University guided by social model of disability

Meet Jane and John. Jane is able-bodied, and John is someone with a physical disability. As a result, John uses a wheelchair. Both are presented with a task to walk up a set of stairs. Jane has no problem completing this task, but as you might imagine, John is unable to do so.

A lot of people would look at John and think about how unfortunate it is that he is unable to go up the stairs. This view of people with disabilities is very much in line with the medical model of disability, where disability is viewed as a problem located within the individual and concerns no one else. 

It is the responsibility of the individual to seek out any sort of medical attention to “fix” or “cure” their disability in order to be a part of society. To put it into context, it is John’s condition that disables him and keeps him from going up the stairs, not the stairs themselves.

But according to the social model of disability, it is not John’s condition that disables him, but the stairs. The social model of disability says that it is the environment that society has created to meet the needs of the majority that disables the individual. 

In other words, disability is created through the barriers that exist within society, not by the impairments of the individual. 

Here at the University, we are fortunate enough to have administrators, students, faculty and staff who are passionate about creating an inclusive environment for students of all identities. But one identity the University has made strides in working with is students with disabilities.

Hugo Trevino, senior in LAS, said, “When choosing a University, I wanted the full college experience. I wanted to gain the experience that everyone else gets...and I knew that with all the accessibility the University of Illinois had to offer I would be able to get this experience and more.”

The Division of Disability Resources and Educational Services and the Beckwith Residential Support Services have been major contributors to improving the quality of life for students with all types of disabilities by following the social model of disability. These resources are major factors as to why the University is rated No. 1 as one of the most “disability friendly” schools. 

Programs like DRES and BRSS have assisted students with all types of disabilities, visible and invisible, by offering various programs. 

For instance, the learning disability staff, “...works with students on compensatory strategies in test preparation, test taking, reading comprehension, and written expression.” They also provide students with housing that offers assistance in performing the basic activities of daily living through the support of paraprofessional staff and personal assistants, as well as the development of skills and experience necessary to live independently.

BRSS is located on the first floor of Nugent Hall. They are equipped with a staff of personal assistants to aid the residents. These experiences help able-bodied students obtain a new perspective on students with disabilities that raises awareness and appreciation for the issues facing those students. 

Personal assistant Audrey Maske, sophomore in ACES, said, “Everyone on the floor is one giant family and the environment is so welcoming ... Since working in Beckwith, I have gained an awareness and appreciation concerning the students and staff in the program.”

But while the University has programs like DRES and Beckwith, Nugent Hall Resident Advisor, Lexi Wirtas, senior in LAS, believes that, “... accessibility is not on the forefront of minds of many individuals . . . 

Chipotle, for example, has an accessible bathroom on its second floor but no elevator to actually get up to the bathroom.” She goes on to say, “We have made so many great strides as a University, but there is still so much more that needs to be done.”

And she’s right. Despite the advancements and progress of our University, there is more that needs to be done. While accommodation efforts have been on the forefront of the disability rights movement, there is a societal attitude that considers people with disabilities helpless, looks at them with pity and views them as partial or limited human beings.

But the social model states otherwise. It’s the everyday structures that are limiting to people with disabilities.

As the University continues their efforts to create a more inclusive environment through expanding accessibility, as prescribed by the social model of disability, they should be serving as a guide to public institutions across the nation of how to become more disability-friendly.

Matt is a sophomore in LAS. He can be reached at mpasqui2@dailyillini.com



Source : The Daily Illini , 29th October 2013