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Some tips on being more inclusive for people with sight loss, created by MySight York.

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MySight York - Becoming Sight Loss Friendly leaflet (4ppA5)

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This section provides links to miscellaneous resources which provide further information around the social and human rights models of disability.

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What's in the Inclusive Language Section

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What's in the Inclusive Language Section

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This section provides links to information around how to use more inclusive language.

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What's in the Legal Rights in the UK Section

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What's in the Legal Rights in the UK Section

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This section provides links which provides information around the legal rights of disabled people within the UK.

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What's in the Application of Human Rights Model Section

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What's in the Application of Human Rights Model Section

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This section contains links to more information around how the human rights model of disability can be implemented and applied.

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What's in the Human Right's Model Section.

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What's in the Human Right's Model Section.

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This section contains links which provide more information around the human rights model of disability.

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What's in the Applications of Social Model Section

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What's in the Applications of Social Model Section

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This section contains links to more information around how the social model can be applied.

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The social model section contains links to information around what the social model of disability is.

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Disabled And Here Collection: Community 

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Disabled And Here Collection: Community 

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This is an image library that celebrates disabled Black, Indigenous, people of colour (BIPOC). This directly challenges the medical model of disability.

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Affect creates media campaigns and resources that amplify multiply-marginalized folx and embody disability justice.

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This image library includes a variety of images showing ‘positive and realistic images of over 50s’ in order to challenge attitudinal barriers. This directly contrasts the medical model of disability.

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Positive and realistic depictions of later life

We've created the first free library showing positive and realistic images of over 50s in a bid to challenge negative and stereotypical views of older age. The photos show a more realistic depiction of ageing - to help tackle ageism and challenge the idea that all older people are frail and vulnerable. The library, which contains over 3,000 images and is regularly updated, offers journalists, organisations and individuals a wide selection of images.

Photos in the library are free for use across your presentations and websites, and they cover themes related to ageing such as health, homes and employment. You can access a preview of our image library below. You can also download our simple guide to using the image library and guidance around commissioning age-positive images.

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Photos in the image library, which depict older people in non-stereotypical ways, are available to download for free.

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This website and provider (Humaaans) can be used to create your own illustrations and images, where you have creative control to alter these pictures, perhaps with the aim to increase their accessibility.

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Mix-&-match illustrations of people with a design library for InVIsion Studio and Sketch.

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This short article emphasises the significance of images, with a focus on tabloids and news stories. Specific examples are given related to mental health problems, which appears to be a significant gap in research when regarding the social and human rights models of disability. For example, they say that most people with mental health problems will never be in-patients because of their condition, so using shots of a hospital ward can be misleading.

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The images that are used in stories can be just as damaging as the words or the headlines Often the pictures accompanying stories around mental health are generic stock showing people isolated and in distress. In fact people with mental health problems come from all walks of life and will have much more going on than simply their mental health problem. More worryingly images that accompany stories around people with mental heath problems are also commonly taken from films that perpetuate outdated stereotypes of mental illness.

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This webpage gives different hyperlinks for advice on how to use Microsoft 365’s accessibility features.

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Accessibility tools for Microsoft 365 - Microsoft Support

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Learn about accessibility tools for Microsoft Office.

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Instagram Tests New Auto-Captions Option for Instagram Stories

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Instagram Tests New Auto-Captions Option for Instagram Stories

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This is a short article published in 2021 about the testing of Auto-Captions for Instagram Stories, a feature that has been successfully used within a variety of platforms. This is a direct example of how the Social Model of Disability can be implemented within society.

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This would be a welcome addition for many social media managers.

Instagram's currently testing out a new 'Closed Captions' sticker for IG Stories, which generates automated captions for your Stories clips in a range of text formats.

As you can see in this example clip, posted by Matt Navarra, in its current form, once you add the Captions sticker to your video clip, you would then see a 'Transcribing audio...' prompt on your screen. You'd then be able to view the text from your video, which displays in time with your speech.

Instagram appears to be testing four text style options, including typewriter-esque block text, larger words for added emphasis and basic block letters.

Some users are now able to access the tool in their Instagram app, but when they go to post they get an 'Internal only' error message. Instagram has confirmed that the process is currently only in testing and is not supposed to be available to the public just yet.

The option is similar to the same tool that Instagram added to its separate Threads app late last year, which quickly saw Threads rise up the download charts. But it wasn't because people wanted to send messages to their Instagram inner-circle - a large number of users downloaded Threads in order to make clips using the auto-captions feature, which they then uploaded to TikTok with the on-screen text.

Given this, it seems like a no-brainer for Instagram to add the same functionality direct into Stories. Instagram's been developing the option since at least August last year, while it also added automated captions for IGTV uploads back in September.

As noted, the tool could provide a range of new options for brands and creators, making it easier to reach a wider audience, and ensure that your Stories are able to be understood in sound on and sound off scenarios. As you can see in the example, however, the automated captions are not perfect, so you will need to review the text. It's not clear yet whether Instagram will provide the capacity to edit the text within the interface.

Instagram hasn't provided a timeline for a public release, but given the advanced nature of this prototype, you can likely expect to see it launched sometime soon.

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Instagram Tests New Auto-Captions Option for Instagram Stories

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Instagram is testing a handy new automated closed captions sticker for IG Stories.

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This is an article written by AbilityNet that provides advice on how to make documents in particular accessible, for example using proper headings, using a common, plain font and checking the accessibility of the document using Word’s built-in checker. There are a variety of additional examples in this resource and is rich in detail which would be supportive for creating documents that will be able to be accessed by everyone.

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1. Key principles to follow

To be truly accessible, it is not enough for a document just to look well-presented. For it to be read and understood by as wide an audience as possible - including, for example, people with visual impairments, dyslexia or learning difficulties - your document also has to work well with screen reading programmes.

It is good practice to write as though for electronic publishing - based on the following main principles:

use a proper 'headings' structure

write in short, simple sentences

write in plain language and avoid jargon and abbreviations

use a common, plain font and a text size of at least 12 point

use proper list formatting for numbered or bullet lists

provide a meaningful description of important images

check the accessibility of your document using Word's built-in checker.

This document has been produced using all of these these key principles.

2. Use proper headings

You should use an appropriate heading structure for your document. This means using a hierarchy of headings - such as Title, Heading 1, Heading 2, Heading 3 etc. This enables screen readers to identify headings for the listener, and also allows navigation of the document by its headings.

In Word, headings are set using 'styles'. After highlighting the text you want to use as a heading, select your desired style from the formatting toolbar or the Styles Pane. The styles we have used for this document are:

Title for the name of the factsheet

Heading 1 for the main section headings

Heading 2 for any sub-headings within a section.

3. Write in plain language

It is essential to use clear, simple language to communicate effectively. Using 'plain language' is a key aspect of organising and presenting information so that it is easy to follow.

Plain language means communication that the listener or reader can understand the first time they hear or read it. It can be defined as a simple, clear, conversational style that uses every day words and an active voice.

While recognising the need for flexibility, the Plain English Campaign advises:

using short sentences - a good average sentence length is 15 to 20 words

ensuring longer sentences do not have more than three items of information

using 'active' verbs mainly, not 'passive' ones - for example, "We will send you an appointment" (active), rather than "An appointment will be arranged for you" (passive)

avoiding acronyms and jargon

using bullet points to help break complex information down.

4. Focus on your presentation and layout

The presentation and layout of information can make a big difference to reading and comprehension.

Choosing a font

There are no hard and fast rules about the best fonts to use and users have their own preferences. However, for printed documents, many organisations recommend using a clear, 'sans-serif' font without too many flourishes - such as Arial, Helvetica or Verdana. These types of sans-serif fonts are also generally used in web design. Light or thin fonts should be avoided. People with sight problems generally find heavier weight types easier to read.

Point size

Text size of 12 point or higher will benefit most users. However, it is good practice to make 'large print' versions of documents available on request. The RNIB define large print as 16 point Arial or bigger. It is also important to remember that point sizes can vary between fonts. For example:

this is 12 point text in Arial

this is 12 point text in Verdana

this is 12 point text in Times New Roman.

