The social model of disability

The social model of disability focuses on social attitudes to disability and environmental limitations, particularly in relation to the built environment. 

It sees barriers to inclusion as created by society, and that attitudes, values, beliefs and the environment are disabling, rather than the impairment itself.

Social barriers fall into three broad categories:

1. Environment: inaccessible buildings, services, communication and language.
2. Attitudes: prejudice, stereotyping and discrimination.
3. Organisations: inflexible procedures and practices.

Four ‘areas of need’

Current legislation relating to SEND, in line with the social model of disability, reframes SEND in relation to four ‘areas of need’, rather than according to diagnostic criteria (Down’s syndrome, autism etc.). These are as follows:

1 . Communication and interaction

Speech, language and communication needs (SLCN): Individuals with SLCN find it more difficult to communicate with others and may have difficulties in taking part in conversations.

Autism: Individuals with autism have difficulty with communication, social interaction, and imagination. They may also be easily distracted or upset by certain stimuli, have problems with changing familiar routines, or have difficulties with coordination and fine-motor skills.

2. Cognition and learning

Individuals with learning difficulties will learn at a slower pace and may have greater difficulty in acquiring basic literacy or numeracy skills or in understanding concepts. They may also have speech and language delay, low self-esteem, low levels of concentration and underdeveloped social skills.

Children and young people with a learning difficulty are at increased risk of developing a mental health problem and may need additional support with social development, self-esteem and emotional well-being.

Severe learning difficulties (SLD): Individuals with SLD may have significant intellectual and cognitive impairments. They may have difficulties in mobility and coordination, communication and perception, and the acquisition of self-help skills.  

Profound and multiple learning difficulties (PMLD): Individuals with PMLD have severe and complex difficulties as well as significant other difficulties, such as a physical or sensory impairment.

Specific learning difficulty (SPLD): An individual may have difficulties with one or more aspects of learning, including a range of conditions such as dyslexia (reading and spelling), dyscalculia (maths), dyspraxia/DCD (coordination) and dysgraphia (writing).  

3. Social, mental and emotional health difficulties

Children and young adults who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships. These may be displayed through them becoming withdrawn or isolated, as well as through challenging, disruptive or disturbing behaviour.  

Some individuals may have a recognised disorder, for example, attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), attachment disorder, autism or pervasive developmental disorder.

4. Sensory and/or physical needs

There is a wide variety of sensory and physical difficulties that affect individuals and some of them may require special educational provision. It is this group that should be identified as having a SEN.

Visual impairment (VI) or hearing impairment (HI) may require specialist support and equipment to access learning.

Multi-sensory impairment (MSI) is a combination of visual and hearing difficulties, which makes it much more difficult to access the curriculum.  

Physical disability (PD) requires ongoing support and equipment to access all the opportunities available to their peers.

(Department for Education, 2014. SEND code of practice: 0 to 25 years. London: Home Office.)