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[LTA music]

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LiveTextAccess.

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Training for real-time
intralingual subtitlers.

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This is Unit 1.
Understanding accessibility.

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Element 1.
Basic concepts.

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This video lecture explains
different models of disability.

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My name is Rocío Bernabé

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from the Internationale Hochschule
SDI München in Germany.

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I have prepared this video lecture
in collaboration with

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the European Federation
of Hard of Hearing,

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 in short, EFHOH.

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On completion of the training sequence,
you will be able to explain

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the concept of disability
and to distinguish between several models.

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Let's take a look at the agenda.

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First, we will talk in the introduction
about how different perspectives

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have led to different approaches
to disability in the past.

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Then we will talk about
four main models of disability.

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And we will discuss
the main ideas behind them.

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Lastly, we will end this video lecture
with a summary.

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Let’s get started with the Introduction.

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"We are not disabled,
we are being disabled"

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is the slogan of a
German campaign started by

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the Social Association
North Rhine-Westphalia e.V.

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The statement shows
how the way we look at a concept,

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in this case disability,

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influences the way
we understand it.

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In this case,
the perspective is a social one.

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In other words,
the perspective matters.

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We can define disability
by putting the focus on individual factors,

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such as a person's health condition
or his or her impairment.

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Conversely, we can define disability
by putting the focus on the context,

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in which this person lives in.

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In this case,
disability would be influenced

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by factors that are external
to that person.

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In between these two opposite sides
of this continuum,

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there are also approaches
that consider

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both individual factors
 and contextual factors.

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Indeed, the way disability
has been understood,

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has changed and moved
along this continuum

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during the past decades.

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We can say that there are
three main approaches to disability:

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individual, social
and mixed approaches.

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Individual approaches put the focus
on the person.

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This is on individuals
and their impairments.

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The mystical-religious
and the medical models are both

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individual approaches.

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Conversely, social approaches
put the focus on disability

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as a product of the environment.

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This approach has led to
the social model of disability.

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Lastly, there are mixed approaches
that consider both the impairment

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and contextual factors.

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This is the case

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in the biopsychosocial model
of disability.

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Let's see some characteristics
of each model.

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The mystical-religious model goes back
to the classical antiquity.

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This model follows
an individual approach.

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The mystical-religous model
revolves around the values

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that were at the centre of arts
and of the culture at that time.

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These were: body perfection,
harmony and proportion,

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clear lines, movement in the stillness.

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These prevailing values
and the lack of literacy lend people

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to search for explanations
that were of a more divine

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or more magical nature.

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For instance, parents believed that
they had been punished for their sins

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when their kids had an impairment.

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Others thought that the gods
were sending them misfortunes,

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or other thought that
the impairment was the result of magic.

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Persons with an impairment
had no place in such a society.

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This explains behaviours
that we know from that time,

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for instance, from Sparta
where kids were abandoned,

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hidden, or even killed.

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Around the 14th century, the understanding
of disability changed as society did.

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During the Renaissance
another individual model emerged: 

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the medical model.

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The medical model approaches disability
as a condition that can be treated,

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that can be cured.

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The model considers that
it is a person's fault to have an impairment.

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Persons with an impairment
were considered to be less able

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than persons without an impairment.

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The society also believed
that medicine could fix them.

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Then the social model emerged.

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This model considers
that barriers emerge in a society

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or in environments
that have been designed

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without having taken into consideration
varied needs.

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The social model grows out
of the disability advocacy movement

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from the 70s and 80s.

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The idea is that
the society creates barriers

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that impose a disability
or a state of disability

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on persons with impairments.

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In other words, society does not address
the needs of persons with impairments,

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nor their rights are being preserved

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when environments are not accessible.

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The focus of the social model is,
therefore, on environments.

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This view is crucial
because it meant a radical change

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away from the individual approaches.

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With the social model,
the focus is on environment

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and on the ability to create
universally designed environments

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that are accessible for all persons,

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no matter what their abilities
or capabilities are.

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Lastly, the biopsychosocial model.

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This model was introduced in 2002
by the World Health Organisation.

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The model can be described as a combined
or mixed model because it considers

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both the health condition,
or the impairment, and the context.

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The model describes that engaging
in an activity is influenced

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by two types of factors.

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That is a medical condition
or an impairment

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and by contextual factors.

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Contextual factors are not only
environmental, such stairs.

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Contextual factors are also
intangible ones

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and include the ideas
and values in a society

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as well as those ideas, values
or beliefs of a person.

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The extent to which a person
can participate in society

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on an equal basis results from
the interaction of all of them.

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For instance, the ability of a person
with a hearing impairment

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to attend to a conference
on an equal basis,

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and participate on an equal basis,

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will depend on environmental factors,

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such as whether 
the conference is barrier-free

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and offers, for instance,
real-time subtitles,

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but also on personal factors.

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These personal factor can be time,

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financial means to pay
the fee for the conference and,

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of course, whether he
or she are interested in the topic,

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maybe for working reasons.

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Before we finish this video lecture,
let us take a look at the definition

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of disability provided in
the Convention on the Rights

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of Persons with Disabilities
from 2006.

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Allow me to read it aloud.

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“Disability is an evolving concept
that results from the interaction

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between persons with impairments
and attitudinal and environmental barriers

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that hinders their full
and effective participation in society

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on an equal basis with others.”

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As you can see,
the definition is in line

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with the social
and the biopsychosocial models.

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To date, 165 states
and the European Union

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have ratified the Convention,
and therefore this definition,

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or this approach, to disability.

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We could actually conclude
saying that this approach to disability

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is widely shared in the world.

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Le's recap briefly.

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We have seen that disability
is widely understood as a state

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that results from the interaction
between a person with an impairment

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and the environment.

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We have also seen that
this view is shared in many countries.

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However, this does not necessarily mean

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or imply that all persons
share this view,

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nor that they have internalised
these values.

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What I mean by this is that

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being aware or agree
into a definition matters.

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But it also matters the way
we behave in our daily life.

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This is why I would like to end
this video lecture

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with two questions.

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They are: Which is your perspective
towards disability?

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And, how does it show
in your daily life?

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As for now, thank you very much
for your attention.

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Exercises.

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The exercises
for this video lecture are

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in the Trainer’s Guide
and the PowerPoint file.

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[LTA music]

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LTA - LiveTextAccess.

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Universitat Autònoma de Barcelona.

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SDI - Internationale Hochschule.

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Scuola Superiore
per Mediatori Linguistici.

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2DFDigital.

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The European Federation
of Hard of Hearing People - EFHOH.

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VELOTYPE.

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SUB-TI ACCESS.

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European Certification
and Qualification Association - ECQA.

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Co-funded by the Erasmus+ Programme
of the European Union.

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Erasmus+ Project:

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2018-1-DE01-KA203-004218.

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The information and views
set on this presentation

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are those of the authors

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and do not necessarily reflect
the official opinion

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of the European Union.

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Neither the European Union
institutions and bodies

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nor any person acting on their behalf

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may be held responsible
for the use

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which may be made
of the information contained here.