Other important considerations

Other important guidelines to consider in producing more accessible content are that:

lowercase letters are easier to read - avoid using capitals for continuous text

high contrast makes documents more legible - alternative colour contrasts (including black text on a yellow background) can be beneficial, particularly to readers who are dyslexic or have a learning difficulty

white space makes information easier to read - do not overcrowd the page with text; make sure you leave sufficient space between paragraphs; and consider increasing the space between lines

large and bold font is useful for highlighting and emphasising text - italics and underlining can make text more difficult to read

numbers from one to nine are easier to read (in normal text) if they are written as words - numbers from 10 upwards numbers should be presented as numerals

justify text to the left - this makes it easier to find the start and end of each line and ensures an even gap between words

do not hyphenate words at the end of lines.

5. Tables, lists, images and hyperlinks

Tables

Tables need to have a simple structure and give column header information. To work with a screen reader, tables must not contain split or merged cells, completely blank rows or columns, or nested tables.

Lists

Using numbered or bulleted lists in documents can be a very useful way of breaking up complex, content-heavy information, making it easier to read and follow.

For people using a screen reader, the list itself can convey some valuable information including:

where the list starts and finishes

how many items are in the list

what list item the user is on.

For the listing feature to work with screen-reading software, the author must create the list using the built-in list formatting within Word.

Images

Using images in a document can help convey complex information. The use of appropriate images can also often help readers with dyslexia and learning difficulties to follow meaning.

However, the placement of images on the page should be carefully considered. Images placed in a random way can interrupt the flow of the text and make it even harder to follow. Information producers should generally avoid fitting text around images. Rather, you should consider placing images at the end of paragraphs and allow sufficient space between the text and the image. You should also avoid placing text over any background image.

Not everyone reading your document will be able to see it. If a document is likely to be made available electronically, you must also consider adding 'alternative text' to your images (through Word's 'Format picture' options). Screen readers will subsequently convey the title and description of your image that you have added as an alternative to the user being able to view it.

When writing your 'alt text', you should consider what the image conveys. This will help you decide how to describe it so that all of your document makes sense to everyone.

Hyperlinks

For documents that are accessed electronically, including hyperlinks to web pages can enhance their usefulness for the reader.

Adding hyperlinks in Word is very easy through right-clicking on any word or group of words. However, it is important that the hyperlink makes sense as standalone information. It needs to convey clear and accurate information about what it links to - for example, by including the full title of the destination page.

6. Use the Accessibility Checker

You can check the accessibility of your document in Word by using its built-in checker. The 'Check Accessibility' button is available under the 'Review' menu. This will highlight any accessibility-related problems with your document, describe why you should fix them, and give you guidance on how to do so.

7. Useful contacts

Office Accessibility Centre

Microsoft provide extensive resources in different media on how to make your content accessible for all - in each of the Office 365 apps. These resources are free to access at the Office Accessibility Centre.

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To be truly accessible, it is not enough for a document just to look well-presented. For it to be read and understood by as wide an audience as possible - including, for example, people with visual impairments, dyslexia or learning difficulties - your document also has to work well with screen reading programmes.

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Top tips for creating, accessible, useful written content 

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Top tips for creating, accessible, useful written content 

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This article gives some top tips for creating accessible and useful written content. This advice comes from Jack Garfinkel who is a senior content designer at Scope and Abi James who is senior accessibility and usability consultant at Ability Net (and chair of the new technology committee for the British Dyslexia Association

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Top tips for creating accessible, useful written content

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Writers and content editors want their work to be useful to readers. Equally, organisations want their content to be read and understood by as many people as possible.To make content useful and

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How to make your social media accessible 

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How to make your social media accessible 

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This page gives general advice on how to make social media more accessible, for example categories such as emojis, hashtags, accessible videos, fonts and alt texts are discussed, covering various social media platforms, such as Twitter, LinkedIn and Instagram etc. An accessibility checklist is also included, which is available in PDF format by following this link https://media.rnib.org.uk/documents/Social_Media_Accessibility_Checklist_with_tickboxes_Edit_for_External_Use.pdf

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An RNIB introduction to the most popular social media platforms, how accessible they are for blind and partially sighted people and where to go for more help.

Social media is the name for websites and applications that allow virtual networks of people to come together to share information, communicate, create content and collaborate.

People use social media to stay in touch and interact with family and friends, interest groups, business and job networks and various communities.

Text posts and comments, digital photos or videos and online interactions are what make social media such an effective and interactive way to communicate.

Users can access social media services through web-based apps on desktops and laptops or download applications (apps) that offer social media functions to mobile devices (like smartphones and tablets).

Some of the most popular social media websites, with 100s of millions of users are Facebook, Twitter, Instagram, TikTok and LinkedIn.

Many aspects of social media are very visual, with an emphasis on the sharing of images, photographs and videos. However, social media companies have worked hard to ensure that their platforms are accessible to blind and partially sighted users.

All social media platforms make it possible for users to add alternative text (alt text) to describe their pictures, so a blind or partially sighted person can hear a summary of what is featured in the image. Many have also started using object recognition software to add alt text to pictures, ensuring an audio description is available for all images. Learn more about automatic alt text in this article from technology website The Verge.

If you have sight loss it is possible for you to participate fully in social media and join in both following other people's posts and creating exciting content of your own.

This short piece from In Touch on the BBC talks to blind and partially sighted people who are influential on social media about how they use it. Presenter Peter White also offers some general tips and advice about social media and where you can go for help. Click here to listen on BBC Sounds.

Facebook makes it easy for you to connect with family and friends online.

Facebook has an accessibility team committed to ensuring the website and mobile app is fully accessible. Blind and partially sighted users can move through the functions and like, comment and share posts. You can adjust text size and contrast. Facebook is compatible with all the major screen readers and can be navigated using keyboard shortcuts (access keys).

Technology for Life Coordinator Madleen Bluhm uses Facebook. She says: "Facebook is so much more than just telling the world what I'm doing, or where I'm going. It's my "go to" place for checking out other organisations that I might need to obtain services from, to interact with social groups near me, find a handy man and, of course, simple things like chatting with friends. I prefer using the app on the smart phone or the mobile browser: m.facebook.com The main Facebook site is cluttered with apps and game requests. But Facebook has definitely made me feel more included."

Twitter is a news and social networking platform where users post and interact with short messages known as tweets.

Many blind and partially sighted people use their smartphones to access Twitter. Both the iOS and Android Twitter apps are accessible using VoiceOver or TalkBack. Desktop screen reader users can access Twitter on their website, but many find it easier if they use a third-party app like Chicken Nugget or Night Owl for a Mac.

Instagram is a free photo and video sharing app available on Apple iOS, Android and Windows Phone.

The iOS and Android apps for Instagram are known to be accessible with VoiceOver and TalkBack. Here's a link to a video on YouTube by blind film director James Rath, who explains how a person with sight loss can use Instagram.

TikTok is a social networking service that lets users share short videos.

On TikTok you can follow people you know, friends and family or celebrities and search keywords to find videos that match your interests.

TikTok says it is "committed to maintaining an inclusive environment and supporting our diverse community". The app and website is mostly accessible with a few issues for screen reader users. The platform has introduced a new text-to-speech feature that converts typed text to a voiceover that plays over text as it appears in the video. However, TikTok remains a primarily visual platform and many blind and partially sighted users report that they use it only to listen to videos and that they find the app cluttered and hard to navigate.

LinkedIn is a professional networking app.

When you sign up to LinkedIn you create a profile listing your qualifications, the jobs you have had and your achievements. If you allow LinkedIn access to your email or phone contacts it will alert you to link with all the people you know who are already members. You can quickly create a network of connections in your sector, in your field of work, or at organisations where you could be a good fit for a new employment opportunity

The LinkedIn website is broadly accessible and well formatted, so someone using a screen reader can navigate the site. The mobile apps are accessible and give blind and partially sighted users access to all the LinkedIn features like linking with people, searching for jobs and editing your profile. However, creating a LinkedIn account on a mobile device may require sighted assistance as there are image-based elements.

