Disability equality training doc notes

 Gillespie-Sells, K. and Campbell, J., 1991. Disability equality training. London: Central Council for the Ed. and Training of Social Work. Online at: https://disability-studies.leeds.ac.uk/wp-content/uploads/sites/40/library/Campbell-dis-equality-training.pdf (Accessed 21 July 2026)

(Gillespie-Sells and Campbell, 1991)

Our awareness of the reality of disability is limited because we live in a society geared towards people whose bodies and minds are fully functioning. This may seem strange when one considers that disability or illness can happen to anyone at any moment of their lives - it is an inevitable part of the human experience.

Only those who experience disability as a form of social oppression really understand thoroughly enough to teach about its reality. As a result of this thinking it was decided by the Trainers Forum that training around disability should only be carried out by disabled people, equipped with professional training techniques and a thorough understanding of all disabled people's lifestyles within the context of a social model theory of disability.

Disability Equality Training (DET) courses are designed by disabled people to enable those who come in contact with disabled people, in whatever capacity, to understand the nature these discriminatory practices take and what can be done to eliminate them.

The training undergone by disabled people to enable them to run training courses empowers them and enables them to be seen as positive role models for many course participants who may have encountered disabled people only as users of their services. The use of disabled trainers is a fundamental part of the working towards a positive change in attitude by non-disabled course participants. 

Through training they will find ways to challenge the organisational behaviour which reinforces negative myths and values and which prevents disabled people from gaining equality and achieving full participation in society.

OBJECTIVES
1. To reach a social, as opposed to an individual, (medical), model of disability through all training exercises and teachings.
2. To challenge some of the common myths and false distinctions that relegate disabled people to the status of a discriminated-against minority .
3. To demonstrate the practical application of equal opportunities policies for disabled people within the immediate area of work of course participants.

A suggested minimum of two days is recommended to run an effective DET course. During the first day time should be allowed for trainees to grasp the social model philosophy.

Relevant legislation organisational policies and codes of practice also have a significant slot. Thus the Disabled Persons Act 1986.

Course components have been constructed and ordered in a manner that result in incremental learning. This building block approach means that participants' understanding of the current topic is facilitated by their comprehension of previous sections of the course.

Imagery and Stereotypes
We acquire and develop our ideas about disability from many sources. As small children we are influenced by the attitudes and behaviour of our parents and guardians, eg if every time we approach a disabled person we are dragged away with a severe reprimand we will associate disabled people with unpleasant experiences. 

Apart from family, friends and peers the main source of our information about disabled people comes from the mass media. 

All too often these out-of-context disability articles are the total sum of people's knowledge about the issues.

Models of Disability
In order to understand the processes that result in either inequality or discrimination disabled people have developed models of disability.

Thus a disabled person is someone who experiences restrictions due to the way that society is organised and not because of an individually experienced impairment.

Traditionally disability has always been viewed through the medical model.

An assumption is made that disabled people function at a lower rate than an able-bodied person and that, in fact, a disabled person is inadequate. The medical model says that disabled people cannot operate or participate in mainstream society because of their disability.
For example:
"I cannot go to the museum or the cinema because my disability prevents me from climbing the stairs."

Many disabled people believe that it is the organisation of society at large that constitutes the most disabling part of being disabled and not the physical effects of whatever condition they may have.
Disabled people are restricted from taking part in society because of the way it has been organised and constructed by able-bodied people.

To return to the example:
"I cannot go to the museum or the cinema because the lack of a ramp prevents me entering the building."

The social model has been developed and endorsed by disabled people and is part of an integrated approach to equal opportunities.

Using the social model of disability it is clear where discrimination takes place and what measures need to be taken to eradicate it. Hence we must talk about disabled people having equal status and opportunities within society: equal opportunities and access to transport, housing, employment, leisure -in fact everything that makes up the world in which we live. It is not just a case of changing the physical environment but of challenging the myths and stereotypes held about disabled people.

The expertise and involvement of disabled people is essential if equal opportunity policies are to include disability issues and result in good practices which engender equality for disabled people.

However, the issues that affect disabled peoples' lives are far-reaching and trainers must be kept informed of current debates, new legislation and any government plans which will have implications for trainers in specific areas.

The success of DET courses flows from the method of delivery. 

simulation .exercises fall into the latter category .These have been used to illustrate "what it is like to have a disability". Individuals are placed in wheelchairs or blindfolded and then asked to express how they feel. Comparisons are then drawn. This only illustrates the feelings of a particular individual who experiences an instant sudden impairment. Disorientation and awkwardness on such an occasion are inevitable. This process forms part of the medical model approach to disability and serves to reinforce the negative view that disability is only some terrible personal tragedy and cannot encompass the view of disability as part of a fulfilling or unfulfilling life experience.

Another problem with simulation, is that it has been known to induce people to "have a go" outside the training environment. This often results in great hilarity and joke-making, however , disabled colleagues or clients can find this most offensive and feel that they have become the butt of the humour. Experiential exercises, as opposed to simulations can, however, be accept- able, as they use real life examples of discriminatory events as part of the training. An example would be a case study of a person with epilepsy being denied a job on the second floor of an office block because they may have a fit and fall down the stairs. Participants may then be asked their feelings on the subject and asked how they would react to such a situation. The answer can then be given in a thoughtful and considered way which seeks an alternative solution to the discrimination inherent in the oppressive environment or attitude.

Case Study: Here a fuller example of a discriminatory situation can be analysed and a positive solution drawn. No one is asked what it is like to be James, only to realise the problem and propose a solution. It is important to stress throughout courses that no participant should assume what it is like to have a particular impairment as it is a totally different experience for every individual.

Questions:
(1) Discuss the factors leading to stress; both for the team and for James.
(2) How should management deal with this situation?
(3) What remedies are there for James?

Role Play: For a more participatory session role play is effective. A scenario is developed by the trainers and course participants are then given roles in order to explore the social effects of disability, not the impairment.

Video Presentations: Video is a valuable medium for DET because of its ability to show strong visual images of disabled people.

Particular care should therefore be taken to choose training videos which show that disabled people can be positive and assertive. This will maximise the effect when the video is used in training sessions that are being run by disabled people.

Tension and/or discomfort of participants may be apparent to trainers at the outset of training courses.