated as the basis of disability. Professional activities (mostly medical) focused on adjusting to the state of limited functioning, seen in a reductionist way: as accepting the loss of ability or independence. The social model situated the origin of disability in society. In this perspective, it defined disability as the product of specific social and economic structures, and its main interest focused on the problems of oppression and discrimination of persons with disability. Research was carried out with special needs teachers who work with individuals with intellectual disability, teachers working with able-bodied individuals, and students of special pedagogy. The Likert type scale, called “The model of an intellectual disability”, was used to determine the model of intellectual disability. The research had a cognitive goal but also a significant practical goal related to the specialists’ professional training. The article offers general recommendations for shaping attitudes and assessments connected with noticing possibilities in the lives of individuals with intellectual disability, taking into account the influence of environmental factors.
References
Gabel S, Peters, S. Presage of a paradigm shift? Beyond the social model of disability toward resistance theories of disability. Disabil Soc 2004; 19(6): 586-600. http://dx.doi.org/10.1080/0968759042000252515 DOI: https://doi.org/10.1080/0968759042000252515
Priestley M. Constructions and creations: idealism, materialism and disability theory. Disabil Soc 1998; 13(1): 75-94. http://dx.doi.org/10.1080/09687599826920 DOI: https://doi.org/10.1080/09687599826920
Boxall K. Individual and social models of disability and the experiences of people with learning difficulties. In: Race D, editor. Learning disability – a social approach. 1 ed. New York: Routledge 2002; p. 209-26.
Mckenzie JA. Models of intellectual disability: towards a perspective of (poss)ability. Intellect Disabil Res 2012; 57(4): 370-79. http://dx.doi.org/10.1111/j.1365-2788.2012.01547.x DOI: https://doi.org/10.1111/j.1365-2788.2012.01547.x
Gerowitz A. Social support systems for quality service delivery. In: Walker-Hirsch L, editor. The facts of life… and mode. Sexuality and intimacy for people with intellectual disabilities. 1 ed. New York, New Mexico: Paul H Brookes Pub Co 2007; p. 97-123.
Lang R. The development and critique of the social model of disability. 2001. Available from http://www.ucl.ac.uk/lc-ccr/lccstaff/raymond-lang/DEVELOPMMENT_AND_ CRITIQUE_OF_THE_SOCIAL_MODEL_OF_D.pdf
Wiliams J, Keating F, Nadirshaw Z. All different, all equal. Anti-oppressive practice and learning disability services. In: Carnaby S, editor. Learning disability today. Key issues for providers, managers, practitioners and users. 2nd ed. Brighton: Pavilion Publishing and Media 2007; p. 29-36.
Kazanowski Z. Przemiany pokoleniowe postaw wobec osób upośledzonych umysłowo. 1 ed. Lublin: UMCS 2011.
Woynarowska A. Niepełnosprawność intelektualna w publicznym i prywatnym dyskursie. 1 ed. Kraków: Impuls 2010.
Littlewood R. Mental health and intellectual disability: culture and diversity. J Intellect Disabil Res 2006; 50(8): 555-60. http://dx.doi.org/10.1111/j.1365-2788.2006.00834.x DOI: https://doi.org/10.1111/j.1365-2788.2006.00834.x
Carnaby S. The bigger picture. Understanding approaches to learning disability. In: Carnaby S, editor. Learning disability today: key issues for providers, managers, practitioners and users. 2nd ed. Brighton: Pavilion Publishing and Media 2007; p. 7-16.
Kirenko J. Indywidualna i społeczna percepcja niepełno-sprawności. 1 ed. Lublin: UMCS 2007.
Żuraw H. Obraz osób upośledzonych umysłowo w opiniach ludzi pełnosprawnych. Psychologia Wychowawcza 1998; 4: 346-52.
Kosakowski Cz. Węzłowe problemy pedagogiki specjalnej. 1 ed. Toruń: AKAPIT 2003.
Erenc J. Bycie innym. Problem wykluczenia i izolacji ludzi niepełnosprawnych. 1 ed. Gdańsk: UG 2008.
Musso MW, Barker AA, Proto DA, Gouvier, D. College students’ conceptualizations of deficits involved in mild intellectual disability. Res Dev Disabil 2012; 33: 224-28. http://dx.doi.org/10.1016/j.ridd.2011.09.009 DOI: https://doi.org/10.1016/j.ridd.2011.09.009
Gilmore L, Campbell J, Cuskelly, M. Developmental expectations, personality stereotypes, and attitudes towards inclusive education: community and teacher views of Down syndrome. Int J Disabil Dev Educ 2003; 50(1): 65-77. http://dx.doi.org/10.1080/1034912032000053340 DOI: https://doi.org/10.1080/1034912032000053340
Yazbeck M, McVilly K, Parmenter, T. Attitudes toward people with intellectual disabilities. An Australian perspective. J Disabil Policy Stud 2004; 15(2): 97-111. http://dx.doi.org/10.1177/10442073040150020401 DOI: https://doi.org/10.1177/10442073040150020401
Criswell D. Attitudes of school personnel toward special education as a function of position, years of experience, and contact with students with disabilities. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, November 10-12, 1993). 1994. Available from http://www.eric.ed.gov
Jones JP. Implicit and explicit attitudes of educators toward the emotional disturbance label. A dissertation submitted to the graduate school in partial fulfillment of the requirements for the degree doctor of philosophy. Indiana: Ball State University 2009. Available from http://cardinalscholar. bsu.edu/handle/123456789/193429
Ling CYM, Mak WWS, Cheng, JNC. Attribution model of stigma towards children with autism in Hong Kong. J Appl Res Intellect Disabil 2010; 23(3): 237-49. http://dx.doi.org/10.1111/j.1468-3148.2008.00456.x DOI: https://doi.org/10.1111/j.1468-3148.2008.00456.x
Schalock RL. The evolving understanding of the construct of intellectual disability. J Intellect Dev Disabil 2011; 36(4): 223-33. http://dx.doi.org/10.3109/13668250.2011.624087 DOI: https://doi.org/10.3109/13668250.2011.624087
Luckasson R, Schalock, RL. Defining and applying a functionality approach to intellectual disability. Intellect Disabil Res 2013; 57(7): 657-68. http://dx.doi.org/10.1111/j.1365-2788.2012.01575.x DOI: https://doi.org/10.1111/j.1365-2788.2012.01575.x
Downloads
Published
How to Cite
Issue
Section