Social media can be a great way to stay in touch with people you know, things want to know more about and subjects that are of interest to you. Platforms change all the time with updates that often make them more accessible (but sometimes changes make them less accessible as well).

Members of RNIB's Technology for Life team are early adopters of new technology and share their own experiences with the most interesting and useful apps in these reviews. This is not an official accessibility review or audit, nor have we reviewed sites for security or compliance with data processing law. For issues concerning accessibility please raise these with the developer via its website.

RNIB is not responsible for the content of external sites

We're here for you

If you have a question about living with sight loss we're here to offer support.

Call 0303 123 9999

"Alexa, call RNIB Helpline" on Alexa-enabled devices

Living with sight loss

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Learn how to connect with friends, likeminded individuals and groups with our guide to accessibility on social media for blind and visually impaired people.

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Adding Image Descriptions to your Social Media Posts 

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Adding Image Descriptions to your Social Media Posts 

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This guidance leaflet details ways in which image descriptions can be added to social media posts in order to make posts more accessible to everyone. The platforms include Twitter, Facebook, Instagram, LinkedIn, and there are step by step process guides to adding image descriptions on these specific applications. At the bottom of the article there are some general top tips for image descriptions.

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Adding Image Descriptions to your Social Media Posts | D&A | Diversity and Ability

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Adding image descriptions to your social media posts is a quick and easy step to ensure that your content is inclusive and accessible to your entire audience. Here’s a guide on how to set up image descriptions across each of your social media platforms! Twitter When you add a photo…

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This website provides a variety of resources that relate to the social care sector. These resources encourage the underpinning of the human rights model, and will directly apply to disabled people. Many barriers still exist within the social care system for disabled people, and therefore the information and guidance from this movement will be helpful to look at.

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"I am thrilled to support this movement - everyone should have the right to live in a place they call home with the people and things that we love, in communities where we look out for one another, doing things that matter to us. I hope everyone can get behind calling for a brighter #SocialCareFuture."

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This article serves as a guidance leaflet for producing inclusive communication that can be accessible to disabled people. There are four hyperlinks to distinct categories of communication: language, portraying disability, using a range of communication channels to reach disabled people and accessible communication formats. This can be applied to various settings as there is no set context to these guidance packets.

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How to produce communications that include, accurately portray, and are accessible to disabled people.

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Models of Disability - Forward with flexibility 

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Models of Disability - Forward with flexibility 

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This article explains the difference between the social model, medical model and human rights model of disability. A table is included within the document which details the core values, what they see the ‘problem’ in society as, their vision for change, and the actions of the human rights model and the social model. There is also a graphic that illustrates a person sat at a table, with labels to the left side of them providing some examples of ‘internal problems’ and the right side labels showing examples of ‘external barriers’ of a disabled person. Additionally, at the bottom of the document there is a table which explains different types of barriers and examples of those barriers.

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Models of Disability – Forward with FLEXibility

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This section uses text and an image to define and compare the Medical Model approach to disability (which locates disability as a problem in the individual) from the Social and Human Rights Model approaches to disability (which locate disablement as a problem in the environment).

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The social and human rights model of disability: towards a complimentary thesis

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The social and human rights model of disability: towards a complimentary thesis

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This scientific article (written by Anna Lawson and Angharad E. Beckett) suggests ways in which the human rights model and the social model can be seen alongside each other. It is explained how these models have been used in developing the UN Convention on the Rights of Persons with Disabilities, with a focus being on the increasing importance of human rights in this context. Throughout the article, the improvement thesis is critiqued, which suggests that the social model develops and improves upon the human rights model.

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The social and human rights models of disability: towards a complementarity thesis

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This article aims to reorient thinking about the relationship between the long-standing social model of disability and the rapidly emerging human rights model. In particular, it contests the influe…

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How does the human rights model differ from the social model?

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How does the human rights model differ from the social model?

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This is an article that seeks to explain the key differences between the Human Rights Model and the Social Model. A case study of the Human Rights Model is included, which serves as a direct application of the model, to help understanding.

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Disability Advocacy Resource Unit (DARU)

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How does the human rights model differ from the social model? - Disability Advocacy Resource Unit (DARU)

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There are 4 key differences: The human rights model embraces impairment The human rights model: Acknowledges the impact of impairment in the lives of people with disability Recognises impairment as…

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Deepening disability justice: beyond the level playing-field 

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Deepening disability justice: beyond the level playing-field 

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In this blog, Tom Shakespeare gives a very brief overview of the history of the disability rights movement and his own personal relationship to the movement. He draws attention to the Social Model of Disability, giving a short explanation of the model, leading to a discussion point as to whether the basic principles of the approach are enough. He illustrates this point through the idea of there being a ‘level playing-field’. Shakespeare suggests developing an ethics of care and building mutuality rather than simply removing barriers. Philosophy is used by Shakespeare to emphasise the importance of true community building.

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Deepening disability justice: beyond the level playing-field » Tom Shakespeare

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I was very lucky to be born disabled in 1966, just as the disability rights movement was gaining strength worldwide – I was born into an era of disability activists agitating for recognition that we are human beings like any other, and that we should be treated with respect and dignity. This is a political… Read More from Deepening disability justice: beyond the level playing-field

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Stop Disability Hate: The Role of third parties in addressing under-reported Hate crime in York 

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Stop Disability Hate: The Role of third parties in addressing under-reported Hate crime in York 

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This is a summary document of the article ‘Stop Disability Hate: The Role of third parties in addressing under-reported Hate crime in York’. The aim of the research was to understand the role that 3rd Parties play in reporting disability hate crimes and how to improve approaches to disability hate crime in the city. Multiple key findings are displayed in a visual form with text boxes showing each finding individually, using data in the form of quotes to support this finding.

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This article describes York Disability Rights Forum’s project of ‘Stop Disability Hate’, which aims to ‘raise awareness of disability hate crime, share stories about hate crime experiences, enable people to act if they witness hate crime against a disabled person’. There is a brief overview of the definition of disability hate crime, work that has already been done by the organisation to take action, external places you can go to for support and alternative sources of information.

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Disabled people have the right to be safe in York, and free from abuse and violence. But disability hate happens. This is when someone hurts you because of your disability or because they think you are disabled. This can be verbally, physically, financially, or emotionally.

York Disability Rights Forum wants action to stop hate crime and hate incidents, to increase reporting and to help disabled people access support.

YDRF's Stop Disability Hate project aims to:

raise awareness of disability hate crime

share stories about hate crime experiences

enable people to act if they witness hate crime against a disabled person

In our podcast series Olivia and Michayla talk to disabled people in York about disability hate and how it impacts them and the disability community. Listen to our podcasts with Flick, Jennie, Miles, Astrid and Ian. Read Michayla and Olivia 's reflections on their conversations on this website.

YDRF and York Hate Crime Partnership commissioned research looking at the barriers to the responses of services and organisations when disabled people experience hate crime or incidents. University of York postgraduate law students have produced a research report. We are now part of a group with the City of York Council, North Yorkshire County Council, and North Yorkshire Police to develop an action plan to take forward their recommendations.

Read the research report 'Stop Disability Hate Crime: a report into the role of third parties in addressing under-reported hate crime in York' (Word ) or its summary (PDF ). For enquiries about the report please email Marije at marije@ydrf.org.uk.

What is disability hate crime?

If you are being targeted with crime because of your disability, then this is called a hate crime. If someone hurts you but it is not a crime then it is a hate incident. Hate crime can also happen because of race, religion, sexual orientation and/or gender identity (trans). In York and North Yorkshire the Police also records hate against women (misogyny) and sex workers.

People may hurt you in different ways: verbally, physically, financially, emotionally. If you ignore it then it may happen again or get worse.

