Disability Models, Labels, and Language Essay

According to Ho (2004), “the problem with (the) educational and social systems is not that (they) recognise differences. Rather, the problem is that (individuals) often make erroneous assumptions (regarding) the causes of differences and difficulties, and (the individual) either ignore differences or stigmatise those who are considered different” (p. 90). In seeking to bring about genuine inclusion, several issues arise. Some of these issues are addressed in this paper.

What does this mean for Early Childhood Practitioners (ECPs)?

According to Ho (2004), Early Childhood Practitioner should uphold the principle of inclusion. This means that every individual (read every child) is valued, respected, and given the opportunity to participate fully in the education process. Diversity should be regarded as a “….rich learning resource (for children)” (Connors & Stalker, 2007).

Which are some of the messages that may be conveyed to the Children that One Works with through the Tendency to Ignore Differences or Stigmatise those who are Different?

According to Exley (1981), and Early Childhood Practitioner may make some mistakes when they ignore differences or stigmatise those who are different. The child may think that they are being given things that are useless and which an individual wants to get rid of since they do not need it anymore. The child may also think that they are being “(regarded) as useless” (Exley, 1981: p. 90).

What approach to differences may be helpful to inclusive practice and to the positive development of all children?

An ECP should always avoid engaging in what Baglieri (2008) refers to as ‘othering’. They should try to “………identify with (the) marginalised persons (read children)” (Baglieri, 2008: p. 593). These are some of the approaches that may be helpful to inclusive practice.

Considering the power of language and the impact this can have on children and families the ECP works with, what are the implications of terminology in relation to difference and disability for you as an ECP?

The words an ECP uses with and around children they work with have far-reaching implications on them and their families. The words and opinions they express are especially informed by their understanding of the various models of disability. According to Baglieri (2008), the medical model- which categorises these children as abnormal and unfortunate- may make them feel excluded. This works against the inclusion principle.

Children hold different views in relation to disability. In Connors & Stalker (2007), children share these views with the author. This raises several questions:

Who needs to change? Is it the Individual who should change, or is it the Society?

It is the opinion of this author that the society is the one that needs to change its opinion towards the individual with a disability. The children already seem to have accepted their condition, intoning “………….I am in a wheelchair, so just get on with it” (Connors & Stalker, 2007: p. 25).

Is a child with a disability whole or broken?

It is the opinion of this author that the child is whole and not broken. Connors & Stalker (2007) is of the view that the children expressed aspirations that are typical to those held by children their age. As such, children with a disability are as whole as their peers. The author disagrees with the medical model, which views the person as one in need of being fixed.

Where does all of this leave the role of the ECP?

According to Jordan & Stanovich (2001), the teacher should be aware of the fact that they have a role to play “……in the education and care of all students, including those with difference and disability” (Jordan & Stanovich, 2001). This will lead to children with higher self-concept scores than those in inclusive programs.

References

Baglieri, S. (2008). ‘I connected’: Reflection and biography in teacher learning toward inclusion. International Journal of Inclusive Education, 12(5), 585-604.

Connors, C., & Stalker, K. (2007). Children’s experiences of disability: Pointers to a social model of childhood disability. Disability & Society, 22(1), 19-33.

Exley, H. (1981). What it’s like to be me. Watford Herts, UK: Exley Publications Ltd.

Ho, A. (2004). To be labelled, or not to be labelled: That is the question. British Journal of Learning Disabilities, 32, 86-92.

Jordan, A., & Stanovich, P. (2001). Patterns of teacher-student interaction in inclusive elementary classrooms and correlates with students’ self-concept. International Journal of Disability, Development and Education, 48(1), 33-52.