Critical Analysis of Disability Construction and Inclusion Assignment Examples

Introduction

Disability representation in literature and media plays a critical role in shaping how society understands inclusion, diversity, and ableism. By analyzing Jamie’s story, we can uncover how disability is constructed through both the social and medical models, revealing the barriers, biases, and opportunities for genuine inclusion. This exploration not only critiques societal attitudes but also highlights the importance of reimagining narratives to empower disabled voices and promote equity.

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Part 1: Analysis of Text

Construction of Disability

Depending on the content of the text, disability is mainly delineated by the features of the social model while the traits of the medical model are also identified. The reader gets the feeling of what makes Jamie locked in rather than focusing on the actual autism as the disease that needs to be cured. For example, while his inability to interact with classmates may be drawn, it is attributed to misunderstanding and a lofty overpowering by sensory stimuli instead of his failure. This is in agreement with the social model that maintains that disability is defined by the social environment (Lawson & Beckett, (2021). The Medical Model Elements are also present in passing. A few of the aspects of the Medical Model are incorporated subtly in the text. For instance, Jamie is affected by autism, and his autism is represented in the verdict and the child’s characteristics, including speech complications and trouble in social interactions.

Most of the time, the text reflects the social model of disability as the main problem Jamie faces is the physical and social obstacles. Instead of presenting autism as a disorder that is best eradicated, the plot shows that via vivid descriptions of how the sensations overwhelm Jamie and how misunderstandings restrict his engagement with others, the film exemplifies the social model which concerns itself with the barriers within which Jamie is a part of. Again, the features of the medical approach can be seen; for instance, Jamie’s autism is always described as leading to difficulties concerning speech and interaction. The mitigation of the trouble makers and the showing of how women and gay men such as Jamie are a problem because of what society does to people, not because of who they innately are shows the effectiveness of the critique that the social model presents about how society disables people for not accepting the appropriateness of diversity.

Illustration of Disabled Characters

Jamie is the only disabled character in the story and the way his character interacts or is placed with others will give excellent information about how disability can be portrayed. It shows Jamie in diffuse lights, as a strong man with weaknesses, and it highlights his harsh attitude and laziness. His ability to draw and imagine things clearly is also underlined which balances up the story admission (Bacanin et al. 2021). However, his relations place him in the category of socially excluded persons and render him obedient to the means of insertion. All the family members of Jamie are shown as friendly people who contribute and support him. His mother encourages him for arts to express himself and on the other hand, his dad brings him close to nature, allowing him to play with nature is also another form of creativity. Most noticeably, the character of Sam is central to an aspect of peer-based inclusion. Sam embraces and learns about Jamie’s superhero interest and opens a door for Jamie to the social world that he failed to navigate.

Jamie’s portrayal shows both his capabilities, and inability, which makes him an interesting character than just a disability. His facility for drawing and imagining demonstrates his creativity and is in sharp contrast with theoretical description of the disabled person as an individual who is in some need of assistance. His inability to socialize with other students because of the prejudice of his classmates is also an example of ableism. Jamie’s story addresses isolation as a common experience common for Neurodiverse persons, where friends treat him as ‘weird,’ and distance themselves from him. Despite the support of her family, Jamie shows that more needs to be done within the context of her community drawing on the discrepancy between encouragements on the one hand and actual opportunity on the other for disabled people in most societies.

Examples of Ableism

Jamie experiences structural and environmental modulation and constraint, they are more experienced in school. The narrative uses a reminiscence of praising classmates, and their whispers of judgment, stating that they make him feel left out of group participation. Jamie is neglected by society, as is clear from the text. She has also heard classmates say that he is so weird and why is he alone so often they don’t understand that they are discriminating against people with neurological disorders.