Activities

In April 2022 York CVS and YDRF hosted a Bystander Intervention training for the local voluntary and community sector. Communities Inc's Stand By Me training covered hate and prejudice and how people can stop hate in a safe way.

Report a hate incident or crime

In an emergency always dial 999. Deaf people can register for EmergencySMS .

Get support

If someone hurt you because of who you are, it is normal to find it difficult to report an incident, or to feel upset or insecure. Please tell someone you know, they may be able to help you.

In York there are three places where you can get support for dealing with hate incidents or crime:

Bystander intervention

Staying safe

Next Door But One offer a free FREE digital package exploring Relationships, Boundaries, Crime and Community Safety. Specifically made with, and for, people with learning disabilities. Watch the trailer to find out more about the package.

Recent Blogs

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Stop Disability Hate - York Disability Rights Forum

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Disabled people have the right to be safe in York, and free from abuse and violence. But disability hate happens. This is when someone hurts you because of your disability or because they think you are disabled. This can be verbally, physically, financially, or emotionally. York Disability Rights Forum wants action to stop hate crime […]

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Social Model - Greater Manchester: Coalition of Disabled People

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Social Model - Greater Manchester: Coalition of Disabled People

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This is an article that clearly draws comparisons between the Social Model and the Medical Model of Disability. This article includes two graphics. One is for the Social Model which is a spider diagram of barriers in society with the middle of the diagram stating ‘the problem is how society is arranged not the disabled person’. The second graphic is also a spider diagram, however it is to illustrate the Medical Model and in the middle of this diagram, it says ‘the disabled person is the problem’, with the surrounding text giving examples of attitudinal barriers.

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Greater Manchester Coalition of Disabled People

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The Social Model of Disability identifies the way society is organised and the barriers it puts in place for disabled people as the problem, rather than the individual's impairment or difference. These barriers can take the following forms:

Organisational barriers:

This is where the way things are set up in society causes barriers and problems for disabled people. For example, in one hospital it may be that an audiology (hearing) department only allowing appointments to be booked over the phone, yet an optometry (sight) department sends letters to patients, but only in standard print. By having inaccessible systems in place, everyday tasks which everyone has (such as arranging appointments) become more difficult for disabled people.

Physical barriers:

This is where things have been built in a society which is inaccessible. For example, buildings with steps without either a ramp or lift. This can also be buildings where the ground floor is accessible, but the rest of the building is not. This prevents disabled people from being able to freely access buildings in our communities and society.

Attitudinal barriers:

This is where people can have negative attitudes towards disabled people. For example, this could be low expectations of disabled people's ability or intelligence, discriminatory attitudes, bullying or a lack of respect and unequal treatment. For example, some people will speak to a disabled person's PA/person they are with, rather than talk directly to the disabled person. These kinds of attitudes cause a discriminatory environment for disabled people.

The Social Model states that society is responsible for removing the barriers disabled people face, in order to enable disabled people to be an equal, included and valued part of society.

I mpairment and Disability:

Under the Social Model, impairment and disability are not the same:

Impairment

is when part of a person's body, mind and/or emotions works
differently to what is considered 'normal' by society.

Disability

is the barriers, discrimination and prejudice disabled people
face. It is not our bodies or minds which 'disable' us, it is society.

The Medical Model of Disability

The Medical Model of Disability views disability differently, as it focuses on the individual's disability/condition and identifies this as being what will disable them, causing clear disadvantages and a reduction in quality of life. The medical model is problematic and unhelpful for many reasons, not least because creates a basis for social degradation of disabled people; it also causes an almost exclusive focus on "solutions and cures", rather than adapting existing structures to enable inclusion and access. The medical model of disability also often portrays disabled people negatively by promoting a largely disempowered image of disabled people, who are only impacted by their own "condition", rather than identifying disability as a social, political, economic and geographical issue.

The Social Model and the Medical Model in action:

The following two examples highlight the differences between the social model and the medical model, and how they impact on disabled people.

Example a) A child with a hearing impairment wants to watch the new superhero film which has just come out with his friends.

Under the social model, there are regular screenings which include subtitles. The child can, therefore, join in with his friends and enjoy a trip to the cinema.

Under the medical model, there isn't a solution for this child, and he will likely miss out on the experience altogether. Experiences like these lead to separation and isolation from mainstream events and opportunities and prevent young disabled people from being able to enjoy cultural activities alongside their peers.

Example b) A young disabled person is applying to Universities.

Under the social model, they will be able to apply for Universities using the same criteria as other students (things such as the quality of the course, location preference or nightlife/leisure activities available). With the social model in place, they will feel secure that the buildings and environment will be accessible, and they will receive the support they need. This, therefore, puts them in the same position as their non-disabled peers, and gives them the same choices and opportunities in life.

When looking for which University to apply for under the medical model, however, the young person will have to consider many other things first, before even thinking about the usual concerns of prospective students. Some of these include: what support will be available at each university; what universities have the best accessible buildings and accommodation; and which area which has the most (if any) accessible transport and leisure activities.

This example demonstrates how quickly disabled people are excluded from opportunities, and how much extra thought, research and preparation disabled people have to factor in for decisions in their lives, which their non-disabled peers do not have to consider. This is not limited to further education, but in all areas of life, including small everday decisions, as well as larger decisions about the kind of life we want to lead.

The takeaway message of the Social Model of Disability is that disabled people are disabled by society and not by our impairments.

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The Social Model of Disability The Social Model of Disability identifies the way society is organised and the barriers it puts in place for disabled people as the problem, rather than the individual's impairment or difference. These barriers can take the following forms: Organisational barriers: This is where the way things are set up in society causes barriers and problems for disabled people.

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Spectrum First is a support and training organisation specialising in Autism, ADHD and AuDHD. Over half of the organisation are neurodivergent, within a principal value being the Social Model of Disability, thus their resources are built on the basis that it is societal barriers that need to be removed.

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This Act was put in place to ‘make provision about meeting the needs of adults with autistic spectrum conditions; and for connected purposes’. This was developed by the UK government, and ensures that there is a national strategy for Autistic Adults.  (taken from Legislation.gov.uk)

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Legislation is available in different versions:

Latest Available (revised): The latest available updated version of the legislation incorporating changes made by subsequent legislation and applied by our editorial team. Changes we have not yet applied to the text, can be found in the 'Changes to Legislation' area.

Original (As Enacted or Made): The original version of the legislation as it stood when it was enacted or made. No changes have been applied to the text.

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An Act to make provision about meeting the needs of adults with autistic spectrum conditions; and for connected purposes.

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Moving Social Work: Ensuring Physical Activity for Disabled People as a Human Right 

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Moving Social Work: Ensuring Physical Activity for Disabled People as a Human Right 

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This is a blog that is included in the 'News & Policy' section on Disability Rights UK's website. This blog illustrates the importance of discussions of physical activity with disabled people, especially within the social work sector. Additionally, the 'Moving Social Work' programme is discussed, which was introduced to increase awareness of the value of physical activity for disabled people, and to encourage more social workers to freely discuss this.

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Moving Social Work: Ensuring Physical Activity for Disabled People as a Human Right | Disability Rights UK

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We are delighted to be publishing the reflections of Isaac Samuels, a lived experience and co-production adviser who spoke at our recent Get Yourself Active and Moving Social Work event. The event brought together people from the physical activity sector, social work practitioners and Disabled people, all with the aim of dismantling the barriers we face as Disabled people whilst trying to get active in a way that we enjoy. Do read on to hear more of Isaac’s thoughts on how important physical activity is for Disabled communities, when it is addressed with the principles of co-production and lived experience at its core.

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New Taskforce Set up to Address Inaccessible Air Travel 

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New Taskforce Set up to Address Inaccessible Air Travel 

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An article taken from Disability Rights UK's 'News & Policy' page, a page that includes a variety of news pages about current barriers in society, different opportunities available, various events and more. This article recounts a plan to make air travel more accessible, led by Paralympian and DR UK Ambassador Tanny Grey-Thompson.

