Childhood obesity is a complex and often highly emotive subject that has been explored in multifaceted perspectives. Scholars and experts have described diverse presentation of passive, dependent and sometimes helpless students. The medical and social approaches have been particularly of interest considering the need to streamline the definition to suit different entities. The introduction thus presents the subject of the paper by outlining the similarities and differences between the social and medical approaches in understanding childhood disabilities and the experiences. The approach is used from the basis that social factors as opposed to individual impairments are the primary basis for describing the occurrence of disabilities. The introduction section thus contains the following:
1. Basic information on childhood disability.
2. The introduction will contain the basic information about the issue of disability in both the social and medical standings.
3. It will contain a brief summary of the two models of childhood disability highlighted in the reading.
4. Eventually, the thesis statement will be a critical highlight of what I intend to talk about i.e. a comparison of the two models of the two models of disability
Body
How the two models explain the concept of childhood disability. It will compare the social and medical models of childhood disability and the way they shape experiences.
This section underscores general concepts of children disabilities
a) It gives examples of some of the disabilities experienced by children as well as the definition of disability as a concept.
b) It also states the general attitudes towards children with disabilities and the legislations passed to protect the children.
c) It highlights the rights of children with disabilities as human rights and how the rights are protected by law
d) It underscores the views of children with disabilities as well as the experiences with disability.
This section highlights the medical perspective of childhood disability and its contribution in shaping experiences.
a) It begins by giving the historical background of this model of childhood disabilities.
b) It highlights the general concepts associated with the medical model of childhood disability
c) It also underscores the general theoretical standings of medical disability as well as the strengths.
d) In addition to that, this section would look at the criticism against the medical model of childhood disability.
Likewise, the body of this essay contains the social models of understanding disability among children
a) This section gives a brief historical background of the social approach of childhood disability and experiences.
b) It underscores the social effects of disability on children
c) It also shows the social implications that disability has on childhood experiences.
d) Additionally, the section shows critical opinions on the social disability and childhood experiences.
The body also contains important similarities between the medical and social models of childhood disabilities and experiences.
It will also contain the major differences between the social and medical perspectives of disabilities and their impacts on the childhood experiences.
The last part leading to the conclusion gives a description of the connection of the similarities and the differences between the medical and social disability and childhood experiences.
Conclusion
The conclusion is a general reaction to the essay and a summary of the contents. It also contains lessons learned about childhood experiences. Likewise, the conclusion highlights the lessons about the similarities and the differences between the social and medical models of childhood disabilities and experiences. Besides, it will contain a call for action for the protection of the rights of children with disabilities.
Part 2: Essay
Introduction
Reports indicate that in the UK, one in twenty children suffers some form of disability with the prevalence estimated at 770,000 children (Montgomery " Sheehy 2010, p. 167). Despite the alarming rate, it is unfortunate that these voices are often side-lined in research with the focus being directed at service provision and usage. Disability in children can be explained from both a medical or social perspective. Medically, a child is considered to be disabled if he or she exhibits physical or mental impairment or a combination of such impairments which severely limit their functioning and has lasted or is expected to last for a minimum of one year. To meet this definition child impairment must be as a result of either physiological or anatomical abnormalities which can be medically demonstrated by universally acceptable diagnostic techniques in the laboratory and clinic. Disability in children can also be explained from a purely social perspective. Even though this description does not offer sufficient explanatory framework it sheds light on the experience children with disabilities in the society. Within the society, these kids experience disability I four major ways; in terms of their mental or physical impairment, their inherent difference from their counterparts in society, a difference in how people behave towards them and general material barriers. This paper seeks to critically highlight and analyze the differences in these two models of classifying disability and their pros and cons, especially when applied to children.
Medical Perspective of Childhood Disability
The medical model basically views disability as a biological deficit which is generally associated with an immense burden and grief. This model does not acknowledge how this hegemonic discourse which is deficient shapes how families interact with disabled children. Historically, research on how families with children deal with their disability the medical model assume pathology on the onset. When doing research proponents of this model do not research if families who have kids with disabilities experience distress but to what extent they experience the distress. It is important to note that most of this research fails to answer the extent of distress caused by the deficit in this hegemonic approach. This paper tries to discern the history of medicalizing disability. Medicalization of disability can be traced to the rehabilitation period which occurred between 1890 and 1920 (Anon., 2013). It was in this period that the popularly held belief then that disability is caused by supernatural factors gave way to medical interpretation of disability. Over time these medical interpretations gave rise to the model generally referred to as the medical model. This model gave scientific credibility to the school of thought that disability stemmed from the individual body of the disabled. This played a big role in absorbing the general society from any difficult experience by those living with a disability even if the root of the problem was the society and not the disabled persons. In adopting this model, society believed that it was the people with disability who needed to be treated and not the society which caused the problems faced by those living with a disability. This model was generalistic in nature as it interpreted disability universally. It is important to note that this model was and is deficient as it overlooks that most of the challenges faced by those living with disability are as a result of the surrounding society and not purely by because of the biological inadequacies of the disabled.
There have been monumental changes on how people treat and regard people with disability especially in children. This can be clearly seen in the deinstitutionalization movement of children with disabilities. Numerous medical advancements in this field have revolutionized the field and made it possible for an early diagnosis. Despite all these advancements in the medical model, most of the lives of families living with disability have remained unchanged. This has seen these families experience never-ending stress levels, psychological stress, and immense guilt more so to those who institutionalized their children with disability. Initial research showed that families which had gone ahead and institutionalized their children who had various disabilities were harmonious compared to those who did not. These outcomes served to strengthen the belief that disability even in children was purely a biological affair. This was because the majority of these results was analyzed purely from a medical point of view and did not incorporate any sociocultural aspect.
