Caracterización del objeto de estudio

In the past, policies and rehabilitative programmes based upon the medical model, were designed and implemented within the framework of government ministries in Malaysia that were responsible for the provision of services for persons with disabilities. Some of the specialized services or programmes provided to persons with disabilities may be special schools, sheltered workshops, segregated residential facilities and/or special social welfare programs such as disability benefits.

As mentioned earlier, the fundamental principle of the individual and medical approach is underpinned by the traditional concept of rehabilitation and social assistance services. It is believed that since disability is an individual’s own problem, rehabilitation and social assistance services will help the individual to become as ‘normal’ as possible and to fit in and adapt to society. However, this approach has proved ineffective in ensuring that persons with disabilities gained access to all sectors of society and has been challenged by disabled people’s movements. As a result, as described earlier, internationally there has been a paradigm shift away from the medical model and towards the social model of disability which strives to ensure the civil, cultural, economic, political and social rights of persons with disabilities are protected.

58 It is increasingly accepted in international conventions and by the state

parties that are signatories to them, that the exclusion of persons with disabilities from many important activities in society is due in large part to barriers in the built environment, the way in which activities are organised, the assumptions non-disabled people make, the attitudes they hold and also inequalities of power, rather than exclusively arising from the individual’s impairment. Based on this understanding of the social model of disability and the belief that it is natural for differences to exist between people in society, it is certain that Malaysian society has to change to accommodate these

differences and to give persons with disabilities the opportunity to take their place in society. The nature of the social assistance or support should be changed in response to the needs and preferences of persons with

disabilities and not solely under the control of professionals. It is argued that the assistance provided in keeping with the social model and the conventions where equal opportunities are offered to enable persons with disabilities to fulfil their human rights (Morris, 2011).

Moreover, the social model of disability also believes societal and

environmental barriers influence the interpretation of disability in society. Failure of the society to provide the needs of persons with disabilities and satisfying only the non-disabled people leads to discrimination. This shows the inter-connections of individuals and their social context. For instance, there is often an assumption that persons with disabilities have difficulty in relation to work or are unable to join the labour force. However, given the right training and support as well as a suitable infrastructure at the

59 workplace, they can fulfil their jobs as other individuals (Burge et al., 2007). Thus, it is argued that the evaluation of persons with disabilities should also change from ‘what they can do’ to ‘what they can be’ (Barnes, 1999; Marks, 1999; Shakespeare, 2006).

Defining persons with disabilities purely in terms of others’ understandings of them, or priorities about their impairments will almost inevitably deny their abilities and give a negative perception of ‘what they can be’ and the

direction their lives might take. It is important for disabled people to have the opportunity to define an outcome and also the route to achieve it that they regard as being in their best interests. For example, instead of focusing on their way of walking, the central issue should be on the more universally valued concept of mobility both in itself and as a means to an end.

The equality and social inclusion agenda, using the social model of disability, connotes a rights-based perspective that persons with disabilities should be offered similar chances to fulfil their individual potential and enjoy the same life opportunities as others. This agenda proposes tackling the systemic barriers which prevented persons with disabilities from participating fully in employment (Patton et al., 2005)

Furthermore, the fact that new ways of theorising disability and the central tenets of the disabled peoples’ movements have influenced the ways that research is approached. Disability studies was defined as politically-engaged scholarship (Abberley, 1999) and when those involved debated the role of research some argued strongly that its emancipatory purpose should aim to

60 find out how to achieve what disabled people had already decided that they wanted (Oliver, 1997). The connection between activism and the academic has been highlighted as crucial to bringing this decision into reality (Abberley, 1999).

In the Malaysian context, history shows that since the 1940s the influence of the medical model of disability and a charitable approach could be seen in most of the social service - for example the rehabilitation service and institutional care provided by both the government and non-government agencies as discussed in Chapter Two. Later in the 1980s, with the

development of greater disability awareness, this concept of social model of disability can be seen to have had some influence via the greater emphasis being placed on the physical and social barriers restricting those who live with impairments (Jayasooria & Ooi, 1994; Norani Mohd Salleh et al., 2001). Welfare approaches based on the social model of disability are gradually being recognised to provide direct support for full and equal participation of all persons with disabilities without requiring functional recovery as

prerequisite.

A good example of the social model of disability approach is reflected in the Biwako Framework (BMF) for Action on Disability (United Nations Economic and Social Commission for Asia and the Pacific (UNESCAP), 2003) which strives to ensure that governments in Asia and the Pacific take the social model of disability seriously as well as view disability as a human rights issue. This BMF incorporates disability concerns into national policy and

61 programmes towards developing an inclusive, barrier-free and rights-based society for persons with disabilities (Economic Planning Unit, 2007). In response to this, the new approach of supported employment which promotes the conception of employability among persons with learning difficulties might be regarded as reflecting this transition from the medical to the social model of disability.

Nonetheless, in striving for the rights of this group of persons with disabilities which do not come automatically, consultation with, and the involvement of stakeholders are required in the development of national policies, strategies and targets: that is, government ministries, civil society organizations (i.e., Disabled Persons Organizations (DPOs)), non-governmental organisations (NGOs), and other key social partners such as representatives from the private sector, families and persons with disabilities, themselves. It is

important to accept the views of persons with disabilities and consider them as experts in reflecting on their own lives and providing first-hand

impressions of the services provided. 3.4 CONCLUSION

The aim of the chapter was to introduce key theoretical frameworks to enable understanding of disability in general and persons with learning difficulties in particular. This chapter theorises disability by exploring the understanding of disability from the lenses of two prevalent models- the individual and the social- as well as other related disability theories such as affirmative, minority, universalism and relational models. In addition, the concept of

62 disability from Islamic perspectives is also considered. The discussions conclude with reflections on concepts or ideas which have been translated into practice including research endeavours.

It would appear that certain areas continue to be dominated by a medical model of disability whereby disability is seen as an individual, essentially private problem or personal tragedy. This is particularly clear in relation to the welfare system where inflexible dual categories of ‘able to work’ and ‘not able to work’ continue to apply. Thus, the focus is on the rehabilitation of the individual to enable them to work rather than tackling the barriers created by society that make finding and holding down paid employment difficult for many persons with disabilities. Despite the persistent influence of this individual model, the social model has undoubtedly made a significant contribution to the ways in which persons with disabilities are viewed and treated in society today.

The insights of the social model of disability have been vitally important for persons with disabilities, both personally and politically. The social model uncovered the strong moral position that gave the disability movement its political strength and empowered individual persons with disabilities to take charge of their own lives (C. Thomas, 2007). Besides, they have fostered the development of disability studies as an academic discipline and have helped ensure a long-overdue place for disability on the sociological and political agenda.

63 With reference to the Islamic view of disability, Muslims have been guided by the Quran and Hadith on the noble and fair approaches to persons with disabilities. Unfortunately, this teaching of Islam is not echoed in the current situation which reflects little concern granted to disability issues in Muslim communities.

The following chapter turns to look at the experience of persons with disabilities in the labour market, focusing on the barriers to employment, career choices and options provided for them to secure their participation in the community. It also attempts to highlight the experience of persons with learning difficulties in supported employment with reference to the literature.

CHAPTER 4