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New Taskforce Set Up To Address Inaccessible Air Travel | Disability Rights UK

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Paralympic champion and DR UK Ambassador Tanni Grey-Thompson is set to lead a new group of experts tasked with improving air travel for Disabled passengers. In August, Tanni Grey-Thompson was forced to crawl off a train after arriving at King’s Cross and facing too long a wait for assistance, an experience of humiliation many Disabled passengers, be it through public transport or air travel, can relate to.

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Learning Disability, Autism and Human Rights 

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Learning Disability, Autism and Human Rights 

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Guide in the form of a booklet that aims to give information about the importance of human rights, how knowing about your rights can give you more control in your own life. Additionally, human rights in healthcare and social care are outlined, alongside suggestions on how to act on violations of human rights.

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Human Rights Based Approach - Scottish Human Rights Commission 

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Human Rights Based Approach - Scottish Human Rights Commission 

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The PANEL approach is described in videos, separating each category of this approach to aid understanding.

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The Panel Principles

Taking a human rights based approach is about making sure that people's rights are put at the very centre of policies and practices. The PANEL principles are one way of breaking down what this means in practice. These are: Participation, Accountability, Non-Discrimination, Empowerment and Legality.

Find out more about the PANEL Principles in our explainer video.

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Human Rights Based Approach | Scottish Human Rights Commission

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What is a Human Rights Based Approach? Taking a human rights based approach is about making sure that people’s rights are put at the very centre of policies and practices.

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Stories of a human rights-based approach

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Stories of a human rights-based approach

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This PDF goes through the 'FAIR' approach which was developed by the Scottish Human Rights Commission, which may help people to put the human rights-based model into practice. Worked examples are given to illustrate how the human rights model would be acted on in specific scenarios. The PANEL principles (Participation, Accountability, Non-discrimination, Empowerment and Legality) are also discussed in this article.

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Video guide on how to use the Mental Capacity Act

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Social Care Institute for Excellence (SCIE)

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This video discusses restraint as a human rights issue in the context of mental healthcare facilities. The Mental Capacity Act is discussed as a guide for when restraint is appropriate but overall strongly reinforcing that this is only a last resort. The importance of human rights is explained, and examples of violation of these rights are given, for example obstructing furniture and blocked access to buildings. Note: it appears clear that this is still a 'taboo' topic, thus increasing the likelihood that there is vagueness or ambiguity in this area, even with the Mental Capacity Act.

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Social Care Institute for Excellence (SCIE)

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This resource introduces the public to the terminology used when discussing violations of human rights, and the language used when there is action taken against these violations.

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Mental Capacity Act - Social care and support guide 

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Mental Capacity Act - Social care and support guide 

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This article explains what the Mental Capacity Act is, and goes through the principle human rights that are included in the act. For example, the right to give an advanced decision to refuse a specified treatment in the future, if they 'lose capacity'.

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The Mental Capacity Act (MCA) is designed to protect and empower people who may lack the mental capacity to make their own decisions about their care and treatment. It applies to people aged 16 and over.

It covers decisions about day-to-day things like what to wear or what to buy for the weekly shop, or serious life-changing decisions like whether to move into a care home or have major surgery.

Examples of people who may lack capacity include those with:

But just because a person has one of these health conditions does not necessarily mean they lack the capacity to make a specific decision.

Someone can lack capacity to make some decisions (for example, to decide on complex financial issues) but still have the capacity to make other decisions (for example, to decide what items to buy at the local shop).

The MCA says:

assume a person has the capacity to make a decision themselves, unless it's proved otherwise

wherever possible, help people to make their own decisions

do not treat a person as lacking the capacity to make a decision just because they make an unwise decision

if you make a decision for someone who does not have capacity, it must be in their best interests

treatment and care provided to someone who lacks capacity should be the least restrictive of their basic rights and freedoms

The MCA also allows people to express their preferences for care and treatment, and to appoint a trusted person to make a decision on their behalf should they lack capacity in the future.

People should also be provided with an independent advocate, who will support them to make decisions in certain situations, such as serious treatment or where the individual might have significant restrictions placed on their freedom and rights in their best interests.

How is mental capacity assessed?

The MCA sets out a 2-stage test of capacity:

1) Does the person have an impairment of their mind or brain, whether as a result of an illness, or external factors such as alcohol or drug use?

2) Does the impairment mean the person is unable to make a specific decision when they need to? People can lack capacity to make some decisions, but have capacity to make others. Mental capacity can also fluctuate with time - someone may lack capacity at one point in time, but may be able to make the same decision at a later point in time.

Where appropriate, people should be allowed the time to make a decision themselves.

The MCA says a person is unable to make a decision if they cannot:

understand the information relevant to the decision

retain that information

use or weigh up that information as part of the process of making the decision

Helping people make their own decisions

Before deciding a person lacks capacity, it's important to take steps to enable them to try to make the decision themselves.

For example:

does the person have all the relevant information they need?

have they been given information on any alternatives?

could information be explained or presented in a way that's easier for them to understand (for example, by using simple language or visual aids)?

have different methods of communication been explored, such as non-verbal communication?

could anyone else help with communication, such as a family member, carer or advocate?

are there particular times of day when the person's understanding is better?

are there particular locations where the person may feel more at ease?

could the decision be delayed until they might be better able to make the decision?

Is the decision in their best interests?

If someone lacks the capacity to make a decision and the decision needs to be made for them, the MCA states the decision must be made in their best interests.

The MCA sets out a checklist to consider when deciding what's in a person's best interests.

It says you should:

encourage participation - do whatever's possible to permit or encourage the person to take part

identify all relevant circumstances - try to identify the things the individual lacking capacity would take into account if they were making the decision themselves

find out the person's views - including their past and present wishes and feelings, and any beliefs or values

avoid discrimination - do not make assumptions on the basis of age, appearance, condition or behaviour

assess whether the person might regain capacity - if they might, could the decision be postponed?

It's vital to consult with others for their views about the person's best interests.

In particular, try to consult:

anyone previously named by the individual

anyone engaged in caring for them

close relatives and friends

any attorney appointed under a Lasting Power of Attorney or Enduring Power of Attorney

any deputy appointed by the Court of Protection to make decisions for the person

Finding the least restrictive option

Before you make a decision or act on behalf of someone who lacks capacity, always question if you can do something else that would interfere less with their basic rights and freedoms.

This is called finding the "least restrictive alternative". It includes considering whether there's a need to act or make a decision at all.

Where there's more than one option, it's important to explore ways that would be less restrictive or allow the most freedom for a person who lacks capacity.

But the final decision must always allow the original purpose of the decision or act to be achieved.

Any decision or action must still be in the best interests of the person who lacks capacity.

So sometimes it may be necessary to choose an option that is not the least restrictive alternative if that option is in the person's best interests.

Deprivation of liberty

In certain cases, the restrictions placed upon a person who lacks capacity may amount to "deprivation of liberty". This must be judged on a case-by-case basis.

Where it appears a deprivation of liberty might happen, the provider of care (usually a hospital or a care home) has to apply to their local authority.

They'll then arrange an assessment of the person's care and treatment to decide if the deprivation of liberty is in the best interests of the individual concerned.

If it is, the local authority will grant a legal authorisation. If it is not, the care and treatment package must be changed - otherwise, an unlawful deprivation of liberty will occur. This system is known as the Deprivation of Liberty Safeguards.

If you suspect a deprivation of liberty may happen, talk to the care provider and then possibly the local authority.

Advance statements and decisions

An advance statement is a written statement that sets down a person's preferences, wishes, beliefs and values regarding their future care. It's not legally binding.

The aim is to provide a guide for anyone who might have to make decisions in a person's best interests if that person has lost the capacity to make decisions or communicate their decision.

An advance statement can cover any aspect of a person's future health or social care.