Social Perspective of Childhood Disability
As opposed to the medical model, social model of disability came forth to try and discern where disability really lies. The model is of the opinion that disability is not with the children who have various impairments but with the society. This model recognizes the role of societal attitude; policies, perceptions, and general institutions play in creating and worsening disability in children. It is the society which put barriers to children with various impairments rendering them disabled. In this model, disability is a creation of society. It is the society which put barriers to children with different impairments thus making it hard for them to function. For example, lack of lifts and wheelchair ramps at the entrance of buildings make lives of those with mobility challenges hard. If these facilities were to be made available then the same person could easily access the building and perform same duties as would a person without the disability. This amplifies the idea that it is up to the society to their thinking. If the surrounding environment of a person with a disability is suitably changed, then much of their hardships caused by their impairments are alleviated. This model is also limited in the fact that not all individual dimensions of disabilities of a child can be fully eliminated.
The social model can be further broken down into four components, that is, the physical, social, cultural and institutional context for better understanding (Anon., 2015). The physical context touches on natural environment which can be built to enhance support and remove hindrances to participation by these kids. This can be items like Braille signage, ramps on buildings etc. The social aspect concentrate on those people who define the manner which society interacts with disabled people. These include policy makers and trendsetters in society. Cultural beliefs, on the other hand, encompass values, rituals, and beliefs. They transcend the social aspect. In this context, individual attitudes and actions are greatly influenced by their membership into larger groups like religion. This means person actions towards a child with a disability is subject to their perception of time, group responsibility and group’s belief about what causes disability. The final part of the model is institutional context. This comprises of two parameters, legislation, and policy funding. The legislation looks into the relevant laws put in place to ensure children with disability acquire access to key rights such as education and healthcare. Policy funding, on the other hand, seeks to define the sources of funds to be used to actualize the regulation and who should implement them.
The similarities between the social and medical model of children disability include that both models aim at providing a better understanding of children disability and provide avenues for solving it. The two models also aid in augmenting the quality of lives of children with disabilities. However, there are glaring differences between the two models, including the focus on the medical aspect for medical model and completely ignores the role of the environment. The social model on the other hand puts emphasis on the society and its great role in creating a conducive environment for children with disabilities. The other difference is that the medical model has not been very effective in transforming the lives of children with disabilities owing to lack of sociopolitical support unlike the social model. The connection between the two models is the environment the children with disabilities are raised and the children who bear direct impact of these concerns and their related attention placed by members of the public. There is a need for concerted efforts by government, parents, members of the public, and other stakeholders to take concerted efforts in augmenting the quality of life of children with disabilities. This can be achieved by creating a synergy between the medical and social model to generate a unique whole that confers the best care management at medical and social settings for the disabled children.
It is safe to say that both medical and social models are mutually exclusive. The medical model is generally seen to be the root cause of most of the challenges experienced by children with disabilities. It up to all of us to look for a way to combine both models if we truly want to help children living various impairments that society see as disabled.
Part 3
Joining college opened up by my academic scope. I remember when I joined college, I had not been accustomed to the rigor that comes with the academic environment. I must say that my studying skills were rather relaxed having come from the less demanding high school environment. This factor made me to struggle through my first few semesters in college. However, as I watched my grades drop rather significantly, I knew I had to do something by adapting to the new environment and changing the way I handled my academics. After all high school and college proved to be different in demands. When I got my first real friend in college, he taught me that academic success required more than just talent. By this, he implied that I needed to focus in aspects that were directly linked to my academic success. I needed to improve in my study skills. I can attest to the fact that string study skills and organized and more focused study habits are essential in academic success. For instance, I created a timetable that helps me to organize my study periods and in the timetable I have located more time to areas that I experience weakness. These modules have even made more improvement in my study skills. I must say that I am more organized. The fact that I can now organize my time and prioritize certain areas of study implies that the module is not just a learning module but of fundamental effect on how I cover my studying. I have even realized that I can now compete with people I considered ‘smarter’ than me.
While I may have improved in my study skills, I must say that there is still need to improve in my time management. Once in a while I tend to skip some sessions or even start some sessions a few minutes later. In some instances, I also get quite distracted while studying and this affects my study pattern. However, I intend to put into place solutions for these problems. For instance, on the matter of time management, I have decided to use an alarm clock that would remind me when I am supposed to report for any sessions. Since I spend most of my time with my phone, I have put reminders that not only remind me of the time but also the particular subject for the period. Likewise, I not only wish improve on my study time but also to find a better study location that would help in reducing distractions. For instance, making more use of the library would help in reduction of noise. Since I have realized that studying in my room is quite distractive, I have set my timetable to ensure that I have no time allocated for studying in my room except during exam periods. Besides, I have time for group discussions and consulting my instructors so as to ensure that I get a grasp of important areas that I may not understand.
In conclusion, the modules have been of great importance in changing my studying skills. I have not only improved in my grades, but I also have time allocated for other non-academic activities. The implication of proper time management is not only reflected in my academics but also in my relationship with my friends and the people around me. I have also realized that there is reduced pressure on me from every angle as all areas are catered for in my timetable.
Reference List
Montgomery, H. " Sheehy, K., 2010. Understanding disabled children’s experiences. Chapter 8.
