Social Psychology of Childhood Disability †MyAssignmenthelp.com

Question: Discuss about the Social Psychology of Childhood Disability. Answer: Introduction: According the various medical models of the society, the model of disability is a condition of the health that deals with the medical form of the professionals. The people with the disability are thought to be the different from normal to the abnormal (Agahi, Shaw Fors, 2014). Disability are seen to be the problem in the individual. From the medical model, the person who have the disability always needs to be fixed and cured. Therefore, disability is form of tragedy that the people with the disability are needed to be pitted. The medical model of the disability is all about the person who cannot be part of the situation. The social form of perspective do not really deny the reality of the physical form of impairments that impacts the individuals. The social model always seeks for changing the society in order to accommodate the people who are living with the various impairments and they does not need any kind of changes in the behavior towards them to accommodate in the society. It also supports the view of the people with the disability that has the right to be fully participated the citizens on the equal form of base with the others (Couch, Tamborini Reznik, 2015). The people with the disabilities are not just an object for the charity for their medical treatments but they are also subjected all forms of the rights that exists in claiming the rights for making the decisions for their own lives that are based on the free and the informed consent that exists among the active members of the society. The disabled people who are developed the social models for their problems is because the traditional models did not explain the correct form of the personal experiences for the disability or helping it to develop more inclusive form of living. Therefore, the essay enumerates the various social disadvantages that are been experienced by the disabled people. The people who are living with disability are one of the most marginalized and the most disadvantaged groups in the society. They generally come across two major forms of discriminations. Firstly, with the dimensions that are related to the social form of attitudes that prevails by the differences and also reflects the intolerance rates that are been reflected in the conditions of the various forms of impairments (Kirmayer Brass, 2016). Secondly, the major forms of the dimensions are related to the adequate form that are built in the environment that the makes it more difficult for the disabled people for accessing the ranges of the services that can be participated in a various forms of the economic and the social form of the activities. The people who are having the disability are been estimated to be the 15 percent of the whole population of the world. It has been recorded that more than billion of people are making the largest minority in the global network of the group. The con sistent form of evidences that are abound for demonstrating the larger form of the population of the people with the disabilities that are found in the low income countries of the global south or what has been euphemistically been referred as the majority in the world (Levitt, 2017). The disabled children including the students, who are having the learning disabilities, were about 20 percent of more likely to be reported as been bullied than the other students who are studying in the same school. Various studies have spotted the differences remained in the steady from the third through the twelfth grade. The students with disabilities are also taught the skills in which they tend to respond appropriately to bullying. They needs to what to respond to the particular situations. About two-thirds of those children surveyed received free or low-priced lunches; 43 percent were Latino, 36 percent were white and 14 percent were black. Sixteen percent were identified as having a disability. The surveys asked the students about bullying, which Rose defined as "pervasive aggression." Students responded to questions about whether they had been hit or threatened, had their feelings hurt, or had lies and mean rumors spread about them. Online harassment was not included in the surveys.It has been reported that 60 percent of the disabled students episodes of bullying compared to the 42 other students when they have reached the fifth grades, the gap have remained very similar 62 percent that are compared to the 41 percent. The constant gap of 20 percent was still seen in all across the level of the grades. Some of the researchers have been speculated the students who are having the disabilities that have more form of trouble than the understanding of the peer with a complex form of communication that essentially includes the sarcasm and the non-verbal cues and that makes it more likely to be involved in the bullying. Other forms of the skills included the engagement in the conversations that working with other parts of the group in the participation, knowing how they have responded that tend to not win the game. The basic form of skills that are been seen to be learned and to be thought of. The disabled people includes the long term physical, intellectual, mental and the sensory form of the impairments, some of which are impossible to detect and are often left undiagnosed. Several disabled people often experiences the discrimination and therefore encounters the barriers for participating in all the aspects of the society that readily includes the transportation, economic opportunities, access to education and the health care systems. Therefore, they lead to the high risk factor for experiencing the poverty and the disability and the analysis are the basic cause and the consequences of the level of the poverty. However, it can be globally assessed that there are higher rate of participation in the education for the disabled people since the last two decades. Thus, some of the social groups always somehow remain underrepresented that can be totally excluded in the participation of the higher education. This has somehow diminished the rate of the arguments that the contemporary form of the higher education can be agenda for propagating the social form of justice. While there has been an increase in the awareness concerning the south global (Thomas, 2015). The problem of the disability remains the same at the periphery level of the policy, practices and the researchers that are undertaken in the higher education sectors. The policy makers of the higher education are the planners for the development for increasing the rate of the social form of justice that may be helpful for the social experience of the disabled people that have been overlooked by reforming the policies and the good form of pr actices in the higher education level. Given the situation, mainstreaming of the disabled people are a bit more difficult for constituting a major part of the experience in the multiple form of dimensions for the various discrimination in the society like the talking the inequality that comes with disability that can be considered as the critical form of agenda of the social justice that are essential for attaining the Millennium Developmental Goals. The existing form of evidences suggests that the MDGs are currently very much limited and they lack the scope and the coverage for the developed and the underdeveloped nations. Disability is somehow more of a personal; form of experience rather than the personal form of experience that the higher education policy makers are been making to acknowledge for the policies and the practice that plays a much significant role in the way that how the disabled form of the people tend to negotiate their form of participation in the higher form of education. () argues that the personal life experiences of disabled people are not simply products of individual cognitive psychology but are deeply embedded in the social . Individual identities are negotiated with others in a social context, in response to cultural values and structural forces. This certain argument draws the point of being to the powerful position for establishing the relationship between the disabled and the non-disabled people (Thomas, 2015). However, it has been noted that under the social model of the disability, the disability are been interpreted to be residing in the society rather than in the impai red form of bodies. The problem of disability resides in the society because there are various forms of the social constraints that are attached with the restrictions in the physical aspects that are been imposed on the people who are with the impairments (Vehmas, Watson, 2014). Therefore, the universities reviews that their positions for the MDGs Post the 2025 agenda, that needs the clarification of the universities in the reproduction of the of the social exclusion and the underrepresentation of the disabled through the policies, research and practices that are non-inclusive and the misrecognises the circumstances of the impairments. It has been reported that the demand for the disabled people that can be seen globally that is just for the improvements in the existing form of services and the change in the activities in their own form of experiences. References Agahi, N., Shaw, B. A., Fors, S. (2014). Social and economic conditions in childhood and the progression of functional health problems from midlife into old age.J Epidemiol Community Health, jech-2013. Anastasiou, D., Kauffman, J. M. (2013, August). The social model of disability: Dichotomy between impairment and disability. 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