Role Of The Social Worker In Promoting The Rights Of Disabled Children Social Work Essay

If all types of subjugation were to discontinue, the construct of disablement would go excess. Analyze this statement with mention to the theoretical accounts of disablement described in Topic 12 Living and Working with Disabled Children, and discourse the function of the societal worker in advancing the rights of handicapped kids

In order to analyze the statement, “ If all types of subjugation were to discontinue, the construct of disablement would go excess ” it is indispensable to look at the assorted theoretical accounts of disablement and see how handicapped people are perceived and treated by society. I will pull on class stuff from K224, Topic 12. I will research the different theoretical accounts of disablement and how these may control or advance the voice of handicapped kids. I hope to beef up my reply by pulling on articles from the class reader. I will discourse why it is of import when working with households to hold an apprehension of their single demands and the context in which they live and I have incorporated some professional pattern in an effort to exemplify my points.

“ The Disability Discrimination Act 1995 defines a handicapped individual as person who has a physical or mental damage that has a significant and long-run inauspicious consequence on his or her ability to transport out normal daily activities ” ( ) . It can be argued the term disablement is unstable and mutable depending on which theoretical account of disablement one relates to. Society socially constructs the term “ disablement ” “ We live in a society that makes handicapped kids really vulnerable, 1 that has really ambivalent feelings about handicapped kids ” ( Marchant, Reader, p 215 ) . Children with disablements along with their households are really frequently excluded from the norms of society therefore being segregated and rendering them unseeable.

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Over the past 30 old ages the apprehension of disablement has changed. It has shifted from seeing disablement as a tragic status or job that has an impact on the lives of the unfortunate, to recognizing disablement as a state of affairs of corporate institutional favoritism and societal subjugation.

Language is a powerful agencies of building ; it is one of the most powerful ways in which we gain cognition. Language alterations over clip, non merely in the manner it is spoken but in the mode words are used. Up until the 1980 ‘s the word ‘spastic ‘ was used by the medical profession to depict persons with intellectual paralysis. This along with words such as ‘mongle ‘ , ‘retard ‘ and ‘cripple ‘ , continue to be used by some persons in society, being used in a derogative mode towards those with disablements. The media is likely one of the most powerful ways in which we are socially constructed. In the past charitable administrations used negative images of disablement to make feelings of commiseration in order to derive people ‘s attending to pull understanding in order to obtain contributions. Images today are more positive, we see images of handicapped kids playing athleticss, such as wheelchair hoops, looking happy and integrated into society. One of the most popular representations of disablement on telecasting in recent old ages has been South Park ‘s, Timmy, the Rebel in a wheelchair. Timmy has done admirations to showcase how a kid with a disablement has the same hopes, frights and wants as other kids. These types of images are easy altering society ‘s perceptual experiences of what disablements are.

The medical theoretical account of disablement positions disablement as being the mistake of the handicapped individual because of their functional restrictions. It focuses on the person ‘s damage as being the cause of their troubles, frequently being seen as something negative, a status which must be eradicated. The medical profession seek to happen remedies and standardization of the person.

The societal theoretical account is believed to hold its roots within the Fieldss of psychological science and sociology and was developed in the UK in the 1980 ‘s by handicapped people who argued that they are non handicapped due to illness or impairment. Supporters of the societal theoretical account, see disablement as a societal building brought approximately by the manner handicapped and non-disabled persons interact, which can make disadvantage and exclusion. They recognised environmental, societal and attitudinal barriers prevent them from take parting to the full in society.

The social-psychological theoretical account of disablement was designed by Mark ‘s ( 1999 ) who maintained that the subjective experience of a handicapped person is of import as is the demand to recognize they have the right to be heard and should be afforded the chance to pass on utilizing the method that best suits their abilities. Advocates of this theoretical account recognise that non every kid with impairment sees themselves as holding a disablement, for illustration in Activity 6, Identities ; one kid states “ I am non a disablement, I ‘m me. I have dyslexia and I ‘ve had infantile paralysis but I ‘m non ‘a dyslexic ‘ or ‘a cripple ‘ . I ‘m me ” . ( John, quoted in Rieser and Mason, 1990, p 85 ; Topic 12, p 20 )

When analyzing the theoretical accounts of disablement with respects to services provided to disenable kids the medical theoretical account appeared the most outstanding factor in disempowering and rendering handicapped kids unseeable as it focuses entirely on their disablement and no other country of their individuality. In activity 4, we were introduced to disenable kids discoursing linguistic communication, labelling and images in relation to how they are perceived by others. A quotation mark given high spots the defeat the medical theoretical account can do “ It ‘s ever about what ‘s incorrect with me… . They are merely interested in the spots of me that do n’t work. They want to see what I ca n’t make ” . ( Girl quoted in section of Health, 2000, p76 ; topic 12, p 16 ) . The medical profession appears to be the dominant supplier of attention who tends to “ individualize and label ” kids who are disabled ( Topic 12, p21 ) . In the acquisition resource stuff Simone Aspis draws attending to medical labels that describe the differences between an single whose organic structure is valued to that whose is non or how a kid receives a label, such as being autistic due to them non acting in a manner society perceives as acceptable. ( Learning Resource Material, p52 ) .

It is recognised that the societal theoretical account has had a important influence on the development of statute law such as, the Disability Discrimination Act 2005, which places a responsibility on all public organic structures to advance disablement equality, nevertheless, it is non without its ‘ critics. There have been suggestions that the theoretical account generalises handicapped people ‘s experiences based on the positions of a white middle-class position, neglecting to recognize the sentiments of the working-class or black and cultural minority groups. ( K113, Block 6, p11 ) . Aspis, along with others raise inquiries as to how the societal theoretical account perceives disablement, reasoning “ the term damage ‘ locates the organic structure more within a medical theoretical account ” . ( Topic 12, p24 ) . Advocates of the theoretical account would reason that they do non differ that there is an being of damages or physiological differences but alternatively state it attempts to turn to the difference without attaching the stigmatizing effects of disability that non merely impact on the handicapped individual but can frequently convey disadvantage to their household.

