3.3 Explain the social and medical models of disability and the impact of each on practice

This guide will help you answer 3.3 Explain the social and medical models of disability and the impact of each on practice.

The social and medical models of disability are two different ways of explaining disability. They lead to very different approaches in practice. Workers in children’s and young people’s services need to understand both models so they can support children effectively and promote inclusion.

The medical model looks at disability as a problem within the person. It sees the disability as something to be treated, fixed, or cured. The main focus is on the impairment itself.

The social model sees disability as a result of barriers created by society. These barriers can be physical, organisational, or attitudinal. In this model, the focus is on removing the obstacles that stop a person from participating fully.

Both models can influence how a worker behaves and the kind of support they offer. The way you view disability will shape the opportunities you create for children and young people.

The Medical Model of Disability

The medical model is based on a health and treatment perspective. It identifies disability as a result of a person’s physical, sensory, intellectual, or mental impairment. The model suggests that the individual’s difficulties are caused by their condition, and that care should focus on diagnosing and treating or managing the impairment.

Features of the Medical Model

• Focus on fixing or improving the impairment
• Reliance on health professionals to make decisions
• Disability seen as a personal tragedy or limitation
• Supports often based on medical treatment and rehabilitation

Under this model, the success of support is often measured by how much the impairment is reduced or managed. For example, a child with hearing loss may be offered surgery, hearing aids, or speech therapy to make them closer to what is considered ‘normal hearing’.

How the Medical Model Impacts Practice

In practice, the medical model can lead to approaches that concentrate on deficits rather than abilities. It might produce an environment where:

• Professionals make decisions for the child without much input from the child or family
• Support focuses more on curing or managing conditions than on changing the environment
• Expectations for the child may be lower
• The child may feel labelled or defined by their impairment

A worker influenced mainly by the medical model might spend more time encouraging treatments rather than adapting learning activities or surroundings to the child’s needs.

However, the medical model can be important in accessing some services. Medical recognition of a condition may be needed to access funding, specialist equipment, or certain types of therapy.

The Social Model of Disability

The social model takes the view that disability is created by barriers in society rather than by the individual’s impairment. These barriers might be:

• Physical barriers such as steps preventing wheelchair access
• Communication barriers such as not providing British Sign Language interpretation
• Attitudinal barriers such as stereotyping or prejudice
• Organisational barriers such as inflexible policies or timetables

This model emphasises the responsibility of society to adapt so that everyone can take part fully.

Features of the Social Model

• Focus on removing barriers
• Emphasis on inclusion and participation
• Recognition of rights and equal opportunities
• The child’s voice is central in decisions

For instance, in the social model, a child with hearing loss is not seen as the problem. Instead, the problem might be that lessons do not have captions, staff are not trained in deaf awareness, or rooms are not designed with good acoustics.

How the Social Model Impacts Practice

Workers using the social model look first at barriers in the environment and how to remove them. Practice may include:

• Adapting learning activities so every child can take part
• Planning environments to be accessible to all children
• Making communication accessible to all
• Respecting the child’s choice in how they want to be supported
• Promoting a culture that values diversity and challenges prejudice

By removing barriers, the child or young person has greater independence and control over their life. This approach helps promote self-esteem and equality.

Comparing the Two Models in Practice

In real life, both models can play a role. The medical model can help with diagnosis and treatment, which might improve health and comfort. The social model ensures that barriers are identified and removed so the child can take part in everyday life.

Key differences

• Medical model focuses on the impairment itself
• Social model focuses on changing the environment and attitudes
• Medical model often gives power to health professionals
• Social model emphasises the rights and agency of the person with the impairment

Example in an Early Years Setting

A boy with cerebral palsy wants to join outdoor play.

• Using the medical model approach: focus might be on his physical therapy to improve mobility before joining in.
• Using the social model approach: focus would be on adapting outdoor equipment and providing support so he can join in straight away.

A balanced approach could mean continuing any beneficial therapy but also making immediate changes so he is not excluded.

Why Workers Should Understand Both Models

For workers in children’s and young people’s services, understanding both models helps provide the best support. The medical model still plays a role in identifying conditions, accessing health support, and understanding medical needs. The social model is vital for promoting inclusion and equal participation.

If a worker only uses the medical view, they may unintentionally exclude children. If a worker only uses the social view, they could overlook beneficial health interventions.

A good approach is to be aware of the benefits and limits of each model. This way you can meet health needs while creating an inclusive environment.

Practical Impacts on Daily Work

Planning Activities

• Consider possible barriers, such as inaccessible equipment or resources
• Adapt the activity or environment rather than expecting the child to fit into an existing plan
• Involve the child in decision-making to learn what will help them take part

Communication

• Provide written, visual, or audio alternatives to information
• Train staff in inclusive communication methods like Makaton or Braille
• Encourage peers to interact inclusively

Environment

• Make sure all areas are accessible for mobility aids
• Use sensory-friendly spaces for children with sensory processing differences
• Keep noise levels appropriate for those with hearing aids or auditory sensitivities

Attitudes

• Promote positive language and attitudes among staff and children
• Challenge stereotypes and misinformation about disability
• Celebrate individual strengths rather than focusing on limitations

Legal and Policy Context in England

The Equality Act 2010 supports the social model in many ways, as it requires organisations to make reasonable adjustments to remove disadvantages caused by disability. Workers must act in line with this law to promote equality of opportunity.

Special educational needs and disability (SEND) legislation also follows a person-centred approach. It requires involving the child and family in any planning and recognising the child’s right to participate in decisions.

Organisations often have policies in place that promote the removal of barriers and aim to meet children’s medical needs. Your role includes following these policies and suggesting changes when barriers still exist.

How Attitudes Influence the Models

The way people think about disability has a strong effect on practice. If staff believe that a child is limited by their condition, they may not try to adapt the environment. If they see that the environment and attitudes can change, they are more likely to work on inclusion.

Negative attitudes can lead to:

• Excluding children from certain activities
• Having lower expectations
• Making assumptions about what a child can or cannot do

Positive attitudes can lead to:

• Increased participation
• Creative problem-solving
• Greater respect for diversity

Training, reflection, and open conversations among staff can shift attitudes towards a more inclusive view.

Benefits of a Social Model Approach in Children’s Services

When children’s settings use the social model, they often see:

• Higher participation rates
• Increased confidence and independence among disabled children
• More positive relationships between children
• Reduced instances of bullying or discrimination
• Staff who think creatively about inclusion

These benefits lead to better outcomes and greater well-being for all children.

Challenges in Applying the Social Model

Adopting the social model fully can be challenging. Barriers may remain because of cost, lack of resources, or organisational limitations. Some environments may not be fully adaptable.

Workers may also face resistance from others who believe in the medical approach or who lack training. In these cases, the role of advocacy becomes important. Workers can speak up for changes that will help children fully take part.

Final Thoughts

The social and medical models of disability are both influential in children’s and young people’s services. Understanding their differences helps you make better decisions in planning support and creating an inclusive environment.

The medical model offers valuable input in identifying and managing health conditions, but it can limit opportunities if it is the only perspective used. The social model encourages changes in attitudes, environments, and systems, which can greatly improve participation and independence.

In practice, the most effective support often comes from combining medical support with a social model approach. This means meeting any health needs while actively removing barriers. For children and young people, this balance promotes well-being, inclusion, and equality of opportunity.