Disability in Media - Lesson 3: Social Construction of Disability

Lesson 3: Social Construction of Disability

Objectives

This lesson will outline some of the key ways that disability has been historically viewed and treated within society. Secondly, it will introduce the terms disability, impairment, and handicap and the differences in meaning among these words. Third, the concept of universal design, as well as the basic principles of the medical and social models of disability will be presented and critically discussed.

This brief historical background will enable students to contextualize many of the themes introduced in later portions of the unit. Specifically, students will learn that many of the stereotypes and misconceptions that are associated with disability in the media are actually historically rooted, and that disability is socially constructed. Once this foundation has been built, subsequent lessons shall focus on specific ways that disability is viewed and treated in the media, and compare it to how disability has been viewed and treated in the past. This historical context is necessary in order for students to understand how many of these stereotypes originated, and the ways in which they are perpetuated in contemporary society.

Learning Outcomes

Upon completion of this lesson, students will be able to:

• Define the following terms: disability, impairment, handicap, universal design.
• Contextualize how disability has been historically viewed and treated in the past.
• Understand how contemporary stereotypes of disability in the media are in fact historically rooted.
• Compare and analyze the medical model and social model of disability
• Explain that disability is socially constructed and that universal design is one way to eliminate the barriers faced by the disability community.

In order to meet these objectives, the teacher is encouraged to draw upon specific examples to demonstrate how disability has been viewed and treated throughout history. While the mass media may still be a new phenomenon, print media such as newspapers and literary works provide us with numerous examples of how disability has been portrayed in the past.

Timeline

Due to the time limitation of this lesson, teachers are unable to fully and properly address the history of disability. As such, several readings are assigned to compliment this brief survey, and the teacher will refer to several websites throughout the lecture to supplement the lesson. Please refer to the additional resources and references sections of this lesson for more information.

1. (10 min.) The teacher will lecture, using the PowerPoint presentation as a supplement. The following themes will be introduced:

   • Distinctions between disability, impairment and handicap
   • The notion that disability only becomes a handicap when society is set up in such a way that prevents persons with disabilities from participating
   • The medical and social models of disability

2. (15 min.) Universal Design

   • Have students imagine that they were forced to sit away from the teacher (facing the back of the room, with their backs to the teacher). Have them imagine that the teacher would then begin to lecture in a very low tone, and while constantly referring to print on the PowerPoint slides.
     
     This would create a scenario that prevents students from hearing (due to the low tone of the teacher) or seeing (due to the fact that they are seated away from the teacher). Imagine if society was set up in a way that this could not be avoided, and it was the students' (who cannot hear or see) responsibility to adapt to this inaccessible learning situation.
   • Use the above example to explain how disability is socially constructed and the role of universal design.
   • Show the video clip: Universal Design in Museums
   • Ask students to think of different ways that society could be set up differently to remove the social barriers associated with disability.

3. (20 min.) The second portion of the lecture shall outline some of the key ways that disability has been treated in the past. Key historical elements to draw upon may include:

   • Prevalence throughout history of "Freak Shows"
   • The eugenics movement stemming from Darwin's theories of natural selection
   • The laws of the deserving and undeserving poor (of particular importance here is the fact that disability was often viewed as charity).
   • The eugenics movement during World War II Nazism.
   • The normalization movement of the 1970's

   This historical context will draw links between common day stereotypes associated with persons with disabilities, in order to emphasize their likely origins.

4. (10 min.) Conclude the lecture by linking these themes to the media and its role. How does the media reinforce many of the stereotypes associated with disability? Ask students to think about this over the upcoming weeks as they focus on specific stereotypes of persons with disabilities in the media. Answer any remaining questions.

Assessment

1. Students must reflect on themes introduced in their daily blogs.

© 2009 Natalie Martiniello