As identified in research by Watson et Al. ( 1999 ) it would look that both handicapped and able-bodied kids favour the social-psychological attack. As they are of the sentiment the theoretical account recognises them as persons that should non be labelled due to a difference they may hold as a consequence of damage, adding there is more to their individuality, adding their damage does non intend that they are disabled in every country. An illustration given is “ a kid who can walk easy may be able to swim rapidly ” ( Topic 12, p26 ) .

It is of import to recognize the dangers of lodging excessively stiffly to the dogmas of one peculiar theoretical account, as whilst theoretical theoretical accounts are helpful in explicating the manner things work, they can hold their failings. For illustration the societal theoretical account may look appropriate nevertheless, by lodging to it stiffly could ensue in Social Workers overlooking the current demands and possible effects the disablement is holding at the clip of appraisal. Likewise disregarding the medical theoretical account could ensue in the worker ‘s failure to recognize some handicapped kids do necessitate medical intercession.

Within the instruction system it is apparent that authorities statute law, efforts to implement the societal theoretical account by the inclusion of a individual with a disablement in a mainstream school. However, there are occasions when it is the medical theoretical account that ensues ; for illustration a kid is identified as holding a hearing damage and may be non be able to go to mainstream instruction as the scene may non run into their demands. Advocates of the societal theoretical account will reason that the chid is unable to go to mainstream school, non because of their damage, instead that they are prohibited from larning due to a deficiency of AIDSs and equipment. In contrast protagonists of the medical theoretical account may reason that whilst mainstream schools may be able to understand the demands of the kid, “ specializer schools ” would make a better occupation, due to staff holding a better consciousness and specifically designed equipment being available. It could be argued that if we move off from treatment environing damages and shortages, and alternatively emphasise and use a Capabilities Approach, disabled kids will hold a greater chance to take part. By using Sen ‘s ( 1993 ) ‘Capabilities Approach ‘ professionals would more efficaciously recognize the handicapped kid ‘s ability to pass on their positions, demands and wants ( Roche, Reader, p 81 ) .

Execution of the Disability Discrimination Act 1995 set a positive docket for local authorization policy and processs to advance anti-oppressive pattern specifically in relation to kids with disablements. Valuing diverseness, listening and esteeming handicapped kids as peers with unconditioned positive respect is the key in advancing good pattern. ( K113, Aids to Practice Cards, Anti-oppressive pattern, p 109 ) . The Joseph Rowantree Foundation is an administration that met this demand as they readily made available resources required for effectual communicating of handicapped kids ‘s positions. ( Topic 12, p44 ) .

The Children ( Scotland ) Act 1995 states the public assistance of the kid is overriding. Children with disablements and those who are affected by disablement autumn into the class of kids in demand. Local Governments have a statutory responsibility to supply services as outlined in Section 22 and 23 of the Act. Section 24 of the 1995 Act, besides places a statutory responsibility on Local Authorities to measure carers of a handicapped kid, should they bespeak an appraisal.

As a Family Support Worker I have a figure of kids with disablements on my instance burden. It is my duty as a worker to measure the demands of the kid and to research other factors that may impact on other members of the household. In order to place any demand, I am required to set about an appraisal under the Community Care and Health ( Scotland ) Act 2002 and hence required to set about a holistic and incorporate attack to place issues such as wellness, educational and lodging demands. I have late undertaken an appraisal for a immature individual, who has Pierre Robin Syndrome which causes terrible physical and learning disablements. Despite his physical and communicating troubles it was indispensable that I explored how he communicated to guarantee any barriers that existed were removed. My cognition of the Strengths Approach highlighted the demand to “ see the individual behind the label ” ( Howe, 2009, quoted in chapter 13, p 99 ) which helped me place that whilst the immature individual may hold trouble pass oning verbally, he still has the capacity to pass on. The Strengths attack identifies the importance of observing the strengths and possible the person may hold. In utilizing this attack I was leting the immature individual and his carers to research how they could lend to the appraisal procedure. I see this attack as traveling manus in manus with social-psychological theoretical account as they both see the individual as an person and non the label.

It is now accepted that a modernization of societal attention is necessary and Government policy, acknowledges that people with disablements that require services, should hold the right to be actively involved in the design and bringing of the support. This has resulted in the debut of the Personalisation Agenda, which puts the focal point on the person to make up one’s mind what is of import to them, giving them the chance to buy in services that they wish. Personalisation is still in the early phases of development. South Lanarkshire Council, the authorization I am employed by is set abouting a pilot strategy within their Rutherglen/ Cambuslang country. The focal point being on immature grownups with disablements who are in the passage phase from Child and Family Services to Adult Services. It will enable them to populate their life as citizens within their ain communities, promoting them to be originative in making coveted ends and to demand flexibleness from those engaged in their support. Personalisation besides goes manus in manus with the social-psychological theoretical account of disablement.

In decision, I believe I have explored the construct of the societal building of disablement by depicting some of the linguistic communication used by people to described persons with disablements. I have identified the strengths and failings of the Medical, Social and Social-psychological theoretical accounts of disablement and how these may control or advance the voice of handicapped kids. In supplying illustrations and rules of good pattern, I have highlighted the demand for kids with disablements to be listened to and for their positions and sentiments to be respected in footings of how they feel their disablement impacts on them and their household. Good professional pattern will travel further than integrating. It will endeavor to guarantee full engagement and equal chance for all kids to run into their single potency

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