The term ‘disability’ includes various impairments affecting physical, mental, intellectual or sensory abilities. According to the United Nations’ Convention on the Rights of Persons with Disabilities, ‘individuals with disabilities have long-term impairments that, when combined with barriers, may hinder their full participation in society on an equal basis’. However, this definition is debated and needs further exploration. In this blog post, I will use ‘disability’ as a general category for all physical impairments (avoiding subgroup distinctions) and present a new model to broaden understanding and improve teaching approaches.
In disability studies, the medical model perceives disability as an individual issue that can be cured through medical interventions. It focuses on limitations and attributes barriers to biological conditions. Oliver (1996) argues that this model perpetuates negative stereotypes and neglects societal factors in the formation of disability. On the other hand, the social model considers disability as a result of the interaction between individuals and their environment. It advocates for modifying the environment to accommodate the needs of disabled individuals and combating societal discrimination (Shakespeare, 2006). However, neither the medical model nor the social model fully captures the complexity of disability.
The biopsychosocial model of disability (Engel, 1977) attempts to integrate both medical and social influences, while also including psychological aspects that affect an individual’s disability experience. It has contributed to shifting the perspective from a purely medical model to a more comprehensive understanding of disability. Nonetheless, it is important to recognise the limitations of the biopsychosocial model. One of the main criticisms is its failure to fully encompass the diversity and intersections within the disabled community.