Construction of Inclusion

The text examines issues of integration to some extent and can be considered successful. The friendship symmetrical relationship of Jamie and Sam is fairly diverse and predominantly, integrative in nature. Instead of trying to change Jamie and make him more like any other neurological typical kid, Sam is able to embrace what Jamie loves and what he thinks about, his creativity. There is only a minimal focus on integration rather than integration which is being referred to as integration. For example, although Jamie’s family gives him a friendly and non-punishing home and makes choices that satisfy them, sometimes they arrange him into their activities rather than meeting all his preference all the time.

Language Used to Represent Disability

While the language in the text is empowering and inclusive in many ways, as in other discursive practices around disability subtexts appear problematic as well. Jamie has positives which include creativity and logical thinking. There are a few words like ‘vivid imagination’ and ‘rich inner life’ that point out clearly his strengths, which makes him thorough like a special person who can contribute rather than a man with a precise problem. With this regard, however, some descriptions as samples are likely to promote the theory of disability deficit. I think that love and acceptance of the closest people, and a further successful friendship with the protagonist Sam, also in this matter show that Jamie has a full happy life regardless of the disease.

Part 2: Visual Critique

The Medical Model of Disability

The text relies on the social model, the Medical Model’s features might stigmatize autism in Jamie (Lai et al. 2021). Self-awareness of autism is depicted from a medical perspective at the beginning of the story; difficulties with language and regulating social interactions are depicted as defining symptoms of mental disorders. Indeed, this framing is familiar within disability discourse but serves to maintain a narrative of autism as a problem or something to overcome, rather than a part of human variation. For example, Jamie’s speech is characterized by a Quintilian idea of “a jigsaw puzzle with missing pieces” (Dominko et al. 2020). As are most of the comments about his body, which, albeit in metaphorical terms, imply impediment, shortage, or lack, which equals a deficit perspective. They only talk of problems he faced rather than the strengths he possessed; the story they paint as far as Jamie’s disability is concerned is negative. 

Figure: Medical Model of disability

The instantaneous reference to the medical model and constructions of autism as lack are evident from the way Jamie continuous to have problems even with his words, and normal social interactions. It is also of this nature for it elicits sympathy while making autism branded as a disorder people ought to stay away from for in doing so they won’t be a liability or a burden to society as the following responses indicate: Auto-focused and autistic language used in the description of the speech especially by and about the character Jamie normalizes autism as a defect rather than intersex variation. In addition, Jamie experiences societal barriers within the school environment through undertstructured activity and peers exclusion behavior which worsens his isolation. Laboratory prejudice such as some classmates calling him ‘weird’ is evident societal prejudice in neurodiversity. Lack of structural changes such as abolishment of environmental modifiations entail that inclusion leads to tokenism whereby students are allowed to be seen but not to engage in tangible ways. These examples bring to fore how Diversity has not been well implemented, especially in institutions, and how they resist disability affirmative space. 

Positioning of the disabled characters

The presented characters have represented that are in interaction with ‘neurotypicals’ to present. A context note that disabled characters are often referenced as if they only depend on the neurotypical characters for friendship and success (Craig, 2021). Lily is seen to accompany Jamie as his ‘constant’ partner during socio-dramatic play and helps lead him into pretend play. On the one hand, her support is depicted [in a positive light], but the extraction locates Jamie as the one who needs support to gain acceptance. There is a danger that this representation, once again, creates an implication that disabled people need others to help them make friends in a neurodivergent society since they cannot make friends on their own. Likewise, the character of Sam who befriends Jamie is just as much ‘useful’ to the narrative to assist in encouraging and practically proving to those in the film and the audience, that Jamie’s life is worth saving from his pathetic, hopeless, empty existence devoid of purpose and meaning (Zaks, (2023). That confidence, that sense of belonging, is portrayed directly as a product of Sam’s actions rather than something Jamie earns for himself.

