The medical medical model of disability is the main reason that children with disabilities are segregated from their peers. It operates on the idea that people with disabilities need to be fixed, rather than accommodated. The social model, by comparison, focuses on accommodation of disability, as a right.
The medical model is reflected in the the Education Act and Identification, Placement & Review Committee process. The Education Act creates special education classrooms based on an “exceptionality“, for example intellectual disability, autism or physical disability. Because of this, in a large number of boards, most resources and system organization is directed at funding a model that supports segregation and therapy. Further, students may spend the majority, or the entirety, of their education in such placements or settings, notwithstanding the poor outcomes, both socially and educationally. Recent research has pointed out the flaws with this model and the harm it has done to students with disabilities.
The social model, based in human rights, supports inclusive education practices and accommodation. It presumes competence and treats all pupils as learners, capable of learning.
The Ontario Human Rights Code is an overlay to all our laws and must be followed by school boards. For families to ensure their student’s right to inclusive education, it is important to understand this framework and use it to advocate for your student. For full details on accessible, inclusive education, see the Ontario Human Rights Commission’s Policy on Accessible Education.