This could include:

how they want any religious or spiritual beliefs they hold to be reflected in their care

where they would like to be cared for - for example, at home or in a hospital, nursing home or hospice

how they like to do things - for example, if they prefer a shower instead of a bath, or like to sleep with the light on

concerns about practical issues - for example, who will look after their pet if they become ill

Find out more about making advance statements
An advance decision (sometimes known as an advance decision to refuse treatment, an ADRT, or a living will) is a legally binding decision that allows someone aged 18 or over, while still capable, to refuse specified medical treatment for a time in the future when they may lack capacity to consent to or refuse that treatment.

An advance decision must be valid and applicable to current circumstances. If it is, it has the same effect as a decision made by a person with capacity - healthcare professionals must follow the decision.

If the advance decision refuses life-sustaining treatment, it must:

be in writing, signed and witnessed

state clearly that the decision applies even if life is at risk

People who make an advance decision may wish to consider letting their family, friends and carers know about it.
Find out more about advance decisions
Lasting Powers of Attorney

You can grant a Lasting Power of Attorney (LPA) to another person (or people) to enable them to make decisions about your health and welfare, or decisions about your property and financial affairs.

Separate legal documents are made for each of these decisions, appointing one or more attorneys for each.

An Enduring Power of Attorney (EPA) under the previous law was restricted to making decisions over property and affairs, which includes financial affairs and accessing the person's information.

An EPA made before the Mental Capacity Act came into force on 1 October 2007 remains valid.

Powers of attorney can be made at any time when the person making it has the mental capacity to do so, provided they're 18 or over.

Both an EPA and LPA must be registered. An LPA can be registered at any time, but a personal welfare LPA will only be effective once the person has lost the capacity to make their own decisions.

When acting under an LPA, an attorney (the appointed person) must:

make sure the MCA's statutory principles are followed

check whether the person has the capacity to make that particular decision for themselves - if they do, a personal welfare LPA cannot be used and the person must make the decision

In addition, the Court of Protection will be able to appoint deputies who can also take decisions on health and welfare and financial matters if the person concerned lacks the capacity to make a decision.

They'll come into action when the court needs to delegate an ongoing series of decisions rather than one decision.

If the person concerned already has an LPA appointed, they will not normally need a deputy as well.

The Office of the Public Guardian registers LPAs and EPAs, and supervises court-appointed deputies.

It provides evidence to the Court of Protection and information and guidance to the public.

The Public Guardian works with a range of agencies, such as the financial sector, police and social services, to investigate concerns.

The Court of Protection

The Court of Protection oversees the operation of the Mental Capacity Act and deals with all issues, including financial and serious healthcare matters, concerning people who lack the mental capacity to make their own decisions.

The court also tries to resolve all disputes when the person's carer, healthcare worker or social worker disagree about what's in the person's best interests, or when the views of the attorneys conflict in relation to property and welfare.

The court hears important cases, such as whether the NHS should withdraw treatment, whether a serious medical treatment decision is in a person's best interests, or whether it's in a person's best interests to be deprived of their liberty.

Cases can be brought to the court by family members, as well as advocates and professionals involved in decisions.

Professionals' duties under the Mental Capacity Act

The Mental Capacity Act applies to all professions - doctors, nurses, social workers, occupational therapists, healthcare assistants, and support staff.

These staff and their employers have a duty to ensure they know how to use it.

Most trusts and local authorities will have a Mental Capacity Act lead who provides specialist advice on how the Act works.

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Mental Capacity Act - Social care and support guide

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What is the Mental Capacity Act and what does it mean for you?

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The connection between Mental Health and Human Rights is explained. The video describes how human rights can be violated in subtle ways as well as being clear to others. Suggestions are given for ensuring someone's human rights are protected if they have a mental health condition. For example, having advanced statements and having a person centred approach in mental healthcare (having people with mental health conditions run organisations and influence decisions)

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Your Easy Read Guide to the Human Rights Act

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Your Easy Read Guide to the Human Rights Act

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Easy Read Guide to the Human Rights Act as a whole entity.

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Why we should be looking at mental health under the social model of disability

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Why we should be looking at mental health under the social model of disability

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A short article about how society is not accessible for people with mental health issues, and there is a push for the social model to broaden out more to include mental health.

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Why we should be looking at mental health under the social model of…

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In a society that disables people through barriers rather than their impairments, we must not only shift our framework to the social model of disability but ensure that it encompasses mental health.

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Let's talk about the Social Model of Disability [CC]

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Let's talk about the Social Model of Disability [CC]

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A video explaining the Social Model of Disability using personal journey in Athletics to highlight the principles of the model.

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Let's talk about the Social Model of Disability [CC]

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Neurodiversity, the Social Model of Disability, and Inclusion of Autistic People

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Neurodiversity, the Social Model of Disability, and Inclusion of Autistic People

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This video is an overview of Autism, and briefly explains the differences between the Social Model of Disability and the Medical Model of Disability. There are suggestions for how venues can be accessible, such as providing earplugs or not having fluorescent lighting. It is also discussed how communication can be more accessible.

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Neurodiversity, the Social Model of Disability, and Inclusion of Autistic People

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Is Autism a Disability, Neurodiversity and the Social Model of Disability

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Is Autism a Disability, Neurodiversity and the Social Model of Disability

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This video tells an individual's experience as an Autistic person, and discusses the question 'Is Autism a disability?'. Emphasis on this video is recounting some of the difficulties that Autistic people can face in their everyday life, whilst also explaining how barriers can be removed. It is discussed how companies can better support their colleagues (for example, when giving news of change).

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Is Autism a Disability, Neurodiversity, and the Social Model of Disability

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The Social Model of Disability - Autistamatic Report 

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The Social Model of Disability - Autistamatic Report 

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This video explains the Social Model of Disability and compares to the Medical Model of Disability. It is explained how medicine is integrated within the social model, despite a wide misconception. The video explores choice, how no one should be denied the choice to undergo treatment options and that it is a human right to choose not to have the treatment. Either way, society needs to be accessible regardless so that no matter the circumstances, everyone can access the same things and experiences. This video finishes on why the Social Model of Disability is so important within society.

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The Social Model of Disability - Autistamatic Report

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This video explains the social model with a focus upon Autism. It shows a reversed world in which society is constructed to suit the needs of Autistic people. Note: Autistic stereotypes have been used in this video for illustrative purposes.

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E- Booklet guide for employers on how to build an inclusive workplace

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Neurodiversity and the Social Model of Disability - Disability Wales

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Monique Craine of NeuroDivergent Matters talks all about the relationship between neurodiversity and the Social Model of Disability.

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How to create inclusive products and services 

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How to create inclusive products and services 

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How to create inclusive products and services - Scope For Business

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Helping businesses to be more accessible and inclusive of disabled people

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TikTok video : ‘Is it hard to do things when you're blind?'

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TikTok video : ‘Is it hard to do things when you're blind?'

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Disability studies 101 an introduction to the social and medical model of disability. video overlaid credit  @Wallace W  video description:  I have short curly black hair and I am sitting on a gray couch. I am wearing a mustard yellow knit sweater off the shoulder with a red strap visible under my top. I have camouflage-patterned pants on. I am holding a small microphone. In the background, there are bookshelves filled with books and games. On top of the shelves, there are decorative items, including a pumpkin and a vintage looking phone. The wall behind me has a colorful tapestry and there are string lights hanging across the top. #Blindness101 #UnderstandingBlindness #LivingWithBlindness #InclusiveDesign #AccessibilityMatters #BlindnessAwareness #blindnessawarenessmonth #octoberawarenessmonth

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A video explaining the difference between a lack of inclusion, perceived inclusion and actual inclusion. This video challenges attitudinal barriers, and reinforces the importance of equality and independence. Extra resources or time or support may be required but this can be controlled by the disabled person themselves, there should not be the assumptions about what a disabled person can and can’t do

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Down Syndrome & Intellectual Disability Queensland

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Let's Raise the Roof - A Social Model of Disability 

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Let's Raise the Roof - A Social Model of Disability 

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Flipping attitudinal barriers on their heads, an instructive video that shows what the world would be like for non-disabled people if society was not adapted for them, and if there were barriers everywhere they turned.

