The medical model in special education

Reger, Roger

doi:10.1002/1520-6807(197201)9:1<8::aid-pits2310090103>3.0.co;2-1

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…It is plausible that the perceived vulnerability of students with the most severe disabilities and complex health care needs may result in professionals and parents emphasizing protective care at the expense of having high expectations for this population (see Zijlstra & Vlaskamp, 2005). This suggests that a medical model (i.e., a deficit-based approach that views students as patients; Reger, 1972) may informally persist for students who have the most severe disabilities and complex health care needs. Another or a co-occurring explanation may be that school personnel simply do not know how to support partial participation in SHCPs for this subset of students.…”

Section: Discussionmentioning

confidence: 99%

“…In the past, the medical model (a deficit-based approach) informed educational service delivery for students with severe disabilities and SHCPs. Students were viewed as patients to be medically treated and cared for in schools rather than as competent learners (Reger, 1972). This deficit-based orientation resulted in wholly dependent caretaking practices (providing care to students without their involvement), thereby grossly limiting expectations for learning independence.…”

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confidence: 99%

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Involvement of Students With Severe Disabilities in Specialized Health Care Procedures

Ballard

Dymond

2019

Exceptional Children

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A recommended practice in the field of severe disabilities is involving students in their specialized health care procedures; however, little is known about how this practice is occurring in schools. The purpose of this qualitative multiple-case study was to understand how secondary-age students with severe disabilities are involved in their specialized health care at school. Purposeful sampling resulted in nine cases and a total of 41 participants. A case comprised a secondary-age focus student and the student’s parent(s), special education teacher, school nurse, and classroom nurse or paraprofessional. Data sources were observations, interviews, and document reviews. The researchers analyzed the data using an iterative inductive coding approach for each individual case to identify patterns in the data followed by a cross-case synthesis using visual matrices to identify salient themes across cases. This process resulted in four themes depicting how students were involved in their specialized health care at school, which were (a) partially participating, (b) interacting with adults, (c) engaging in risky behaviors, and (d) passively participating. The findings from this study highlight a need for improved attention to the promotion of self-care in specialized health care for this population.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Involvement of Students With Severe Disabilities in Specialized Health Care Procedures

Ballard

Dymond

2019

Exceptional Children

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School psychological services: An empirical comparison of two models

Fairchild

1976

Psychol. Schs.

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In this study, the traditional diagnostic model of school psychological services was compared with the emerging consultant service model. The study was conducted in an effort to determine the effectiveness of each model in working with teachers in the elementary grades. The two delivery systems were evaluated by comparing them on two variables: (a) the number of school days that elapse from the time of referral until the teacher receives feedback, and (b) the effectiveness of the recommendations as measured by brief questionnaires. The results revealed that the consultant model with its de-emphasis on the administration of time-consuming tests resulted in more immediate feedback for teachers. Responses to the follow-up questionnaires revealed that the consultant service model was as effective, if not more effective, in the teachers' perceptions, when comparing the effectiveness of the recommended intervention strategies. Although the data are more favorable for the consultant service model, they are not conclusive. Since each model meets some teachers' needs, a merging of these two approaches seems more justifiable than abandoning one model in favor of the other.

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Changing the medical model of disability to the normalization model of disability: clarifying the past to create a new future direction

Zaks

2023

Disability & Society

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The medical model in special education

Cited by 4 publications

References 2 publications

Involvement of Students With Severe Disabilities in Specialized Health Care Procedures

Involvement of Students With Severe Disabilities in Specialized Health Care Procedures

School psychological services: An empirical comparison of two models

Changing the medical model of disability to the normalization model of disability: clarifying the past to create a new future direction

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