My Previous Assumptions Of Word ' Disability ' And How Society Affects A Person With A Disability

This essay highlights and discusses models of disability reflected in two separate articles (Appendices A and B). I will identify the models of disability they represent. Both have been recently featured in the Guardian newspaper and are stories on disabled people.

The masses are generally unable to complexly understand what it means to raise a disabled child and most people prefer to avoid thinking about such things because they consider that they will never be in such a position. Welcome to Holland" is a breathtaking story and one of the most impressive things about it is that it appears to be completely blunt when considering things from emotional point of view. Some might consider that it is irresponsible to relate to such an emotional experience by coldly comparing it with a trip gone wrong. However, it is actually this coldness that makes the story extraordinary. It appears that the writer wants people to detach themselves from the typical feelings that one would be inclined to associate with raising a disabled child with the purpose of actually getting a

In The Scarlet Letter, Hester has finally been released from prison. After she was released, she was able to leave Boston, but she decided against it. Because of her wrongdoings, the community has shunned her. Even though she is shunned, she still has the means to provide for herself and her daughter, Pearl, by her magnificent sewing skills. Pearl helps her get through all that she is going through. Because Pearl is the result of Hester's sin, everyone treats her differently.

Female television and film producers have come a long way in this industry. It wasn’t until recently that female directors and producers have been known to create content under the category of “intimate dramas.” As such, content involving arm dealers, spies and super naturals have been regarded as unfit categories for female directors and producers. In fact, female directors have made “rom-coms”, political, violent and traumatic films for years, but because they were made by women, they were in a sense, disregarded or deemed as “unfit.” Any film or television show produced by, or directed by someone who was not Caucasian, or a male, was more often than not “labeled arthouse and niche” (Bier par. 1). However, this

Cultural Considerations. It has been observed that professionals cannot offer effective support for families without understanding the systems within which the families exist and function (Enwefa, Enwefa, & Jennings, 2006). Given the great importance of support systems for families affected by IDD, it is necessary to consider cultural factors which may affect such systems in either a positive or negative manner. Across cultures, people tend to have varying beliefs about disability (Kayama, 2010), which at times may function as barriers, preventing access to supports and services (Cagran et al., 2011; White, 1987). Kayama (2010) asserts that systemic change may lead to revised perceptions and beliefs among families, moving them from segregationist and negative views, toward a perspective of inclusion.

Sadness, openness, concern, desperation, happiness, admiration—these are the feelings I experienced while reading the stories of different families and their perspectives as parents of children with disabilities. Each reading offered a different aspects through the eyes of mothers, fathers, and, most importantly, the person with the disability. Through the experiences of each individual, I was able to gather more insight into the feelings of my own family members and friends that have dealt with the same inner struggles, and in turn, realize my own short comings with understanding and the importance of person first language.

When parents became stressed and overwhelmed by the burdening and demanding lifestyle of raising a child with disabilities, they lost sight of strong parent-child interactions (Guralnick, 2000). Moreover, the younger the child, the greater level of burdens the parent’s experienced (Aydin & Yamac, 2014). These burdens and demands that caused family-related stress are categorized by limitations and myriad challenges of the disability, financial strain on the family, time spent caring for the child, and changes in the family ritual (Guralnick, 2000; Parish & Cloud 2006; Schuck & Bucy, 1997). The child depended on the parent for 24/7 support of daily living tasks, with many of these responsibilities continuing through the adolescent and adult years (Tadema & Vlaskamp, 2009). All of these demands were taxing and overwhelming, often causing stress on the family. Yet how the parents coped and handled the demands of raising a child with disabilities defined how stressful their life were. When parents were not able to remain resilient to these stress-related factors, the outcome was detrimental to the child’s development. Studies showed that stress reduced parent-child interactions, social interactions, and a healthy and safe environment, all important to the child’s development and growth (Guralnick, 2000). Because researchers recognized the stress families endured, intervention programs were developed to support the child with disabilities and their family by

In today’s world, over a billion people – about one-fifth of the world’s population, experience disability. Every day, people with disabilities are suffered and challenged, not only because of their disabilities but because of people who discriminate against them. Throughout history, disability discrimination had long been deeply implanted in every aspect of life. As a result, disabled people frequently live on the margins of society and dispossess of numerous lives’ fundamental experiences. Obviously, the tremendous negative effects of discrimination against special needs on people as well as on wider society are shooting the wake-up call for both governments and individuals who should have a responsibility for seeking solutions to overcome these social problems.

“The social model of disability sees the issue of "disability" as a socially created problem and a matter of the full integration of individuals into society. In this model, disability is not the problem of the individual, but rather a complex collection of conditions, many of which are created by the social environment. Hence, the management of the problem requires social action and is the collective responsibility of society at large to make the environmental modifications necessary for the full

A. Disability legislation increases the recognition of actively involving individuals with a disability into community based projects and adapting mainstream projects for the involvement of others with a disability. This encourages inclusion for disabled individuals into the community and helps with other factors such as disabled access for wheelchair users and individuals with impaired mobility in the likes of schools and universities as well as local shops and community centres. Encouraging inclusion of disabled individuals into the community “normalizes” disability and encourages a positive

Disability Equality in Education (DEE) carried out research for the Department for Education and Skills in England to find out how schools are meeting the duty to make reasonable adjustments for disabled pupils. It found that successfully inclusive schools

In this essay I will attempt to explain people’s attitudes towards the person with disability, also about the causes due to which our society discriminates against them. Few of these reasons are stereotyping, psychological discomfort, lack of accommodation, paternalization & pity.

Prior to the course, Perspectives on disability, my understanding of disability was a fundamental, concept of disability, in which I knew it existed, and also have seen and interacted with people considered to have a disability. I never took a deep look at all the social and political factors that exist within the spectrum of disability. This course has allowed me to examine all aspects of disability, which has changed my view and approach of what a disability is and how it is viewed. "Historically, disability has been viewed fundamentally as a persoal tragedy, which has resulted in diasbled people being seen as objects of pity or in need of charity. They have been subject to descriminatory policies and practices in which the predominant images of passivity and helplesness reinforced their inferior status"(Barton 4). Uncovering the framework of disability, by studying the historical, soicial political and educational standpoint, I see the intricacies in which gives me a greater understanding and awareness of the topic.

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

Children with intellectual disabilities go to school without knowledge of using the rest room on their own. We teach them for a long time until they know. They are discriminated at home as incapable of anything from childhood. They lock them in without any hope of contributing in the family. If a child with disability is a girl, no hope that she will be married and bring money or dowry at home. If parents had power for death arrangements, children with disabilities would be voted to die first before the rest of the family. Living with children with disabilities requires a strong heart[…]. No one wants to take care of a child with disabilities […]. Even when we teach children them, our fellow teachers ask us, why do you like to work with children with disabilities? Do you receive extra allowance for teaching them? They tell us: “I cannot afford to deal with them. Staying with them, I will be spitting all time, and I would not be able to eat.” I consider these children as the poorest of the poor compared to children coming from rural areas.