Unit 520: Support Understanding of Disability in Childcare Assignment Sample

• Type Assignment
• Downloads699
• Pages10
• Words2548

LO1: Understand Models of Disability

Achieve your academic dreams with the Best Assignment Help Services for Students, guaranteeing top grades, expert guidance, and timely delivery for academic success.

1.1 Identify conditions, impairments and difficulties commonly subsumed under the term disability

There are many different conditions, impairments and difficulties that are commonly subsumed under the term of disability, these include

Physical disabilities: these include cerebral palsy, stroke, spina bifida, arthritis, spinal cord injury, epilepsy, and muscular dystrophy (4children.org.uk, 2016).

Learning disabilities: these include, ADHD, Global learning delay, Dyslexia, dyspraxia and non-verbal disabilities

Sensory impairment: which includes blindness and low vision, hearing loss and Deafness, deaf-blindness, and sensory processing disorder.

Complex health: which includesneurological disorders, developmental disabilities, chronic health conditions such as diabetes and heart disease, substance use disorders, and mental health disorders (barnardos.org.uk, 2019).

life limiting conditions: these can include,severe cerebral palsy, multiple disabilities, such as following brain or spinal cord injury, various types of cancer.

1.2 Compare theoretical models of disability

• Medical Model –  This is a physical disability of a person, which can caused due to disease, health conditions, trauma or anxiety which may have been caused by an accident that needs medical attention and care (Murray et al., 2020). This may disrupt the day to day functioning of a person in a physiological or cognitive way.
• Social Model – This model focuses on obstacles facing people with disabilities instead of concentrating on the impairments and shortfalls of the person with a disability (Watson, Roulstone and Thomas, 2019). In this model a person’s activities are limited not by the impairment or condition but by environment and barriers which are consequences of a lack of social organization (Bild.org.uk, 2021).
• Functional Model – This model is quite similar to the medical model in that it notions of disability as an impairment or shortfall (Bunbury, 2019). This disability is caused by physical, medical or cognitive deficits. It willlimit a person’s ability to function or the ability to perform functional activities.
• Charity Model- This model is an older and outdated model of disability, people are often treated as an object of charity and people will feel sorry for them, some will assume that they will always need help, and will consider them a burden, which will require support and charity.

1.3 Explain how the application of different models of disability can be experienced in the lives of children and young people

Children and young adults with disabilities frequently live in environments that are centred on their medical requirements and limits under the Medical Model. This strategy may cause the patient to feel as though their handicap defines them, with a great deal of focus on symptom management, rehabilitation, and treatment (Bernetti et al., 2021). Although this can be crucial for their health and well-being, it could also lead to people seeing them only through the prism of their disabilities, sometimes ignoring their skills, passions, and uniqueness (Burke, 2008). As a result, these adolescents may experience feelings of alienation or dissimilarity from their classmates, which could affect their self-worth and social relationships.

Whether you are studying public health, nursing, or healthcare management, our healthcare assignment help ensures that your assignments are both well-researched and medically accurate

1.4 Explain how different models of disability shape organisational structures and outcomes

Organisational structures and outcomes can be profoundly impacted by various disability models, as they can have an impact on how organizations view, engage with, and accommodate individuals with disabilities (Collins et al., 2021). For example, the Medical Model frequently leads to a medicalized, hierarchical organisational structure where specialists make decisions and disabilities are seen as illnesses that need to be treated or cured. This approach can cause people to prioritise their own disabilities over the larger social and environmental issues that affect people with disabilities (Delaney, 2009). As a result, the focus of results in these kinds of organisations can be on healing and recovery.

On the other hand, the Social Model promotes a more rights-based and inclusive strategy. This model's impacted organisations seek to eliminate social barriers, advance equitable access, and enable people with disabilities to fully engage in society (Petasis, 2019). Flatter organisational structures that place a higher value on inclusivity and collaboration may result from this. Increased accessibility, diversity, and an emphasis on fostering inclusive workplaces where people with disabilities can thrive are common outcomes in these organisations.

Even though it is less common now, the Charity Model may nevertheless have an impact on some organisations to take a more paternalistic stance, viewing disabled people as passive beneficiaries of aid rather than engaged members of society (Booth, 2019). This may lead to a top-down organisational structure that prioritises assistance and support over encouraging disabled people's freedom and self-determination.

