How to Teach about Disability Justice & the Pandemic 

AUTHOR BIO 

Laura Winnick is an EdTech Coordinator at an independent school in Brooklyn. Her education writing has appeared in Publisher’s Weekly, the New York Times’ Learning Network, Library Journal, and Computers in Libraries Magazine.

INTRODUCTION

In this lesson, students learn about the social versus the medical model of disability, the disability justice movement, and make modern connections to how Covid-19 has impacted people who are disabled. 

COMMUNITY CONNECTION ICEBREAKER 

Ask students to journal in response to the following questions: 

• What has changed about our lives since the Covid-19 Pandemic?
• What has stayed the same? 
• What has changed about our society since the Covid-19 Pandemic?
• What has stayed the same?

Invite students to share, through a partner share or full-class share. 

Activity 1: Social vs Medical Model of Disability

Part 1: Define Disability 

Using University of Leeds’ Center for Disability’s definitions of disability and impairment, define:

A disabled person is a person with an impairment who experiences disability. Disability is the result of negative interactions that take place between a person with an impairment and her or his social environment. Impairment is thus part of a negative interaction, but it is not the cause of, nor does it justify, disability. 

1.0 Impairment: an injury, illness, or congenital condition that causes or is likely to cause a loss or difference of physiological or psychological function. 

2.0. Disability: the loss or limitation of opportunities to take part in society on an equal level with others due to social and environmental barriers. 

Invite students to share about whether this definition changes their understanding of disability. How might considering how a social environment impacts us change the way we see disability? 

1 in 4 Americans is disabled. 

Part 2: Medical vs Social Model of Disability 

Use the chart below to discuss the difference between the social versus the medical model of disability. Unpack it slowly with students. Project it and provide every student with a copy.  

Introduce the models by saying: When we talk about models, we mean the way our society / a group of people see or understand something. The medical model is a traditional view while the social model is a more progressive, holistic view created by people with disabilities. 

After reviewing the image with students, ask:

• Can you think of any examples of ways that the medical model impacts our society? 
• Have you seen any examples of the social model in our society? 

Part 3: Watch video

Discuss: 

• When people are seen as “less able” how do you think it impacts them? 
• How might our society be planned and organized to enable accessibility, independence, and opportunity? 

Activity 2: Sort

Print and cut each part of the chart. Provide students with a blank chart (below) and have them sort in pairs to compare and contrast the medical and social models. 

	Medical Model	Social Model
Disability is understood as…	An individual or medical experience that is caused by damages in body functions. Disability is understood as a deficiency or abnormality.	Through social constructs about bodies and ability imposed through societal oppression and prejudice. Disability is understood as a difference.
A patient gets medical treatment or services through…	Patients need to go to medical professionals (a doctor, etc.) who diagnose the person and refer them to treatment or services.	Patients refer themselves. They ask for services or treatments based on their own experience.
The goal of the medical intervention is:	“Fixing” the disability to the greatest extent possible to  “normalize” the person into regular society	Social or political chance to increase society’s understanding of the disability and decrease environmental barriers
The outcome of the medical intervention is:	To become a functioning member of existing society	Changes in environment and understanding, social inclusion, self-advocacy
The person who works to remedy the disability:	Medical Professional	Can be the individual, an advocate, or anyone who positively affects the the relationship between the person with the disability and society
How do individuals with disabilities impact society?	Society remains the same	Society starts to become more inclusive
How do people see people with disabilities?	The person with the disability is at fault.	The person with the disability is unique.
Who is seen as the authority on disability?	Scientists, doctors, medical professionals	Advocates with disabilities themselves
How is the disability commonly understood?	Being disabled is negative	Being disabled is neither positive nor negative

	Medical Model	Social Model
Disability is understood as…
A patient gets medical treatment or services through…
The goal of the medical intervention is:
The outcome of the medical intervention is:
The person who works to remedy the disability:
How do individuals with disabilities impact society?
How do people see people with disabilities?
Who is seen as the authority on disability?
How is the disability commonly understood?

Activity 3: Crip Camp Excerpt (Documentary Available on Netflix) 

Part 1: Watch excerpts 

• Segment 4:10 – 20:00: In this first part, Crip Camp introduces Camp Jened and the people the film follows. It also addresses the state of disability and access in mid-century America.
  • Discuss/Journal: “We realized the problem didn’t exist in people with disabilities, it existed in people without disabilities.”
    • What does this mean to you?
    • How does this connect to our understanding of the social versus the medical model of disability? 
• Segment 36:30 – 50:00: In this second part, we learn more about campers’ home lives and their fight for the Rehabilitation Act of 1972.
  • Discuss/Journal: What was the impact of Nixon vetoing the Rehabilitation Act in 1972?
    • How could things have been different if he hadn’t vetoed the bill?
• Segment 1:01:00-1:11:0: In the third part, we see the impact of disability activists’ direct action.
  • Discuss/Journal: How were the disability activists able to protest? 

Activity 4: 10 Principles of Disability Justice  

Part 1: Read Aloud 10 Principles of Disability Justice 

Part 2: Assign one principle to one pair; respond to questions:

• Rewrite the principle in your own words.
• Why is this important to disability justice advocates? 

Activity 4: Covid Pandemic & Disability 

Part 1: How Long Covid Could Change the Way We Think About Disability (11-minute listen; Washington Post) 

Part 2: Discussion/Respond to Questions 

• How has Covid-19 created a mass disabling event? 
• How has life changed for Americans with long covid? 
• Why may people of color and those from marginalized communities have a different experience getting medical support? 
• What does “spoonie” mean in the chronic illness community? 
• How are disabled people marginalized in America? 
• What is the disability community now advocating for? 

Activity 5: How the Americans with Disability Act Influences me in Real Life (YR Media) 

Part 1: Read aloud this piece. Pause for discussion. 

Part 2: After learning about the Social vs Medical Model some disability justice history, and the 10 Principles of disability justice, write a one paragraph response that connects one component of Social Model, disability justice history, or one of the 10 principles of disability justice. In other words, what does this contemporary piece written by a teenager connect to what we’ve learned in this unit? 

Part 3: Summer Orban writes, “educate yourself and advocate for change, whether through a state senator or a dean of students.” Create an advocacy plan. 

Examples of Advocacy Plans: 

• Youth Celebrate Diversity’s local actions to support and include disabled youth.  
• Disability Action Coalition’s programs and initiatives 
• Disabled in Action 
• AAPD’s advocacy section