Introductory awareness of models of disability
This element introduces learners to the contrasting medical and social models of disability, exploring how these perspectives shape care delivery. It critically examines the impact of model adoption on individuals' autonomy, inclusion, and overall quality of life within care settings. By understanding these models, care workers can promote person-centred approaches that enhance wellbeing and challenge disabling barriers.
Assessment criteria
Topic Overview
The Highfield Level 2 Diploma in Care (RQF) is a foundational qualification for those starting or progressing in a care role within health and social care settings. It covers essential knowledge and skills required to provide person-centred care, support individuals with their daily living activities, and uphold safety and safeguarding principles. This diploma is designed for care workers, support workers, or healthcare assistants working in residential homes, domiciliary care, or day services.
The qualification is structured around mandatory units such as communication, equality and inclusion, duty of care, safeguarding, person-centred approaches, and health and safety. Optional units allow learners to specialise in areas like dementia care, end-of-life care, or learning disabilities. Achieving this diploma demonstrates competence against national occupational standards and is often a requirement for roles regulated by the Care Quality Commission (CQC).
Mastering this diploma is crucial because it ensures care workers can deliver safe, compassionate, and effective support. It aligns with the Care Certificate and the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England. By understanding the principles behind care practices, students can improve outcomes for individuals, reduce risks, and contribute to a positive care environment.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to an individual's preferences, needs, and values, ensuring they are active partners in their care planning and delivery.
- →Duty of care: A legal obligation to act in the best interest of individuals, avoiding harm and ensuring their safety and wellbeing.
- →Safeguarding: Protecting vulnerable adults from abuse, neglect, or harm, following local policies and the Care Act 2014 principles.
- →Equality and inclusion: Treating everyone fairly, respecting diversity, and removing barriers to participation, underpinned by the Equality Act 2010.
- →Confidentiality: Handling personal information lawfully under GDPR and Data Protection Act 2018, sharing only with consent or when required by law.
Learning Objectives
What you need to know and understand
- Know the difference between the medical and social models of disability, Understand how the adoption of models of disability impact on the wellbeing and quality of life of individuals
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for clearly defining the medical model, e.g., viewing disability as an individual impairment requiring treatment or cure.
- Award credit for accurately defining the social model, e.g., disability is caused by societal barriers, not the individual's condition.
- Award credit for providing concrete examples of how adopting the social model leads to improved wellbeing, such as enabling access and promoting independence.
- Award credit for demonstrating understanding of how the medical model can negatively impact quality of life by fostering dependency and low self-esteem.
- Award credit for explaining that the social model focuses on removing barriers (physical, attitudinal, systemic) to empower individuals.
Assessment Guidance
Guidance for achieving higher grades
- 💡When answering, always explicitly name the model (medical or social) before discussing its features or impact.
- 💡Use person-first language and real-world care scenarios to illustrate how models influence practice.
- 💡For higher marks, analyse the interaction between both models and evaluate their effect on holistic wellbeing.
- 💡Support your points with examples from the care sector, e.g., how a care plan might differ under each model.
- 💡Show critical reflection by considering the limitations of each model and suggesting a balanced approach.
- 💡Use specific examples from your workplace to demonstrate how you apply principles like person-centred care or safeguarding in practice. This shows understanding beyond theory.
- 💡When answering questions about legislation, mention the relevant Act (e.g., Care Act 2014, Mental Capacity Act 2005) and explain how it influences your daily role.
- 💡For communication questions, highlight the importance of active listening, non-verbal cues, and adapting methods to the individual's needs (e.g., using visual aids for someone with hearing loss).
Common Mistakes
Common errors to avoid in your coursework
- Confusing the medical model with simply providing medical care, rather than seeing it as a deficit-focused approach.
- Incorrectly assuming that the social model ignores medical needs, rather than understanding it addresses barriers alongside health requirements.
- Failing to link model adoption to specific outcomes for individuals, resulting in vague or unsupported statements.
- Describing disability as solely a medical condition without acknowledging environmental and social factors.
- Using outdated or negative terminology when discussing disabilities, which conflicts with the social model ethos.
- Misconception: 'Person-centred care means doing whatever the individual wants.' Correction: It means respecting their choices while balancing risks and professional responsibilities, ensuring their safety and wellbeing.
- Misconception: 'Confidentiality means never sharing information.' Correction: Information can be shared with consent, or without consent if there is a risk of harm or a legal requirement, following your organisation's policy.
- Misconception: 'Safeguarding is only about reporting abuse.' Correction: It also involves prevention, promoting wellbeing, and ensuring individuals have access to advocacy and support.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for HIGHFIELD QUALIFICATIONS Introductory awareness of models of disability
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Completion of the Care Certificate or equivalent induction training is recommended before starting the diploma.
- •Basic understanding of health and safety principles, such as RIDDOR and COSHH, is helpful.
- •Familiarity with the principles of confidentiality and data protection (GDPR) is beneficial.
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Key Terminology
Essential terms to know
- Know the difference between the medical and social models of disability, Understand how the adoption of models of disability impact on the wellbeing and quality of life of individuals
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