LO2: Be able to review how models of disability underpin organisational practice with children and young people

2.1 Explain how policies, procedures and working practices are underpinned by a model of disability

The underlying disability model that young people and children adhere to has a significant impact on organisational practises with them (Law et al., 2021). For example, in environments that follow the Medical Model, rules and procedures frequently centre on the therapeutic and medical requirements of children, resulting in practises that emphasise care and therapy tailored to individual needs. In contrast, organisations that adhere to the Social Model place a high value on breaking down social barriers and promoting inclusivity, which is evident in their policies that guarantee accessibility and refrain from discriminatory practises. While the Charity Model is less common, it may still have an impact on some organisations to take a more paternalistic stance, emphasising aid rather than empowerment, the Functional Model places more emphasis on enabling functional abilities through adaptive technologies and routine assessments (GOV.UK, 2014).

2.2 Review the effectiveness of current policies, procedures and working practices in actively promoting empowerment and participation

It is critical to look at how these frameworks encourage empowerment and involvement when evaluating the efficacy of the policies, procedures, and working practises currently in place in organisations that help children and youth with disabilities. This entails determining if the policies support children's autonomy, giving them the freedom to choose and participate in the decision-making process (Kosher and Ben?Arieh, 2020). It also entails assessing whether procedures encourage children's independence by providing the resources and encouragement they need to complete tasks on their own. It's also critical to take into account whether the surroundings promote inclusion, guaranteeing that every child has equal access to resources and activities (kids.org.uk, 2023).

2.3 Use the review to propose improvements to policies, procedures and working practices

Give top priority to areas that significantly affect participation and empowerment. Furthermore, make changes to the policies to guarantee inclusivity and clarity. Make sure the messaging is inclusive and highlights the organization's dedication to involvement and empowerment (Petrucci, 2020). Moreover, Share the channels that are open for continuing comments on the suggested modifications. Get input from the pilot to find any unexpected difficulties or places that need more improvement. Provide targeted leadership development to encourage an empowered culture (GOV.UK, 2014). To increase understanding of the influence of language on empowerment sensitivity training has been required.

Suggested ideas to complete LO 2

How policies, procedures and working practices are underpinned by a model ofdisability: e.g. approaches; agreed ways of working; health and safety; personcentredapproaches;dutyofcare;choice;preference;levelofsupportprovided;access

LO3: Be able to develop others’ awareness of models of disability

3.1 Plan activities that increase others’ understanding of:

A) Models of disability

B) How they are experienced by children and young people

C) How models of disability shape the organisational structure and ways of working

A) A thorough plan with a number of engaging and instructive activities can be put into action to improve awareness of disability models. A basic lecture utilising interesting presentations and real-world examples may start this off by giving an introduction of the many disability models, such as the Medical, Social, Functional, and Charity models (Buxton, 2023). The experiences of people with disabilities under various models might thus be more easily understood by participants through role-playing exercises. Disability studies specialists, advocates, and people with disabilities could participate in expert panel discussions to share their varied viewpoints and expand on our understanding of these models in practical settings. Furthermore, case studies could be analysed in small groups to show the results and practical implications of using various disability models (Wandin, Lindberg and Sonnander, 2021). The difficulties and solutions for using these models in diverse contexts, such as schools and hospitals, might then be the subject of interactive workshops. At the end of the plan, participants might share their observations and offer suggestions for future training during reflection and feedback sessions, which would serve to reinforce learning and promote continued consideration (NSPCC, 2019). A more thorough and knowledgeable viewpoint on disability models would be promoted by such an all-encompassing approach, which would also serve to educate.

B) Fostering empathy and establishing more inclusive environments require a greater understanding of how children and young people perceive disability models. Through exercises in empathy-building, focus groups, creative expression, and personal narratives, participants can obtain important insights into the difficulties and experiences that children with disabilities encounter in many contexts (Delaney, 2009). In addition to giving people a forum for self-expression, these activities foster understanding among peers and open communication. Peer mentoring programmes and youth-led awareness campaigns can enable young people to help their peers and fight for change (Samsudin and Adirasa, 2023). Participating in these activities can help people have a deeper understanding of how disability models affect the lives of children and youth, which will ultimately lead to a society that is more accepting and compassionate.

