Understand Models of Disability
This element explores the contrasting frameworks used to understand disability, primarily the medical model which views disability as an individual deficit requiring treatment, and the social model which identifies societal barriers as the disabling factor. It examines how these models influence an individual's self-perception, identity formation, and daily experiences, as well as their impact on the design and delivery of person-centred health and social care services. Understanding these models is fundamental to promoting inclusion, empowerment, and anti-discriminatory practice in adult care settings.
Assessment criteria
Topic Overview
The SFEDI Awards Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF) is a comprehensive qualification designed for those working or aspiring to work in adult health and social care settings. It covers essential knowledge and skills for providing person-centred care, promoting independence, and safeguarding vulnerable adults. This diploma is regulated by Ofqual and meets the requirements of the Care Council for Wales and the Northern Ireland Social Care Council, making it a key stepping stone for career progression in the sector.
The qualification comprises mandatory units such as 'Promote Communication in Health, Social Care or Children’s and Young People’s Settings', 'Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings', and 'Promote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings'. Optional units allow specialisation in areas like dementia care, end-of-life care, or supporting individuals with sensory loss. This structure ensures learners gain both broad foundational knowledge and targeted expertise relevant to their role.
Mastering this diploma is crucial for delivering high-quality care that respects individuals' rights, choices, and dignity. It aligns with the principles of the Social Services and Well-being (Wales) Act 2014 and the Northern Ireland Adult Safeguarding Policy. By completing this qualification, students demonstrate competence in key areas such as risk assessment, care planning, and multi-agency working, which are vital for improving outcomes for adults in care settings.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to an individual's unique needs, preferences, and values, ensuring they are active partners in their care planning and decision-making.
- →Safeguarding adults: Protecting individuals from abuse, neglect, and harm by following policies like the 'Protection of Vulnerable Adults' (POVA) scheme and local safeguarding procedures.
- →Duty of care: A legal obligation to act in the best interest of individuals, ensuring their safety and well-being, and balancing this with their right to take risks.
- →Confidentiality and data protection: Adhering to the Data Protection Act 2018 and GDPR when handling personal information, with exceptions only in cases of risk of harm or legal requirement.
- →Equality and diversity: Promoting inclusive practice by recognising and respecting differences in culture, religion, disability, age, gender, and sexual orientation, and challenging discrimination.
Learning Objectives
What you need to know and understand
- Compare and contrast the medical and social models of disability, identifying key assumptions and implications for care practice.
- Analyse how the adoption of a medical model perspective can negatively impact an individual's self-esteem, autonomy, and social inclusion.
- Explain how the social model promotes a positive disability identity and enables individuals to advocate for their rights and choices.
- Evaluate the influence of adopting different models on service delivery, including care planning, environmental accessibility, and staff attitudes.
- Assess the role of relevant legislation and policy in embedding the social model within health and social care services.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for clearly defining both the medical and social models with accurate, contextualised examples from adult care settings.
- Credit evidence that demonstrates how the medical model can lead to labelling, disempowerment, or institutionalisation.
- Look for application of the social model to a given scenario, identifying specific environmental, attitudinal, or organisational barriers and proposing reasonable adjustments.
- Assessors should check that the learner explicitly links model adoption to tangible outcomes for individuals, such as increased independence, choice, or well-being.
- Reward references to current legislation (e.g., Equality Act 2010) and national care standards that reinforce the social model approach.
Assessment Guidance
Guidance for achieving higher grades
- 💡When writing assignments, always apply the models to a concrete case study or work-based example to demonstrate depth of understanding and practical relevance.
- 💡Adopt person-first language and a strengths-based approach throughout your written work to implicitly demonstrate social model values.
- 💡Explicitly reference relevant legislation, such as the Social Services and Well-being (Wales) Act 2014 or the Mental Capacity Act, to contextualise how policy enforces the social model in practice.
- 💡Prepare for professional discussion by practicing how you would explain the impact of model adoption to a service user, carer, or colleague, using accessible language.
- 💡When answering questions on legislation, always link the law to a practical example from your workplace or placement. For instance, when discussing the Mental Capacity Act 2005, describe how you applied the five principles in a real decision-making scenario.
- 💡Use the 'STAR' technique (Situation, Task, Action, Result) for reflective accounts. This structure helps you demonstrate clear evidence of your learning and impact on practice, which examiners look for in competence-based units.
- 💡For unit 'Promote Communication', remember to discuss both verbal and non-verbal communication methods, and how you adapt these for individuals with communication difficulties (e.g., using Makaton, picture boards, or simplified language). Mention the importance of checking understanding and seeking feedback.
Common Mistakes
Common errors to avoid in your coursework
- Confusing the social model with a narrow focus on physical access (e.g., ramps) while ignoring attitudinal, communication, or systemic barriers.
- Presenting the models as mutually exclusive, failing to recognise that medical intervention can coexist within a social model framework when led by the individual's needs.
- Assuming that the social model denies the reality of impairment, rather than distinguishing between impairment and disability.
- Using outdated or patronising language that reflects a medical model perspective when discussing individuals with disabilities.
- Misconception: 'Person-centred care means always doing what the individual wants.' Correction: It involves balancing the individual's wishes with professional judgment, safety considerations, and legal duties. For example, if a person with dementia wants to leave the care home alone, you must assess their capacity and risk, and involve their family or advocate.
- Misconception: 'Confidentiality is absolute and can never be broken.' Correction: Confidentiality can be breached if there is a risk of serious harm to the individual or others, or if required by law (e.g., under the Mental Capacity Act 2005 or safeguarding procedures). You must always record and report such decisions appropriately.
- Misconception: 'Equality means treating everyone the same.' Correction: Equality is about ensuring fair access and opportunities, which may require treating people differently to meet their specific needs (e.g., providing a sign language interpreter for a deaf service user).
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for SFEDI ENTERPRISES LTD. T/A SFEDI AWARDS Understand 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
- •A basic understanding of health and social care values, such as those covered in Level 2 qualifications (e.g., Level 2 Diploma in Health and Social Care).
- •Familiarity with key legislation like the Health and Social Care Act 2008 and the Care Act 2014, as these underpin many units.
- •Experience working or volunteering in a care setting, as the diploma requires assessment of real work-based competencies.
Coursework AI Review
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Key Terminology
Essential terms to know
- Medical vs. Social Model
- Disability Identity
- Societal Barriers
- Person-Centred Care
- Empowerment and Advocacy
- Legislative Framework
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