an article by Maria Berghs (De Montfort University, Leicester, UK), Karl Atkin (University of York, UK) and Chris Hatton and Carol Thomas (Furness College, Lancaster University, UK) published in Disability & Society Volume 34 Issue 7-8 (2019)
Abstract
We introduce the social model of disability by reflecting on its origins and legacy, with particular reference to the work of the Union of the Physically Impaired against Segregation.
We argue that there has been a gradual rolling back of the rights and entitlements associated with the social model of disability. Yet no alternative for the social model has been proposed in response to such threats to disabled people’s human rights.
Disabled people need a stronger social model that acts as a means to a society which enables and ensures their rights; the right to live a dignified life, as well as to live in an environment that enables people to flourish with disability.
Full text (PDF 7pp)
Showing posts with label social_model. Show all posts
Showing posts with label social_model. Show all posts
Friday, 15 November 2019
Wednesday, 15 May 2013
Comparing disabled students’ entry to higher education with their non-disabled peers — barriers and enablers to success
an article by Mike Wray (York St John University, UK) published in Widening Participation & Lifelong Learning Volume 14 Issue 3 (Winter 2012-13)
Abstract
Statistical evidence and qualitative research from within higher education (HE) in England suggests that disabled people underachieve in comparison to their non-disabled peers and that they face a range of barriers that militate against their success throughout their educational journey.
This article discusses a research project that utilised focus groups to compare the experiences of disabled HE learners with their non-disabled peers and compared the reported experiences of learners who had entered HE with those that had decided not to pursue this path.
Disabled learners in this study did report significantly more difficulties in their progression to HE than the non-disabled learners who were interviewed. However, both groups of learners also encountered a number of enabling factors that assisted their educational progress.
Findings from learners who decided not to enter HE also reinforced these assertions. The research begins to answer the critique of previous studies by providing comparison groups and will assist practitioners in implementing evidence-based practice in supporting disabled learners to progress to HE.
Abstract
Statistical evidence and qualitative research from within higher education (HE) in England suggests that disabled people underachieve in comparison to their non-disabled peers and that they face a range of barriers that militate against their success throughout their educational journey.
This article discusses a research project that utilised focus groups to compare the experiences of disabled HE learners with their non-disabled peers and compared the reported experiences of learners who had entered HE with those that had decided not to pursue this path.
Disabled learners in this study did report significantly more difficulties in their progression to HE than the non-disabled learners who were interviewed. However, both groups of learners also encountered a number of enabling factors that assisted their educational progress.
Findings from learners who decided not to enter HE also reinforced these assertions. The research begins to answer the critique of previous studies by providing comparison groups and will assist practitioners in implementing evidence-based practice in supporting disabled learners to progress to HE.
Thursday, 15 November 2012
Promoting positive attitudes towards disabled people: …
definition of, rationale and prospects for anti-disablist education
an article by Angharad E. Beckett and Lisa Buckner (School of Sociology and Social Policy, University of Leeds, UK) published in British Journal of Sociology of Education Volume 33 Issue 6 (November 2012)
Abstract
This article outlines the findings of an Economic and Social Research Council-funded study exploring the role of English state primary schools in promoting positive attitudes towards disabled people.
Data emerging from a survey of schools and interviews with teachers are presented. The article considers progress made by schools against particular aspects of the Disability Equality Duty 2006.
The project was underpinned by a working model of anti-disablist education resulting from a ‘conversation’ between various models of anti-oppressive education and disability politics. It explores the rationale for a ‘courageous’ form of anti-disablist education, definition of this, schools’ engagement in this type of practice and challenges to promoting such an ideal.
Hazel’s comment:
If we can’t get it right in the primary schools what hope is there for it being right with older children or adults?
an article by Angharad E. Beckett and Lisa Buckner (School of Sociology and Social Policy, University of Leeds, UK) published in British Journal of Sociology of Education Volume 33 Issue 6 (November 2012)
Abstract
This article outlines the findings of an Economic and Social Research Council-funded study exploring the role of English state primary schools in promoting positive attitudes towards disabled people.
Data emerging from a survey of schools and interviews with teachers are presented. The article considers progress made by schools against particular aspects of the Disability Equality Duty 2006.
The project was underpinned by a working model of anti-disablist education resulting from a ‘conversation’ between various models of anti-oppressive education and disability politics. It explores the rationale for a ‘courageous’ form of anti-disablist education, definition of this, schools’ engagement in this type of practice and challenges to promoting such an ideal.
Hazel’s comment:
If we can’t get it right in the primary schools what hope is there for it being right with older children or adults?
Tuesday, 15 May 2012
Social Models in the Enlarged European Union: Policy Dimensions and Country Classification
an article by Michael Knogler (Institute for East and Southeast European Studies Regensburg, Germany) and Fidelis Lankes (University of Applied Sciences – Munich) published in Comparative Economic Studies Volume 54 Number 1 (March 2012)
Abstract
This paper aims to contribute to the literature on social models by exploring characteristics of social policies and their classification in the enlarged European Union.
The analysis is based on a set of social policy indicators with a focus on labour markets.
By means of Principal Components Analysis we identify four major dimensions of social policies to reflect the main tasks including a productivity-enhancing role. The dimensions are used as a basis for clustering countries into five different groups, that is, social models, which significantly differ from the commonly proposed regional classification of social models across Europe prior to enlargement.
Abstract
This paper aims to contribute to the literature on social models by exploring characteristics of social policies and their classification in the enlarged European Union.
The analysis is based on a set of social policy indicators with a focus on labour markets.
By means of Principal Components Analysis we identify four major dimensions of social policies to reflect the main tasks including a productivity-enhancing role. The dimensions are used as a basis for clustering countries into five different groups, that is, social models, which significantly differ from the commonly proposed regional classification of social models across Europe prior to enlargement.
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