The Barriers in Society as Ableist

During recess as with other children, group activities lead to some cases of leaving Jamie out of a game because his cerebral injuries do not allow him comfortable or join in games with his friends. While arguing that the school environment, with the noise and unstructured interaction, is constructed as the site of exclusion, the authors also show that the structure actually restricts Jamie appropriately. Two of the attitudinal barriers are depicted by the classmates who decide to whisper in front of Jamie and often call him Weird (Sergon, (2022). These interactions show how Jamie is not accepted and understood because of neurodiversity which shows how most probably society played its part in this demise of Jamie. The systematic lack mainly takes to change the environment of the school to accommodate disabled people is therefore an indication of ableism in the institution. Rather than changing the settings and the culture around Jamie, places like school, and people like Sam act as agents of inclusion which is not enough for systemic inclusion.

Delusions of Inclusion

As much as Lily is encouraging Jamie to participate in her imaginative games most of the time she drags him out of his comfort zone (Lindsay & Fuentes, (2022). The absence of specific assistance that Jamie receives at school allows pointing to the fact that the inclusive model can be interpreted as Jamie’s mere presence at school with no proper integration into social and learning processes.

While presenting the theme of inclusion, the narrative is dominated by the representation of the concept as depending on the normalized characters: Lily and Sam, who act as rescuers. This erases Jamie’s agency of change once again placing his feelings of inclusion based on the actions of others not on policies. This means there are no sweeping school-wide activities to ensure inclusion meaning their conception of inclusion is limited to an appearance that is Jamie. Using terms like, ‘Well, don’t you understand that’s just Jamie’s jumbled up speech!’ or ‘Did you not know that Jamie was incoherent all this time?’ or ‘That must be why he stutters like that,’ are ableist orientations since the differences People with Disabilities have are deemed to be flaws. These linguistic choices do not acknowledge the assets that are creativity and other problem solving related abilities. This is doubtlessly why Jamie’s opportunity to be placed at the centre of this story’s perspective was missed; the constant reinforcing of neurotypical normality only serves to neglect the logistical changes needed for real inclusion.

Language and its Effects

Several phrases are there in the context that employ the way of speaking like jumbled words and this can refer to the deficiency and not having the ability which the boy has. Overall, this language sustains the disabling opinion in which the disabled are regarded as limited in a way (Henner & Robinson, (2023).

Missed opportunities

The story is from the perspective of appropriate neurological subjects. In which Lily and Sam try to explain Jamie’s existence. It does remain in certain episodes that the viewer sees Jamie implementing his creativity and relations rather than relying on other people. Introducing individual relations as the major type of interpersonal resolution of all the issues, the text is quoting Jamie through ignoring the systemic approach to making people inclusive (Nolan & Owen, (2024).

Part 3: Reflection and Counter-Storying

Reflection based on education on disability and inclusion

This reflection will consider what has been gained from the inclusion and disability from the perspective of change and alterity, and for countering the oppressive narrative of The Colors of Understanding with a disability justice perspective. I also think about what such a reconstructed text would look like and how it be used to promote an effective, integrated practice with children, their families, and related professionals. 

By studying disability and inclusion I have gained knowledge about how oppression intertwined with disabled people’s lives. This has changed my perception from medical model of disability that sees disability as a tragic part of an individual to social model that sees barriers as the discontentment. I have had to shift from thinking of inclusion as providing people with new expectations to provide them with environments each one of them accepts. There are many limiting depictions or disabled characters in the narrative that we read in literature as well as the media forms by which they are portrayed as being frail or helpless and require the assistance of others. More specifically, this module has provoked me to question how such narratives can be rewritten counter-storied and placed at the center of diversity and strength instead of sympathy and lack. By doing so we can start to disrupt the oppressive cultures with disability justice and create genuine accessibility.