C) Organisational members can learn a great deal about how disability models affect decision-making, resource allocation, and day-to-day operations by taking part in a variety of activities like policy reviews, organisational structure analysis, interviewing, and scenario-based role-playing. Through these exercises, employees can consider their own positions within the company and pinpoint areas where better alignment with inclusive models might be achieved (Burke, 2008). Strategies for promoting inclusion in the organization's operations and structure are also developed with the help of expert views and group discussion. All things considered, these initiatives provide people the tools they need to actively strive towards developing more inclusive workplace cultures that put the interests and rights of people with disabilities first (uk.sagepub, 2015).

3.2 Implement planned activities

 Promoting inclusion can be actively achieved by putting planned activities into action that are aimed at raising awareness of disability models, comprehending the perspectives of kids and teens, and modifying organisational procedures (Sandford, Beckett and Giulianotti, 2021). These exercises involve different organisation stakeholders and offer a systematic framework for learning and introspection. Through the implementation of the scheduled activities, organisations can enable their personnel to gain a more profound comprehension of disability models, value the real-life experiences of children and youth with disabilities, and evaluate the ways in which these models impact organisational structures and methods of operation. Positive change is catalysed by the implementation process, which eventually results in more inclusive practises, policies, and attitudes that are advantageous to every person, regardless of ability.

3.3 Review the outcomes of planned activities

An essential first step in evaluating the success of these programmes is to examine the results of planned programmes aimed at raising awareness of disability models, the experiences of kids and teenagers, and the influence on organisational procedures. Organisations can assess how well these initiatives have accomplished their goals by gathering data, participant comments, and observations (Burke, 2008). This evaluation approach supports future planning and improvements in addition to offering insightful information about shifts in knowledge and attitudes (Burke, 2008). Furthermore, evaluating these results' sustainability and long-term effects guarantees that the organisation will keep promoting inclusivity and modifying its procedures to better support kids and teenagers with impairments. In the end, the review procedure is essential to developing inclusive, knowledgeable, and sympathetic organisational cultures.

References:

4children.org.uk (2016). Local services for children and families. [online] 4Children. Available at: https://www.4children.org.uk/Page/Children-and-family-services/#:~:text=4Children%20works%20with%20children%2C%20young [Accessed 14 Nov. 2023].

barnardos.org.uk (2019). Changing the lives of children and young people across the UK. [online] Available at: https://www.barnardos.org.uk/sites/default/files/uploads/Barnardo%27s%20Impact%20Report%20Full%20-%202019.pdf.

Bernetti, A., Agostini, F., de Sire, A., Mangone, M., Tognolo, L., Di Cesare, A., Ruiu, P., Paolucci, T., Invernizzi, M. and Paoloni, M. (2021). Neuropathic Pain and Rehabilitation: A Systematic Review of International Guidelines. Diagnostics, 11(1), p.74. doi:https://doi.org/10.3390/diagnostics11010074.

Bild.org.uk (2021). bild | Our vision is a society where everyone can enjoy the same rights and opportunities. [online] www.bild.org.uk. Available at: https://www.bild.org.uk/.

Booth, J. (2019). Empowering Disadvantaged Communities in the UK: Missing the Potential of Co-production. Social Change, 49(2), pp.276–292. doi:https://doi.org/10.1177/0049085719832401.

Bunbury, S. (2019). Unconscious Bias and the Medical model: How the Social Model May Hold the Key to Transformative Thinking about Disability Discrimination. International Journal of Discrimination and the Law, 19(1), pp.26–47. doi:https://doi.org/10.1177/1358229118820742.

Burke, P.B. (2008). Disability and Impairment: Working with Children and Families. [online] Google Books. Jessica Kingsley Publishers. Available at: https://books.google.com/books?hl=en&lr=&id=snC4Bt1DvGgC&oi=fnd&pg=PP1&dq=Burke [Accessed 14 Nov. 2023].

Buxton, J. (2023). Design for Accessible Collaborative Engagement: Making online synchronous collaborative learning more accessible for students with sensory impairments. [online] oro.open.ac.uk. Available at: https://oro.open.ac.uk/91722/ [Accessed 14 Nov. 2023].

Collins, A., Rentschler, R., Williams, K. and Azmat, F. (2021). Exploring barriers to social inclusion for disabled people: perspectives from the performing arts. Journal of Management & Organization, 28(2), pp.1–21. doi:https://doi.org/10.1017/jmo.2021.48.

