Ability And Disability In The Parker Case

Ability And Disability In The Parker Caseto Prepareview This Weeks M

Analyze the social construction of disability by discussing how societal labels and perceptions of disability are continually changing, reflecting ongoing negotiations about what constitutes disability and who is considered disabled. Explore how these shifting labels influence societal attitudes and treatment of individuals with disabilities, contributing to marginalization and oppression. Discuss how being labeled with a disability can have dual implications: it can be stigmatized, yet also provide access to vital social services that support medical needs, economic survival, and education. Use examples from the Parker case to illustrate these points.

Describe how disability can be conceptualized as a social construct, emphasizing that societal perceptions and norms shape the definition and understanding of disability. Explain how this social construct influences individual experiences of disability and societal attitudes toward those with disabilities. Incorporate specific examples from the Parker case to demonstrate how societal perceptions impact individual identities and treatment.

Further, examine the intersection of Stephanie's mental illness with other aspects of her identity, detailing how these intersections may intensify her marginalization. Discuss how such compounded marginalization can affect her capacity to make autonomous decisions, exercise self-determination, and participate actively with equitable status in interactions with professionals. Analyze the implications for her overall agency and societal inclusion based on these intersecting identities.

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The social construction of disability is a complex and dynamic process that reveals society's evolving perceptions and attitudes towards individuals with disabilities. Historically, disability was viewed predominantly through a medical lens, emphasizing individual pathology and impairment. However, contemporary understanding increasingly recognizes disability as a social construct—an outcome not solely of physical or mental impairment but also of societal barriers, perceptions, and structural inequities that disable individuals (Oliver, 1990). Such a perspective shifts the focus from individual deficits to societal responsibilities, emphasizing that societal attitudes and environmental barriers play pivotal roles in disabling individuals.

The changing labels and terminology used to describe individuals with disabilities illustrate this social negotiation. Terms such as “handicapped,” “disabled,” “persons with disabilities,” and “differently-abled” reflect societal attitudes at different points in history. These labels are more than mere descriptors; they embody societal perceptions and values. For instance, the term “handicapped” historically carried connotations of pity or minor inconvenience, whereas “persons with disabilities” aims to emphasize personhood and dignity (Shakespeare, 2006). The shift in terminology demonstrates society’s attempt to reshape the narrative around disability—from one that stigmatizes and marginalizes to one emphasizing inclusion and rights.

From the Parker case, we see how societal perceptions influence individual identities. Parker’s characterization as “disabled” could be rooted in the societal tendency to define her effort and independence through her impairment, potentially leading to paternalism or condescension. Conversely, recognizing her as a person with a disability who navigates societal barriers aligns with the social model of disability, which emphasizes removing barriers to inclusion rather than solely focusing on medical remediation.

The social construction of disability also highlights that perceptions can vary across cultures and contexts, affecting how society offers support or perpetuates exclusion. For example, in some contexts, disability may be viewed as a moral failing or divine punishment, leading to stigmatization and social exclusion (Barnes & Mercer, 2010). In others, disability is recognized as a natural aspect of human diversity, warranting accommodation and respect. These perceptions influence policy, societal attitudes, and individual experiences.

Additionally, Stephanie’s mental illness intersects with other aspects of her identity such as race, gender, socioeconomic status, and cultural background. These intersections can compound her marginalization, as she may face stigma not only related to her mental health but also related to her racial, gender, or class identities. For instance, mental health stigma is often racialized and gendered, leading to differential treatment in healthcare and social services (Link & Phelan, 2001). This layered marginalization can result in social isolation, limited access to resources, and reduced opportunities for participation.

Such intersectional marginalization profoundly affects Stephanie’s capacity for self-determination and her active engagement in societal interactions. When societal perceptions unjustly diminish her agency, her ability to make autonomous decisions, access necessary services, and be recognized as an active agent is compromised. Professionals' attitudes and structural barriers may hinder her from exercising choice, leading to paternalistic practices that disempower her further (Crenshaw, 1990). Recognizing and addressing these intersectional dynamics are thus crucial to promoting equity, respect, and inclusion for individuals like Stephanie.

In conclusion, understanding disability as a social construct reveals the importance of societal attitudes and barriers in shaping the experiences of persons with disabilities. The shifting labels reflect broader social negotiations about identity, stigma, and rights. Discrimination and marginalization are compounded through intersecting identities, which can restrict individual agency and participation. Recognizing these complexities allows for more inclusive policies and practices that promote equitable treatment, self-determination, and societal integration for all individuals, regardless of their physical or mental differences.

References

• Barnes, C., & Mercer, G. (2010). Exploring the socio-political model of disability. In C. Barnes, G. Mercer, & M. Oliver (Eds.), Disability theories (pp. 21-37). Routledge.
• Crenshaw, K. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.
• Link, B. G., & Phelan, J. C. (2001). Conceptualizing stigma. Annual Review of Sociology, 27, 363-385.
• Oliver, M. (1990). The politics of disablement. Palgrave Macmillan.
• Shakespeare, T. (2006). Disability rights and wrongs. Routledge.
• World Health Organization. (2011). World report on disability. WHO Press.
• Barnes, C., & Thomas, C. (2002). Studying disability: Concepts and approaches. In C. Barnes & G. Mercer (Eds.), Exploring the societal model of disability (pp. 3-24). Leeds University.
• Thompson, S. (2019). Cultural perceptions of disability and their impact on policy. Global Disability Studies Journal, 4(2), 45-60.
• Oliver, M., & Barnes, C. (2012). The new politics of disablement. Macmillan International Higher Education.
• Shakespeare, T., & Watson, N. (1997). Defining impairment and disability: The dialectics of disability and impairments. Disability & Society, 12(2), 157-168.