Challenges and Opportunities in Disability Inclusion

The provided document is an assignment on disability inclusion, which highlights the challenges faced by individuals with disabilities due to social structure and attitudinal obstacles. It discusses how these barriers can limit opportunities for people with disabilities and suggests fresh interpretations of disability and impairment through experiences and participation in major activities. The assignment also references various studies and papers that support its arguments.

Critical reflection on the Disability Theorist
Disability theorist Anita Ghai works as an associate professor in the department of
psychology in New Delhi. She contributed me a great way to the present reality of the
physical disability. Her focus is developing a great understanding of the feminism and
disability. According to me, she developed a great understanding related to the individual's
struggle with disability and the story of surviving the lives with a disability. Being a disability
theorist many efforts were done by her to understand the disability issues and how such
issues are to be resolved.
I believe that many of the evidence in relation to the social, historic and as per the analytical
terms results to understand disability and the relation of such disability to different sectors
(Singh & Ghai, 2009). As a theorist, she developed a great variety of proportions that are in
relevance to disability that includes the religious texts, life trajectory, practices related to
spiritual values and social attitudes (McConkey & Collins, 2010). Through her work, she
explored the unofficial and official identifications and with this marginalisation of the lives
that are disabled, which will help in raising the lives of the individuals suffering from a
disability (Singh & Ghai, 2009). The denial of the disability reality results to create such
situation where the aged along with the disabled, women, men and children lacks the access
of the basic rights of the human, are discriminated, marginalised and excluded against.
Disability and inclusion
From the intellectual point of view, there are various precise circumstances that
influenced the individual's conditions suffering from disabilities and to mention the attitude
of the normal individuals towards them. It was observed that neglecting, ignorance, fear and
superstition are certain social factors that exacerbated isolation of the individuals with

disabilities. Individuals with the disability face many issues and problems as they are
believed to be a burden to the families and the societies (Fremlin, 2016). The disability
among the individuals is gendered and hence the feminism results in developing the
awareness of the women exploitation and oppression in the society and also among the
family. The society and the cultural values in a great way are responsible for imposing a
disability on the individuals suffering from impairments. The individuals with disability
according to the theorist have the right to live the life as per the normal individuals (Fremlin,
2016).
According to me the theorist Ghai she underscores the disability in postcolonial practice and
theory and looks at the culture and literature from two different perspectives. Such writings
of her reflected the colonial past and found a new way to understand the world facing the
issues related to the disability (Fremlin, 2016). Such domain writings and postcolonial theory
of her develops a great understating towards the oppressed representation and identities of
disability. As disability theorist, she believes to understand the others suffering from
disability symbolically and historically (McConkey & Collins, 2010).
Disability to the great extent is constructed socially and its conceptualisation reflects
the societal attitudes which viewed the disable individuals lives as worthless, tragic and
burden (Fremlin, 2016). Through the theories the social model of disability and its significant
and important to the disabled community and an extensive variety of social issues with this
also interrogating and questioning the utility (Fremlin, 2016). The social model where the
rights of the individual suffering from a disability are to be widely developed ad
acknowledged ad highlights the economic, cultural and environmental barriers experienced
by the individuals suffering from the disability (Fremlin, 2016).

I wonder that the rethink disability theory of the Ghai will lead to the various analyses ad
recommendations of the various policies (Dattilo, 2013). In areas of the inclusive education,
certain perspectives ad critiques are offered which supports I the understanding of the
disability. But was not clear how to apply such policies in a complex environment where
accepting the individuals with disabilities is a challenge (Dattilo, 2013). Such a concept of
rethinking brought certain different experiences ad concerns of the disabled individuals
emphasise mainly the disability multiplicity and also its significance to the broader concerns.
The commitment to femininity and women engagements bring questions to the ones
observations on disability, newfangled dimensions for formation and actions on gender
concern, and a considerate reflection on significant inclusion through distinctive politics
(Ferguson, Jarrett & Terras, 2010). The theory of rethinking disability is full of analysis and
insights on how various sources and areas of knowledge are to be linked (Dattilo, 2013). Her
contribution of the disabled individuals are considered as a great foundation for the future
work in different areas; the rapid changes in the society and globalisation develops option of
the disabled inclusion in the society with the new understanding regarding disability and also
through new opportunities and risks for the disabled individuals (Dattilo, 2013).
Disability rights academics and activists highlighted environmental and cultural factors that
marginalise individuals with disabilities, disagree with their basic values and accompanying
essential conditions or rights (McConkey & Collins, 2010). Such disability, social model
approaches suggest that the disability root lies in the environment failure for allowing
someone to work as per the capacity with the functional disability which exists among the
individual (Dattilo, 2013). The highlighting of the marginalisation related to individuals
having the disabilities through the environmental and cultural factors do not mean that the
impairment is to be is shorn off. Mutilation is an intent concept and way that portion of an