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Let's Raise the Roof   - A Social Model of Disability

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What helps your employees with hearing loss?

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What helps your employees with hearing loss?

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Video explaining how auditory barriers can be removed.

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What helps your employees with hearing loss?

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Animated video with Audio : Human Rights Model

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Animated video with Audio : Human Rights Model

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This animated YouTube video explains the Human Rights model of Disability in an easy to understand way. The video explains the limitations of other models of Disability and why the Human Rights Model works.

(Duration : 3 minutes, 15 seconds)

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Human Rights Model of Disability - Featuring Ellie the Equality Emu

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Introduction to the Human Rights Model of Disability - DARU

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Introduction to the Human Rights Model of Disability - DARU

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This short article gives an introduction to the Human Rights model and explains the key points.

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Disability Advocacy Resource Unit (DARU)

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Introducing the human rights model of disability - Disability Advocacy Resource Unit (DARU)

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The human rights model, as the name suggests, is based on basic human rights principles. It recognizes that: Disability is a natural part of human diversity that must be respected…

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Resources for the UN Convention on the Rights of People with Disabilities

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Resources for the UN Convention on the Rights of People with Disabilities

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This link includes multiple resources about the UN convention. Including Easy Read, the Articles of the Convention aswell as games, booklets and posters.

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Easy Read UN Convention Click to view. UN Activity Sheets Click to view. UN Articles Click to view. UN Bingo Games Click to view. UN Games Book Click to view. UN Rights Poster A0 Click to view. UN Rights Poster A1 Click to view. UN Rights Poster A2 Click to view. UN Rights Poster A3 ... Read more

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How Does the Human Rights Model differ from the Social model? 

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How Does the Human Rights Model differ from the Social model? 

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This article explains the Human Rights Model of Disability with examples and also explains how the Human Rights Model differs from the Social Model.

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Disability Advocacy Resource Unit (DARU)

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How does the human rights model differ from the social model? - Disability Advocacy Resource Unit (DARU)

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There are 4 key differences: The human rights model embraces impairment The human rights model: Acknowledges the impact of impairment in the lives of people with disability Recognises impairment as…

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This article explains Human Rights in terms of how it affects Disabled people and how to use the Human Rights Act.

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Human Rights: Our Rights - Disability Justice

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How to use the Human Rights Act: A practical guide for DDPOs

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Easy Read - Guide to the Human Rights Act for People with Learning Disabilities

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Easy Read - Guide to the Human Rights Act for People with Learning Disabilities

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This is an Easy Read Guide to the Human Rights Act : A booklet for People with Learning Disabilities.

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This page on the Government website sets out the rights of Disabled People and legal support in the UK. The page contains information on employment, education and policing rights aswell as the Equality Act and UN Convention.

The page also contains links for further help and advice.

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Print Disability rights: Overview - GOV.UK

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Find out about protection for disabled people from discrimination at work, in education or dealing with the police

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Informative Easyread summary of the UN convention on Human Rights, that summarises the rights of disabled people, and discusses how this agreement will be put in place. Pages 42 - 50 = step by step run through of the agreement.

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Video : Understanding Person-First and Identity-First Language 

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Video : Understanding Person-First and Identity-First Language 

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A YouTube Video with captions on understanding Person-First and Identity-First Language. (Duration : 2 minutes 55 seconds)

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This article discusses the social model in terms of Neurodiversity with a lived experience approach.

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Neurodiversity and the Social Model of Disability - Disability Wales

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Monique Craine of NeuroDivergent Matters talks all about the relationship between neurodiversity and the Social Model of Disability.

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Easy Read - Factsheet about Social Model 

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Easy Read - Factsheet about Social Model 

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This is an Easy Read text of the social model explaining what the model is, differences between the medical and social model, briefly discusses language.

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What is the 'Social Model of Disability'? 

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What is the 'Social Model of Disability'? 

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A PDF by Spectrum (10 pages) about the social model of disability and why it is important.

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How can we redefine disability? - with Tom Shakespeare 

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How can we redefine disability? - with Tom Shakespeare 

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Really interesting watch about how we view disability, as Shakespeare explores alternative perspectives on the social model and society

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How can we redefine disability? – with Tom Shakespeare

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Social Model of Disability explained in BSL 

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Social Model of Disability explained in BSL 

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This video explains the Social Model in BSL, eg what is the social model? What are examples of the barriers? What language is most appropriate under the social model?

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Blog about Joel Brown's relationship with the social model 

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Blog about Joel Brown's relationship with the social model 

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This is a blog written by the dancer Joel Brown on his experience with the social model. He discusses the media, his journey with dance and barriers he faces. He also briefly brings up a discussion about the social model being too heavy weighted in theory, rather than actually being implemented within society. Interesting read especially to see a personal perspective.

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Dance and the Social Model: ‘we could be more sexy than that’

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As we reflect on our discussion ‘Whose Social Model?’ with Triple C at HOME in Manchester. We’re joined by dancer Joel Brown, for another perspective on the social model and how it’s easier said than done. Disclaimer: the views, thoughts,…

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Video by Unlimited showing how barriers can be dismantled in society

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Video by Unlimited showing how barriers can be dismantled in society

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https://weareunlimited.org.uk/resource/social-model-disability-animation/

Audio description format available in the link above

This is a non-verbal video showing a few examples of barriers within society and simple solutions to those barriers. Explores building ramps, using BSL interpreters and having designated rest times in work.

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Tiktoker Jeremy Andrew Davis Outlines the Social Model (Captioned Video)

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Tiktoker Jeremy Andrew Davis Outlines the Social Model (Captioned Video)

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In this short under 3-minute captioned video, this creator outlines the fundamentals of the social model. A useful guide for understanding the basics of this model, using a superhero and civilian (able-bodied vs. differently abled) example to explain.

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Personal Account of the Social Model From a Person with a Disability

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Personal Account of the Social Model From a Person with a Disability

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In this 6-minute TikTok video, a person with a disability shares their personal experience while explaining the social model of disability. They describe how disability is not caused by an individual's impairments but by societal barriers, such as inaccessible environments and negative attitudes, that limit full participation. The video emphasizes that by removing these barriers and creating more inclusive spaces, people with disabilities can have equal opportunities. Through their story, the speaker highlights the importance of accessibility, respect, and societal change to support the rights and inclusion of people with disabilities.

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Infographic Outlining Differences Between Models of Disability

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Infographic Outlining Differences Between Models of Disability

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This infographic compares the social model, the human rights model, and the medical model of disability. It contrasts the social model, which focuses on removing societal barriers, with the medical model, which views disability as an individual problem to be fixed. The human rights model emphasizes the rights of disabled individuals to equality and participation in society, advocating for legal protections and access to opportunities. Each model offers a different perspective on disability and informs how society approaches inclusion and support.

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Language of Disability in the Social Model

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Language of Disability in the Social Model

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This PDF explains the language of disability in terms of the Social Model (10 pages)

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This article explains the Equality Act and how it impacts Disabled People. There is a section on how to use the Equality Act legally.

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The Equality Act and Disabled people | Disability Rights UK

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Easy Read : UN Rights of People with Disabilities

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Easy Read : UN Rights of People with Disabilities

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EasyRead version of the United Nations Convention on the Rights of People with Disabilities (32 pages in Easy Read Format)

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This PDF explains the Autism Act 2009 and the autism strategy and guidance to improve services for Autistic adults.

The PDF includes relevant videos and links to support services.

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YDRF Human Rights Model Poster (PDF Format)

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YDRF Graphic Poster on the Social Model of Disability (PDF format)

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Social Model explanation with examples (GMCDP)

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Social Model explanation with examples (GMCDP)

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This article explains the social model with diagrams and examples of how the social model works.