Counter-storying to identify the barriers to Ableism and Disability

a. Representation of disability

Before going through this module, my perception of disability was rather poor, and mostly based on what I found at the intersection between the stories I have known and myself. I could easily fall into the medical model of disability, which sees disability as an impairment within the person that should be treated. I was also ignorant of how structural relations at social and organizational levels lead to exclusion. From the module, I was able to learn about the social model of disability according to which it is not the difficulty or the impairment that disables people, but the society that puts barriers to the impaired people’s way. I knew that inclusion meant not making others fit into a particular environment but making every single person welcome. I also considered the matter brought by the main and side characters regarding how ableism has permanently infiltrated human interactions and mass media (Metheny, (2022). Numerous story pieces unconsciously very perpetuate that enabling inspirational, or rescue narrative strategies with regard to disability (Leduc, A. (2020). Presenting disabled characters or real-life figures as weak or helpless, and in constant or potential need for help and support from neurotypical others. I asked myself how I change the state to shed this impression through the counter stories that we can come up with. 

b. Challenges of Ableism in this context

If I wrote my counter-story disability would not be the lack, the inefficient, or the burden but rather, a variation, a difference, and a part of human diversity. It is known that Jamie is autistic which would no longer be observed as a disability or a sign of some kind but rather how he/she manners information and participates with the adjoining environment. From the aspects of creativity, attention to detail, and ways of looking at issues, he will demonstrate the value and the diversity he has in the community he belongs to. Instead of describing all the difficulties that a boy like Jamie faces, the viewer will start focusing on the social limitations that this boy has to face. These would be such things as inaccessible schools, which do not address students’ needs, lack of knowledge on neurodiversity among students, and intolerance of diversity within the school. By doing so the text would help the reader understand that all the challenges that Jamie encounters are not against him.

c. Reflection of true inclusion

Meaningful diversity is not a number of acts of random kindness to the diverse population (Baldassarri & Abascal, (2020). It involves changes in specific contexts to foster the point of view and interaction with the diverse group. In counter-storytelling of this represented story, Jamie’s school would be an example of this by implementing purposeful changes for him and for others so as to change the setting for the better of every child. Such changes would entail designing and purposefully incorporating structured play for Jamie and other children of his kind to have predictable social interactions; designing and creating comforting solitary spaces that the child, Jamie, and other children with similar disorders could use whenever other children overwhelmed them; and ensuring that Jamie and all other children, or all learners as they interact in class, were facilitated by the usage of visual support in the classroom. The kind of systemic changes that would need to be made for Jamie and other similar students would also create a culture in which every student could thrive. The adaptations would be made to be more like the norm, the success story would have illustrated to the entire students how important it is for one student to get an accommodation and at the same time make education better for everyone. Jamie is encouraged to behave like any other member of society, as we see in the original text, while in my version the world would embrace diversity as a positive trait. In the case of Jamie, his classmates and teachers would all try to work out how they could help him succeed and embrace the different characteristics that make him different rather than expecting him to change to conform to typical student behavior.

If true organisational inclusion is to be achieved, the result has to be a structural transformation of the organisational landscape, such that it becomes possible for all individuals to flourish. A reconstructed story would illustrate how intentional modifications, such as to encourage and organize play, create physical accommodations, and use visuals, would not only enrich students’ education but also engage all children. Such accommodations would desensitize diversity and demonstrate the importance of diversity in learning as well as society. In this narrative, Jamie would not actually be forced into submission in order to fit properly into some societal roles and expectations, but rather would be valued for his additions. His classmates and teachers would work together to make him succeed, and also there is encouragement of diversity. Such an approach would illustrate that transforming systems results in conditions for everyone to thrive. 

d. Employment of empowered language

The language used in my counter-story would be, deliberately free from terminology that depicts the individual as deficient or helpless instead it would be written from a position of strength (Mollard, Hatton‐Bowers, & Tippens, (2020). For example, it can be said the following way. Jamie speaks incoherently and adequately or when talking in pieces I would say ‘Jamie paints his pictures with words,’ focusing on the aspect of creativity of the disability. His unconventional vire would be as a gift this would show the sensation-induced approach which has a diverse view different from the others (Takahashi & Kajimoto, (2021). Instead of focusing on the negative aspects of disability in students, the text would help the readers to shift the focus to the constructivists and appreciate disability as a normal variation as every other difference.

