‘It is necessary to develop a more holistic and nuanced disability model to account for both individual and social dimensions, while acknowledging the diversity within the disabled community.’ Throughout my research, I have encountered various models of disability, yet none of them truly encapsulate the multifaceted realities of individuals with disabilities. Drawing from my personal experience as a disabled researcher and former wheelchair user, I have identified numerous overlooked factors that require attention, especially within the realm of education. My proposed ‘Diverse Model of Disability’ (DMD) (Zecca, 2023) incorporates legal considerations, and cultural factors that impact people with disabilities. When used in education, this model prioritises the individual, recognising factors that affect their academic progress and learning experiences. My research focuses on equitable educational opportunities for all children which includes examining the legal framework, including human rights principles that protect students with disabilities. Factors like impairments, environment, culture, attitudes and identities can impact learning and access for children with disabilities, so a comprehensive and inclusive approach is crucial to ensure these learners receive the education they deserve. My aim is to enhance and refine this person-centred Diverse Model to recognise the intersections of social identities (for example, gender, sexuality, religion) in shaping the life experiences of people with disabilities. This new model aligns with the UK Equality Act 2010, 3 which recognises learners’ entitlement to equal and meaningful education. Adopting a comprehensive and inclusive approach to people with disabilities is vital to ensure that these learners receive the education and opportunities they deserve. 3 https://www.gov.uk/government/publications/equality-act- guidance/disability-equality-act-2010-guidance-on-matters-to- be-taken-into-account-in-determining-questions-relating-to- the-definition-of-disability-html
REFERENCES Engel, G. (1977). The need for a new medical model: A challenge for biomedicine. Science , 196 (4286), 129–136. https://doi. org/10.1126/science.847460
Oliver, M. (1996). Understanding disability: From theory to practice . St Martin’s Press.
Shakespeare, T. (2006). Disability rights and wrongs . Routledge.
Zecca, K. (2023). Increasing self-efficacy of secondary school physical education teachers via the creation of a framework to facilitate and better achieve EDI with respect to engagement in physical activity and education [Unpublished doctoral coursework]. Cardiff Metropolitan University.
QUESTIONS FOR DISCUSSION 1. When considering a learner with a disability, what factors beyond the impairment itself might influence their learning experience in your classroom? 2. How might your teaching approach need to adapt to ensure that all learners, including those with disabilities, can meaningfully participate in learning? 3. How might a learner’s disability interact with other aspects of their identity or background (such as culture, language, gender, or socio- economic context) to shape their experience of education?
BERA BITES 15 | EDUCATING FOR ALL
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