Peter,
You wrote:
CW:
As I have no evidence concerning the writer's behaviour, I concluded
that he/she probably did not understand the social model of disability.
>
Peter:
I wonder how you arrive at such a conclusion - given that, as you
point out - you have no evidence?
CW response:
The writer refers to students with disabilities, thus clearly indicating
that he/she has not internalised the social model of disability. This
is my evidence....in the same way that if I mark an assignment from a
student who refers to students or people with disabilities, I question
their understanding of the social model.
Second point:
Claire:
However, as you, I think, were noting, the distinction between
disability and impairment is fundamental
>
Peter:
The distinction IS fundamental. My point was that the language used is
not - especially as it changes over time anyway.
Peter, we express ourselves through language and must therefore use it
correctly and take into account the political shifts and the ways in
which the meaning of words evolves. An understanding of the situation
of disabled people and of the politics of disability requires us to be
aware of the changing context. As professionals we must update our
ideas.
Finally:
Claire:
And, to add to the thoughts about an assessor, an assessor who
works within the social model is more likely to effect institutional
change and make demands of service providers rather than construct a
programme of individual adjustments.
>
Peter:
I agree entirely with the first part - but, obviously, individual
adjustments will often be required. Institutional change can take
a while to effect - and a student with a
disability/difficulty/impairment is likely to need support immediately.
This is where the purist's view of the Social Model starts to break
down. Interestingly, I recall having a discussion like this (on this
forum, I think) a couple of years ago - and was criticised by one
member after I suggested that, from the Disability Coordinator's
perspective, short-term, (pragmatic) measures should override the
long-term (political) ones. Disabled students are our paying customers
after all.
I take your point Peter and I would regard the Social Model as a useful
tool. You are right that it (SM) is not prefect and that there are
unresolved areas (pain for example). Sometimes there will be no
conflict between short-term solutions and longer ones. But both
medical and social model approaches allow for short and
long-term solutions and I do not feel that the distinction that I
think you are making is valid. (I don't think I expressed myself with
total clarity) There are ample opportunities for short-term
social-model solutions. Often the practical solution may be the same
but the way in which it is presented can be different, for example, the
simple difference between requesting a lecturer to wear a radio aid and
accepting a refusal and having the expectation that this is what they
will do. Without an example of a conflict between a medically driven
solution and a socially motivated one, I don't think I can comment
further.
ATB
Claire
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