EDS4804
Assignment 2 2026
Unique number: 137615
Due date: August 2026
QUESTION 1
1.1 Social attitudes and stereotypes affecting people with disabilities
Negative social attitudes often create greater difficulties than the physical or
intellectual condition experienced by a person with a disability. Many people still
wrongly connect disability with weakness, dependence or an inability to contribute
meaningfully within families, schools and workplaces (Shakespeare, 2014). These
beliefs reduce the person to one condition while ignoring education, work skills,
personality and personal goals. A learner who uses a wheelchair may therefore be
left out of a school trip because teachers assume that participation will be
impossible, even when reasonable planning could make the trip accessible. Such
exclusion shows how society can create disability through unfair barriers and limited
expectations rather than through impairment alone (Watermeyer, 2013).
, QUESTION 1
1.1 Social attitudes and stereotypes affecting people with disabilities
Negative social attitudes often create greater difficulties than the physical or
intellectual condition experienced by a person with a disability. Many people still
wrongly connect disability with weakness, dependence or an inability to contribute
meaningfully within families, schools and workplaces (Shakespeare, 2014). These
beliefs reduce the person to one condition while ignoring education, work skills,
personality and personal goals. A learner who uses a wheelchair may therefore be
left out of a school trip because teachers assume that participation will be
impossible, even when reasonable planning could make the trip accessible. Such
exclusion shows how society can create disability through unfair barriers and limited
expectations rather than through impairment alone (Watermeyer, 2013).
Stereotypes also affect emotional well-being because repeated rejection can make
people feel ashamed, unwanted or less valuable than others. South African research
has linked disability stigma and discrimination with depression and lower self-
esteem, especially where people also experience unemployment and poor access to
education (Trani et al., 2020). Family members may hide a child with a disability from
visitors because they fear gossip, while some community members may wrongly
treat disability as punishment, bad luck or a family burden. These reactions reduce
social contact and prevent people from building friendships, confidence and useful
support networks within their communities (Trani et al., 2020).
Workplace stereotypes create another serious challenge because some employers
assume that workers with disabilities will be less productive, frequently absent or
expensive to support. These assumptions can influence recruitment before an
applicant receives a fair chance to show suitable qualifications and practical ability
(Ebrahim et al., 2022). For example, a qualified person with a visual impairment may
be rejected because an employer focuses on the impairment instead of considering
screen-reading software or another reasonable adjustment. Similar attitudes can limit
promotion after employment, leaving capable workers in junior or poorly paid
positions despite their experience and performance (Charles, 2023).
1.2 Effectiveness of government policies and institutional support systems
Assignment 2 2026
Unique number: 137615
Due date: August 2026
QUESTION 1
1.1 Social attitudes and stereotypes affecting people with disabilities
Negative social attitudes often create greater difficulties than the physical or
intellectual condition experienced by a person with a disability. Many people still
wrongly connect disability with weakness, dependence or an inability to contribute
meaningfully within families, schools and workplaces (Shakespeare, 2014). These
beliefs reduce the person to one condition while ignoring education, work skills,
personality and personal goals. A learner who uses a wheelchair may therefore be
left out of a school trip because teachers assume that participation will be
impossible, even when reasonable planning could make the trip accessible. Such
exclusion shows how society can create disability through unfair barriers and limited
expectations rather than through impairment alone (Watermeyer, 2013).
, QUESTION 1
1.1 Social attitudes and stereotypes affecting people with disabilities
Negative social attitudes often create greater difficulties than the physical or
intellectual condition experienced by a person with a disability. Many people still
wrongly connect disability with weakness, dependence or an inability to contribute
meaningfully within families, schools and workplaces (Shakespeare, 2014). These
beliefs reduce the person to one condition while ignoring education, work skills,
personality and personal goals. A learner who uses a wheelchair may therefore be
left out of a school trip because teachers assume that participation will be
impossible, even when reasonable planning could make the trip accessible. Such
exclusion shows how society can create disability through unfair barriers and limited
expectations rather than through impairment alone (Watermeyer, 2013).
Stereotypes also affect emotional well-being because repeated rejection can make
people feel ashamed, unwanted or less valuable than others. South African research
has linked disability stigma and discrimination with depression and lower self-
esteem, especially where people also experience unemployment and poor access to
education (Trani et al., 2020). Family members may hide a child with a disability from
visitors because they fear gossip, while some community members may wrongly
treat disability as punishment, bad luck or a family burden. These reactions reduce
social contact and prevent people from building friendships, confidence and useful
support networks within their communities (Trani et al., 2020).
Workplace stereotypes create another serious challenge because some employers
assume that workers with disabilities will be less productive, frequently absent or
expensive to support. These assumptions can influence recruitment before an
applicant receives a fair chance to show suitable qualifications and practical ability
(Ebrahim et al., 2022). For example, a qualified person with a visual impairment may
be rejected because an employer focuses on the impairment instead of considering
screen-reading software or another reasonable adjustment. Similar attitudes can limit
promotion after employment, leaving capable workers in junior or poorly paid
positions despite their experience and performance (Charles, 2023).
1.2 Effectiveness of government policies and institutional support systems
