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Essay / Research Paper Abstract
A 6 page paper assessing two views of disability. For years, practitioners in various disciplines have attempted to apply the medical-based approach to diagnosis and management of disease to virtually every aspect of human function. Where non-physical disability exists, that approach may not be as valid as the system would cause it to appear. The purpose here is to assess a single chapter from each of two books that take widely divergent views of the individual and social nature of non-physical disabilities. Bibliography lists 2 sources.
Page Count:
6 pages (~225 words per page)
File: CC6_KShlthDisMod.rtf
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Unformatted sample text from the term paper:
in various disciplines have attempted to apply the medical-based approach to diagnosis and management of disease to virtually every aspect of human function. Where non-physical disability exists, that approach
may not be as valid as the system would cause it to appear. The purpose here is to assess a single chapter from each of two books that take
widely divergent views of the individual and social nature of non-physical disabilities. The Traditional Model The chapter discussing the path on which to
arrive at learning disability diagnoses represents the "traditional, medicalized, or individualized rendering of disability." The chapter is a good choice to represent this view in that it overwhelmingly focuses
on individuals. One section of the chapter describes the process of diagnosing a childs learning disability, urging practitioners that the first order of business is to ensure that the
child does indeed have a learning disability, that his lack of school achievement is not the result of other forces. The author cautions the practitioner about discrepancies ...between
what a child is actually learning and what he ought to be learning. His actual learning is determined by measurement of his present achievement ... A number of ways
of measuring this discrepancy are discussed later in this chapter under "Quantifying the Learning Disability" (Author 45). This chapter acknowledges the existence of
outside influences and the power that some of them have in childrens lives, but it primarily focuses only on the child. What has the childs level of achievement been
in the past? How does the child relate to peers? At what age did the child begin to walk and talk? All of these and several others
...