Physical

Disabilities
Mary Ann Clute
https://doi.org/10.1093/acrefore/97801999758
39.013.543

Published online: 11 June 2013

Definitions
● Knowledge of physical disability is required for competent social work practice
in a diverse world. There are contrasting definitions based on medical and social
models (Mackelprang & Salsgiver, 1999).

● IMPAIRMENT is defined as an atypicality of body parts or function (arthritis,

missing limbs, lung or heart disease.)

● PHYSICAL DISABILITY is determined by the actual impact of those

conditions on function. The condition must be severe enough to limit physical
activity before it can be considered a disability.
CAUSES OF PHYSICAL DIFFERENCE
● A variety of prenatal factors are linked to disability. Genetic or chromosomal causes of disability may
be due to hereditary conditions, for example, cystic fibrosis. Spontaneous chromosomal changes can
result in conditions such as Prader Willi (Graziano, 2002; Wattendorf & Muenke, 2005). Factors that
interfere with typical fetal development are called teratogens.

● Physical disability may be a temporary state for some. Sprains and fractures are ready examples.
Rehabilitation can promote recovery from injuries and medical incidents such as strokes (Stucki, Stier-
Jarmer, Grill, & Melvin, 2005). Conversely, genetic conditions have lifelong effects.

● Age-related disabilities may affect the individual throughout the remainder of the life course. Aging
may be accompanied by the development of disability, although healthy aging is becoming more
prevalent (NIH, 2007).
PERSONS WITH PHYSICAL DISABILITIES
It is important to note that a number of physical disabilities simply involve
physical differences, such as an absent limb. In some cases, however, the
physical disability may be accompanied by other disabilities. For instance, a
head injury from a motorcycle accident can result in physical, psychological,
sensory, and cognitive disabilities.
PERSONS WITH PHYSICAL DISABILITIES
HISTORY
● People with disabilities have historically been
viewed as needing to be fixed or cured
(Mackelprang & Salsgiver, 1999).
● Those who need help with tasks of daily living,
such as eating, dressing, and toileting, were seen as
abnormal.
● Some people with physical disabilities were met
with fear and discomfort, as well as treated as
objects of charity (Depoy & Gilson, 2004).
● The Independent Living movement, which
emerged in the 1960s, began to challenge these
assumptions (Mackelprang & Salsgiver, 1999).
With accessible housing, schools, transportation,
and businesses, and often the help from attendants,
all people can live in the community.
● The social model of disability offers a framework
for changing the environment and bolstering
positive identities, rather than internalizing
oppression. Social constructions are created;
therefore they can be recreated in ways that honor
diversity (Galvin, 2005).
From Environmental Modification to Universal Access
● Universal Access, offers a proactive approach. Universal Access involves “upfront” design that
makes environments and services accessible to all. A major component is Universal Design
(UD) that began as an architectural concept.

● Ideally, buildings are constructed and businesses and services are designed around these
principles. UD involves initial inclusion of items such as automatic doors, curb cuts, levered
door handles, wider doors, and adequate space to accommodate adaptive equipment, such as
wheelchairs.

● Universal Access is not just about making physical alterations, but also encompasses designing
activities that encourage the participation of as many people as possible.
SOCIAL WORK AND UNIVERSAL ACCESS
● Universal Access principles provide guidelines for social workers to meet the needs of a
diverse society. These principles can be used to work with colleagues with physical
disabilities, clients who use English as their second language, adults with learning
disabilities, or older adults with low vision. Social workers can apply Universal Access
principles before scheduling community meetings, or developing individual client
activities.

● Applying principles of UID to social work practice improves access to policy

development, research, and direct service.

● Descriptions of Scott, McGuire, and Shaw's nine principles of UID are adapted below for
social work use.
SOCIAL WORK AND UNIVERSAL ACCESS

1. To meet the needs of a diverse population, select locations

that are served by public transportation, with accessible
entrance, intake or counseling area. Provide clear signage
and pictorial signage. Work or meeting spaces should be
physically accessible.
2. Honor diverse learning styles by providing activity-based
and/or group-based activities.
3. Offer clear, jargon-free descriptions/depictions of
expectations of participation.
4. Provide information before, during, and after the session or
meeting in a variety of formats so that the information is
perceptible to as many as possible.
5. To encourage success of all, give individuals early and
ongoing feedback about their participation. Welcome unique
outcomes. Use materials that the client or participant can be
most successful completing, such as materials with diagrams or
pictures in addition to written instructions.
6. Design required paperwork to be done as efficiently as
possible. For example, post required forms online. Provide a
variety of means to demonstrate or share expertise, such as
having participants act or draw out their suggestions.
SOCIAL WORK AND UNIVERSAL ACCESS

7. Arrange space that will welcome those with sensory disabilities, as well as
sufficient room for those using assistive devices.

8. Build connections. Get to know participants or clients as unique persons.

Develop ways to share their expertise and gifts with others.

9. To build feelings of safety and acceptance, use materials that depict diversity
and convey respect. Respectful language is imperative, such as “Ms. Smith is a
wheelchair user or rider” as opposed to “Ms. Smith is confined to a wheelchair”
BEST PRACTICES
● Social workers must understand societal and individual responses to disability.

● In the National Association of Social Work's Code of Ethics, Standard 1.05 Cultural Competence
and Social Diversity states: “(c) Social workers should obtain education about and seek to
understand the nature of social diversity and oppression with respect to race, ethnicity, national
origin, color, sex, sexual orientation, age, marital status, political belief, religion, and mental or
physical disability”

● Social workers must acknowledge the identities, cultures, experiences, insights, and goals of all
persons, including persons with physical disabilities.

● Social workers must be comfortable with persons who speak, move, and listen in nontypical
ways.
BEST PRACTICES

● Neighbors, colleagues, and business associates, as well as consumers may have physical
disabilities.

● Social workers must respect the self-knowledge, strengths, and capabilities of all people,
including people with disabilities (Beaulaurier & Taylor, 2001; Gilson, Bricout, & Baskind, 1998
).

● In order to form partnerships with individuals having disabilities, social workers must listen
respectfully. They should see these individuals as possessing unique as well as common needs
(Gilson et al. 1998).
 Physical
Disabilities
Mary Ann Clute
https://doi.org/10.1093/acrefore/97801999758
39.013.543

Published online: 11 June 2013