(By the Greater Manchester Coalition of Disabled People)

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Greater Manchester Coalition of Disabled People

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The Social Model of Disability identifies the way society is organised and the barriers it puts in place for disabled people as the problem, rather than the individual's impairment or difference. These barriers can take the following forms:

Organisational barriers:

This is where the way things are set up in society causes barriers and problems for disabled people. For example, in one hospital it may be that an audiology (hearing) department only allowing appointments to be booked over the phone, yet an optometry (sight) department sends letters to patients, but only in standard print. By having inaccessible systems in place, everyday tasks which everyone has (such as arranging appointments) become more difficult for disabled people.

Physical barriers:

This is where things have been built in a society which is inaccessible. For example, buildings with steps without either a ramp or lift. This can also be buildings where the ground floor is accessible, but the rest of the building is not. This prevents disabled people from being able to freely access buildings in our communities and society.

Attitudinal barriers:

This is where people can have negative attitudes towards disabled people. For example, this could be low expectations of disabled people's ability or intelligence, discriminatory attitudes, bullying or a lack of respect and unequal treatment. For example, some people will speak to a disabled person's PA/person they are with, rather than talk directly to the disabled person. These kinds of attitudes cause a discriminatory environment for disabled people.

The Social Model states that society is responsible for removing the barriers disabled people face, in order to enable disabled people to be an equal, included and valued part of society.

I mpairment and Disability:

Under the Social Model, impairment and disability are not the same:

Impairment

is when part of a person's body, mind and/or emotions works
differently to what is considered 'normal' by society.

Disability

is the barriers, discrimination and prejudice disabled people
face. It is not our bodies or minds which 'disable' us, it is society.

The Medical Model of Disability

The Medical Model of Disability views disability differently, as it focuses on the individual's disability/condition and identifies this as being what will disable them, causing clear disadvantages and a reduction in quality of life. The medical model is problematic and unhelpful for many reasons, not least because creates a basis for social degradation of disabled people; it also causes an almost exclusive focus on "solutions and cures", rather than adapting existing structures to enable inclusion and access. The medical model of disability also often portrays disabled people negatively by promoting a largely disempowered image of disabled people, who are only impacted by their own "condition", rather than identifying disability as a social, political, economic and geographical issue.

The Social Model and the Medical Model in action:

The following two examples highlight the differences between the social model and the medical model, and how they impact on disabled people.

Example a) A child with a hearing impairment wants to watch the new superhero film which has just come out with his friends.

Under the social model, there are regular screenings which include subtitles. The child can, therefore, join in with his friends and enjoy a trip to the cinema.

Under the medical model, there isn't a solution for this child, and he will likely miss out on the experience altogether. Experiences like these lead to separation and isolation from mainstream events and opportunities and prevent young disabled people from being able to enjoy cultural activities alongside their peers.

Example b) A young disabled person is applying to Universities.

Under the social model, they will be able to apply for Universities using the same criteria as other students (things such as the quality of the course, location preference or nightlife/leisure activities available). With the social model in place, they will feel secure that the buildings and environment will be accessible, and they will receive the support they need. This, therefore, puts them in the same position as their non-disabled peers, and gives them the same choices and opportunities in life.

When looking for which University to apply for under the medical model, however, the young person will have to consider many other things first, before even thinking about the usual concerns of prospective students. Some of these include: what support will be available at each university; what universities have the best accessible buildings and accommodation; and which area which has the most (if any) accessible transport and leisure activities.

This example demonstrates how quickly disabled people are excluded from opportunities, and how much extra thought, research and preparation disabled people have to factor in for decisions in their lives, which their non-disabled peers do not have to consider. This is not limited to further education, but in all areas of life, including small everday decisions, as well as larger decisions about the kind of life we want to lead.

The takeaway message of the Social Model of Disability is that disabled people are disabled by society and not by our impairments.

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The Social Model of Disability The Social Model of Disability identifies the way society is organised and the barriers it puts in place for disabled people as the problem, rather than the individual's impairment or difference. These barriers can take the following forms: Organisational barriers: This is where the way things are set up in society causes barriers and problems for disabled people.

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This article is an explanation of the social model of disability.

The article also includes a video attachment and an audio description video. (Duration : 5 minutes)

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People with Disability Australia - We empower, champion and celebrate people with disability.

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There have been many models used to understand disability over time. Here at PWDA, we use the Social Model of Disability to inform how we work to advance and protect the rights, health and wellbeing of people with disability.

Social model of disability

According to the social model, 'disability' is socially constructed.

The social model of disability contrasts with what is called the medical model of disability.

According to the medical model, 'disability' is a health condition dealt with by medical professionals. People with disability are thought to be different to 'what is normal' or abnormal. 'Disability' is seen 'to be a problem of the individual.

From the medical model, a person with disability is in need of being fixed or cured. From this point of view, disability is a tragedy and people with disability are to be pitied. The medical model of disability is all about what a person cannot do and cannot be.

The social model sees 'disability' is the result of the interaction between people living with impairments and an environment filled with physical, attitudinal, communication and social barriers. It therefore carries the implication that the physical, attitudinal, communication and social environment must change to enable people living with impairments to participate in society on an equal basis with others.

A social model perspective does not deny the reality of impairment nor its impact on the individual. However, it does challenge the physical, attitudinal, communication and social environment to accommodate impairment as an expected incident of human diversity.

The social model seeks to change society in order to accommodate people living with impairment. It does not seek to change persons with impairment to accommodate society. It supports the view that people with disability have a right to be fully participating citizens on an equal basis with others.

The social model of disability is now the internationally recognised way to view and address 'disability'. The United Nations Convention on the Rights of Persons with Disabilities (CRPD) marks the official paradigm shift in attitudes towards people with disability and approaches to disability concerns.

People with disability are not "objects" of charity, medical treatment and social protection but "subjects" with rights, capable of claiming those rights, able to make decisions for their own lives based on their free and informed consent and be active members of society.

In this context:

Impairment is a medical condition that leads to disability.

Disability is the result of the interaction between people living with impairments and barriers in the physical, attitudinal, communication and social environment. For example, it is not the inability to walk that keeps a person from entering a building by themselves, but the stairs that are inaccessible to them.

Do you live with disability? Click here to sign up a full PWDA membership for free.

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Social model of disability - People with Disability Australia

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Auslan video Audio description Related content About disabilityTrainingResearchProjectsAbout usContact us Latest news Preliminary Submission: NSWLRC Review of the Anti-Discrimination Act 1977 Friday 29 September 2023 NSW budget a missed opportunity, more support needed for people with disability Wednesday 20 September 2023 PWDA Calls for a Radical Response to End Segregation and Discrimination Thursday 14 September

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The Social/Human Rights Model of Disability

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The Social/Human Rights Model of Disability

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This YouTube video defines and explains how the social model and human rights model interact. Duration : 2 minutes and 43 seconds

(Includes in-built captions and a transcript is available)

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The Social / Human Rights Model of Disability

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A Quick Guide to Language and Disability by Unison (2 Page PDF)

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what does a human rights based approach look like?

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what does a human rights based approach look like?

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Short PDF leaflet on the PANEL principles. These are participation, accountability, non discrimination and equality, empowerment and legality. These principles show what a human rights based approach would look in practice.

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Applying the Social Model of Disability to Health and Social Care Services

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Applying the Social Model of Disability to Health and Social Care Services

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The article "Applying the Social Model of Disability to Health and Social Care Services" from the University of Leeds discusses how health and social care services can adopt the social model of disability. It emphasizes shifting the focus from treating disability as an individual medical issue to addressing societal barriers that hinder participation. By recognising that accessibility, attitudes, and environments often limit disabled people’s opportunities, the article advocates for more inclusive practices, policies, and services that empower individuals and promote equal access to care.

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Easy ways to use the Social Model of Disability in communications

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Easy ways to use the Social Model of Disability in communications

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The article explains how using the social model of disability in communication focuses on removing societal barriers, rather than defining disability as an individual issue, to promote inclusion and equality.

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Easy ways to use the Social Model of Disability in communications - Get Yourself Active