Employment of counter story in the facilitation of inclusion

By applying the reconstructed counter-story of this, I would perform the following actions when practicing this task to enhance the uptake of an inclusive culture among all people especially disabled persons. These actions are in accordance with the social model of disability, which aims for the removal of barriers in that society (Tsatsou, (2021). This mainly affect disability and the provision of environments in which people with such disability can live to the maximum (Lawson & Beckett, (2021).

Key actions for supporting the criteria of inclusion

Facilitation of discussions related to Neurodiversity

The counter-story is an outstanding example of how one can introduce the issue of neurodiversity to children, families, and professionals. I would use the text to encourage participants to think about the types of disabilities that are portrayed in society and the hurdles that neurological diverse persons go through (Sherwood, and Kattari, 2023). For instance, I would create a classroom discussion format in which children analyze how experiences of Jamie are influenced, not by autism, but by how the environment and culture treat a person with that condition. With families, I would facilitate sessions, such as a training session or focus group discussions, where they would discuss their observations and even personal experiences about ways that they can promote inclusion at home. These conversations could also be about making students realize that neurodiversity is just as much a natural part of human diversity as the other and that there are no prejudices pre-set in the minds (Dwyer, (2022).

Development of Practices

If I were to write a paper based on the reconstructed text, I would suggest changes in my workplace based on the counter-story shown. Some of these might include designing safe zones where people irrespective of whether they have the disorders or not can manage their emotions to avoid blowing up during difficult events. These could be low-lit areas, bean bags, noise-canceling headphones, or a booth for anyone who feels the need to. I would also turn to visual materials particularly visual timetables and picture cards to enable every person to understand the information I present to them. These tools would assist the comprehensiveness and usability of the environment for the neurodiverse in order to be minimally or not excluded at all.

Empowerment for Disabled Voices

An important element of fighting against prejudice is to give a disabled person a chance to speak, share an experience, to fight for his rights. In that regard, I would employ the counter-story as a way of raising disabled people’s input within my practice (Collins, (2022). For example, I can invite a guest to speak to children, families, and colleagues about their experience of being a neurodiverse person, it can be understood by an example having autism. Listening to the first-person account would mean that there is an understanding of the strengths and weaknesses of the neurodiversity person, eradicating stereotyping, and fostering empathy. I would also welcome the possibility of starting projects or workshops based on cooperation with actual neurodiversity persons and declare that their vision would always be the main guideline in the process. I could do with students some work in class, in order to discourage anyone from making fun of diversity, for example before working with regular students, I could try some work in class, and that could involve activities and give them more involvement.

Explanation for these actions

The proposed actions are informed by foundational research and theory regarding the development of equity for all people including the disabled. Based on the social model of disability, these actions reject the notion of disability as a problem or deficiency at a personal level and rather draw attention to the barriers, within society which prevent equal participation (Goldiner, (2022). Through building waves of awareness and cooperation, they strive both for the deconstruction of ableism and advocating for social justice; for disabled people as well as for a society as a whole. Promoting conversation around neurodiversity helps all children, families, and professionals to foster critical analyses with themselves and others. These conversations deconstruct ableism and make the participants understand the importance of diversity in all ways. It also fosters tolerance and compels those involved to learn about the issues that are required to make change from within a system. This overall thing indicated that increased acceptance, accommodation, or consideration of different groups for the other leads to better results and a more human environment free of prejudice (Wolf, Hanel, & Maio, (2021).

Reference List

Journals

Bacanin, N., Stoean, R., Zivkovic, M., Petrovic, A., Rashid, T. A., & Bezdan, T. (2021). Performance of a novel chaotic firefly algorithm with enhanced exploration for tackling global optimization problems: Application for dropout regularization. Mathematics, 9(21), 2705. Retrieved From: https://www.mdpi.com/2227-7390/9/21/2705/pdf [Retrieved On: 10.11.24]

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