The two resources which I have chosen I feel reflect some of the contrasting models of disability which we have looked at in Units 1-4 of the course materials (E214, The Open University, 2010). The first resource comes from the National Autistic Society’s website and the second comes from the national newspaper The Guardian. The first resource (Appendix A) is an information page entitled ‘What is Asperger Syndrome’ and particularly focusses on the medical/deficit model of disability, a model which involves identifying symptoms, diagnosing a disease or a deficit and prescribing appropriate treatment (E214, Unit 2, p.47).
This resource is aimed at people who have been diagnosed with Asperger Syndrome, for parents whose children have recently been told their child has Asperger Syndrome or for people who want information on what the condition is. It goes through the three main difficulties that people with Asperger’s have, the characteristics of the syndrome, the causes and cures and finally the diagnosis process. The language used in the document is representative of some of the characteristics that are used when talking about the medical/deficit model of disability such as diagnosis, labelling and assessment (E214, Unit 2, p.47) and this model has become a popular way of talking about children in special education.In 1978 the Warnock Report (DES, 1978) created the terms ‘special educational needs’ and ‘learning difficulties’ (E214, Unit 2, p.
84), two phrases which are still in use today and one of which is illustrated in Appendix A when discussing possible accompanying learning difficulties associated with Asperger Syndrome such as Dyslexia and Dyspraxia.However it could be argued that today, although the Warnock Report wanted to remove the stigma of being labelled (E214, Unit 2, p. 84) and to abolish terms such as feeble minded and imbeciles, people are now being stigmatised by the terms ‘special educational needs’ and ‘learning difficulties’, as Priestly (quoted in Adams et al, 2000, p. 243 cited in E214, Unit 2, p.
87) explains “the ‘language of special need’, with its focus on individual children […] continue to construct disabled children as the other. ” As the information sheet points out “some people see a formal diagnosis as an unhelpful label […]” (Appendix A).A label can have an effect on the way we perceive people and how they perceive themselves. Nevertheless, many parents may find that by receiving a label such as Asperger Syndrome it can help to alleviate any guilt they might have had if they think their child’s condition is caused by something they might have done, it can also mean that their child now has access to extra help and support at school.
This illustrates how complex the issue of labelling children can be.The second resource (Appendix B) is an interview from 2011 by Ermine Saner on Cerrie Burnell, a presenter on the BBC children’s channel Cbeebies and focuses strongly on the affirmation model of disability, with Cerrie’s positive and self-assured attitude coming across throughout the interview, this stance is in complete contrast to the medical model as seen in Appendix A. It also touches on the social and tragedy models of disability. Cerrie, who was born with her lower right arm missing, explains in the interview how she wants to raise awareness of disability in a positive way (Appendix B).Doctors had told Cerrie’s parents that wearing a prosthetic arm would make things easier for her; however she found it was the prosthetic that was becoming her disability, so she decided against wearing it. Others advised her to wear long sleeved shirts to cover up her arms, she has always refused, mainly because it affects her ability to carry out everyday tasks but also because she does not see why she has to, just because other people are uncomfortable with it (Appendix B).
These negative responses from non-disabled people and the need for people to appear as though they are helping the person with an impairment are particularly apparent in the tragedy model of disability, where disabled people are expected to ‘adjust’ to their situation, although this can often cause unhappiness (Swain & French, 2010, p. 157) as happened in Cerrie’s case with her prosthetic arm. When Cerrie began on Cbeebies some parents had a very negative reaction to her appearing on their television screens and wrote in to a BBC messageboard saying that she was giving their children nightmares and freaking their children out (Appendix B).These negative opinions are an example of the social model of disability in which it is society that is considered disabling and not the person with the impairment. Disabled people have used the social model to explain to the rest of society about the barriers they face (E214, Unit 3, p. 104).
One particular barrier is the attitudinal barrier of non-disabled people towards disabled people and how unjust these can be (E214, Unit 3, p. 117). Although the social model and the affirmation model have helped to move attitudes on for disabled people we can see from this example that there is still some way to go.By being so positive about her impairment, Cerrie is helping to increase children’s awareness of diversity in society.
Thus we can see that by looking at the different models of disability, medical/deficit, affirmation, social and tragedy in relation to the two resources chosen, they both offer different ways of contrasting diversity and they offer clear examples of how different languages and attitudes are used in relation to the four models discussed.