individual’s body that does not function or there some difficulty in the functioning (Dattilo,
2013).
With the understanding of the disability social construction, it is vital to engage with the
eradicating barriers and to envelop the method for inclusive practice to reduce the
disadvantage. Inclusive practices are required to be entrenched in institutions’ schedule
practices moderately than as additional or compensatory (McConkey & Collins, 2010).
Inclusive practice commence with the construction of alertness and a non-intimidating
atmosphere. The challenges which are also faced by institutions are the non disclosure of the
identity (Anderton, Eichmann, Ghai & Wilde, 2007). The fear of discrimination is one of the
major factors which are behind the non disclosure, because of the deficiency in of recognition
of entitlements that is owed by the disabled individuals (Ghai, 2006). Hence it is precise that
in such areas the institution has to work to establish the culture of belongings. It is required to
remember that the inclusion is to be broader than disability and the obstruction is not always
related to impairment.
The barriers such as attitudinal are fairly replicated through identity and language fixation.
Expressions like ‘tragedy’, ‘special needs’ ‘charity’ etc tends to comprise negative
implication (Echeverri & Fernández, 2014). The term ‘disabled individual favours individual
with a disability’ as this is a sign of disability as peripheral as contrasting to somewhat that is
inherent to the people identity. Practitioners over and over again enclose to give an
explanation and justify terminology of the social model (Echeverri & Fernández, 2014).
Sensitivity is compulsory to the argument that ‘bothering’ attitudes and language can
impetuous social exclusion (Ghai, 2006). The present disability models, such as post-social,
affirmative models and social models, distinguish between ‘disability and ‘impairment’, with
this also argues that impairment is not the same as disability; it, in its place, happen to a

disability as an outcome of disabling environmental factors such as the absence of the hearing
loops (Ghai, 2006).
It is believed by few social modelists’ that the impairment class is unrelated to the combined
domination of disabled individuals. Post-social modelists assert understanding to person
experience that is harmonizing among the approach of disability practitioners (Traustadóttir
& Rice, 2012). The social representation is not essentially exportable to the indigent popular
world situation. This is pertinent to worldwide students and UK university provisions around
the globe. The assenting model emphasise facileness and discards disability as tragedy (Singh
& Ghai, 2009).
Structural barriers that individuals with disability faces are such as the stairs, are the apparent
but attitudinal obstacle, for example, any individual if suffering from dyslexia then nursing is
not to be an appropriate career for such individual (Cranmer, 2017). Such assumptions of the
people surrounding the individuals with the disability such as the family members, teachers,
and advisors can limit the opportunities (Carling-Jenkins, 2014). As a practitioner, I also
question whether such profound disability rethinking might lead to diverse policy
recommendations and analysis. In several areas, mainly in the inclusive education, theorist
Anita Ghai offer cautious perspectives and analysis on existing policy. But in certain other
areas, the analysis hasn't seemed to be taken to the conclusion (Cranmer, 2017). An example
of this is that in terms of certain significant issues on accepting disability: the episode that
deals with them end with morals from the United Nations’ Convention.
Conclusion:
Due to the social structure of disability, population incident with the disabilities resulted
reduce expectations by populace having no disabilities and also the restricted addition in

society (Carling-Jenkins, 2014). The fresh interpretations of disability and impairment can be
educated through the experiences of the disabilities; with the facilitation of the correct
participation in the major activities and also through the defence and recognition of the
general principles of self-determination or autonomy, equality, social justice, diversity and
dignity that are embedded in individuals and the rights that flow among them (Carling-
Jenkins, 2014).

References
Anderton, E., Eichmann, H., Ghai, A., & Wilde, A. (2007). BOOK REVIEWS. Disability &
Society, 22(4), 427-435.
Buitrago Echeverri, M., & Tamayo Fernández, M. (2014). Discapacidad e inclusión
(Disability and inclusion). Inclusión & Desarrollo, 2(1), 14.
Carling-Jenkins, R. (2014). Inclusion: battling for disability. Disability & Society, 30(1), 158-
159.
Cranmer, S. (2017). Disability, discourse and technology. Agency and inclusion in
(inter)action. Disability & Society, 33(2), 313-314.
Dattilo, J. (2013). Inclusive Leisure and Individuals With Intellectual
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Ferguson, M., Jarrett, D., & Terras, M. (2010). Inclusion and healthcare choices: the
experiences of adults with learning disabilities. British Journal Of Learning Disabilities,
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Fremlin, P. (2016). Rethinking disability in India. Disability & Society, 31(10), 1411-1413.
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Simpson, M. (2016). Learning disability and inclusion phobia: past, present and
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Singh, V., & Ghai, A. (2009). Notions of self: lived realities of children with
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