Delaney, T. (2010). 101 games and activities for children with aurism, Asperger’s and sensory processing disorders. [online] redined.educacion.gob.es. New York : McGraw-Hill, 2010. Available at: https://redined.educacion.gob.es/xmlui/handle/11162/65546 [Accessed 14 Nov. 2023].

Kosher, H. and Ben?Arieh, A. (2020). Social workers’ perceptions of children’s right to participation. Child & Family Social Work, 25(2), pp.294–303. doi:https://doi.org/10.1111/cfs.12685.

Law, J., Dornstauder, M., Charlton, J. and Gréaux, M. (2021). Tele?practice for children and young people with communication disabilities: Employing the COM?B model to review the intervention literature and inform guidance for practitioners. International Journal of Language & Communication Disorders, 56(2). doi:https://doi.org/10.1111/1460-6984.12592.

Murray, H., Grey, N., Wild, J., Warnock-Parkes, E., Kerr, A., Clark, D.M. and Ehlers, A. (2020). Cognitive Therapy for Post-Traumatic Stress Disorder following Critical Illness and Intensive Care Unit Admission. The Cognitive Behaviour Therapist, 13, pp.1–36. doi:https://doi.org/10.1017/s1754470x2000015x.

Petasis, A. (2019). Discrepancies of the Medical, Social and Biopsychosocial Models of Disability; a Comprehensive Theoretical Framework. The International Journal of Business Management and Technology, [online] 3(4). Available at: https://theijbmt.com/archive/0928/1686534688.pdf.

Petrucci, L. (2020). Theorizing postfeminist communities: How gender?inclusive meetups address gender inequity in high?tech industries. Gender, Work & Organization. doi:https://doi.org/10.1111/gwao.12440.

Samsudin, A. and Adirasa, M.Y. (2023). The Importance of the Younger Generation in Combating the Dangers of Juvenile Delinquency: JOEY: Journal of English Ibrahimy, [online] 2(2), pp.19–28. doi:https://doi.org/10.35316/joey.2023.v2i2.19-28.

Sandford, R., Beckett, A. and Giulianotti, R. (2021). Sport, disability and (inclusive) education: critical insights and understandings from the Playdagogy programme. Sport, Education and Society, pp.1–17. doi:https://doi.org/10.1080/13573322.2021.1902299.

Wandin, H., Lindberg, P. and Sonnander, K. (2021). Aided language modelling, responsive communication and eye-gaze technology as communication intervention for adults with Rett syndrome: three experimental single case studies. Disability and Rehabilitation: Assistive Technology, pp.1–15. doi:https://doi.org/10.1080/17483107.2021.1967469.

Watson, N., Roulstone, A. and Thomas, C. (2019). Routledge Handbook of Disability Studies. [online] Google Books. Routledge. Available at: https://books.google.com/books?hl=en&lr=&id=eB24DwAAQBAJ&oi=fnd&pg=PT405&dq=+This+model+focuses+on+obstacles+facing+people+with+disabilities+instead+of+concentrating+on+the+impairments+and+shortfalls+of+the+person+with+a+disability&ots=8OkpxBcqCl&sig=fKMAfgioFoCH8SgyhMNb_doQz1w [Accessed 14 Nov. 2023].

Burke, P. (2008). Disability and impairment : working with children and families. Philadelphia: Jessica Kingsley Publishers.

Delaney, T. (2009). 101 Games and Activities for Children With Autism, Asperger’s and Sensory Processing Disorders. McGraw Hill Professional.

GOV.UK (2014). About us. [online] GOV.UK. Available at: https://www.gov.uk/government/organisations/department-for-education/about.

kids.org.uk (2023). Ways to support us. [online] Kids. Available at: https://www.kids.org.uk/ways-to-support-us/ [Accessed 14 Nov. 2023].

ncb.org.uk (2019). Home. [online] NCB. Available at: https://www.ncb.org.uk/.

NSPCC (2019). NSPCC. [online] NSPCC. Available at: https://www.nspcc.org.uk/.

uk.sagepub (2015). Journal of Learning Disabilities. [online] SAGE Publications Ltd. Available at: https://uk.sagepub.com/en-gb/eur/journal-of-learning-disabilities/journal201879 [Accessed 14 Nov. 2023].