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date: 26 July 2021

Influence of Medical and Social Perspectives of Disability on Models of Inclusive Education in the United Stateslocked

Influence of Medical and Social Perspectives of Disability on Models of Inclusive Education in the United Stateslocked

  • David ConnorDavid ConnorHunter College
  •  and Louis OlanderLouis OlanderThe Graduate Center, City University of New York

Summary

Ideological disputes about what human differences constitute disabilities undergird two very distinct positions that are known as medical and social models of disability. The positions significantly impact how inclusive education is envisioned and enacted, with proponents of each model holding fast to what they believe is “best” for students. Related areas of significant dissension among the two viewpoints include: (a) the concept of disability and “appropriate” placement of students deemed disabled, (b) the purpose of schools, (c) the nature of teaching and learning, (d) a teacher’s roles, (e) the notion of student success and failure, and (f) perceptions of social justice and disability. These interconnected and sometimes overlapping areas convey how medical or social models of inclusive education can vary dramatically, depending upon an educator’s general ideological disposition toward disability or difference.

Subjects

  • Education, Change, and Development
  • Educational Politics and Policy
  • Educational Purposes and Ideals
  • Educational Systems
  • Educational Theories and Philosophies
  • Education and Society

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