,EDS4804 ASSIGNMENT 2 ANSWERS
DUE DATE: 2026
QUESTION 1
1.1 Critically discuss how social attitudes and stereotypes contribute to the
challenges faced by people with disabilities, providing relevant examples. (10)
Social attitudes and stereotypes have a substantial influence on the experiences of
people with disabilities because they can create barriers to equal participation in society.
Disability is not only associated with an individual's impairment but is also shaped by
the physical, social and institutional environment in which that person lives. The social
model of disability emphasises that people may experience disability because society
creates barriers that restrict participation and independence (Oliver, 1996). Negative
social attitudes can therefore transform an impairment into a source of exclusion when
individuals are viewed primarily according to assumptions about their limitations rather
than their abilities and rights.
One significant stereotype is the belief that people with disabilities are incapable of
performing certain tasks or contributing effectively in the workplace. An employer, for
example, may assume that a person who uses a wheelchair will be unable to perform a
professional position, even when the position involves mainly computer-based or
administrative duties. Such assumptions can influence recruitment, promotion and
career-development decisions. The International Labour Organization identifies
discriminatory attitudes and misconceptions about the capabilities of people with
disabilities as important barriers to their participation in employment (ILO, 2020). This
, demonstrates how stereotypes can produce practical disadvantages even when a person
has the qualifications and skills required for a particular position.
People with disabilities may also be subjected to paternalistic attitudes. This occurs
when individuals are treated as dependent, helpless or incapable of making decisions
for themselves. For example, members of the public may automatically assist a person
with a physical disability without first asking whether assistance is required, or may
communicate with a caregiver instead of directly addressing the person with the
disability. Such behaviour can undermine autonomy and reinforce the perception that
people with disabilities require constant protection. The Convention on the Rights of
Persons with Disabilities recognises the importance of independence, dignity and
individual autonomy, indicating that people with disabilities should be treated as rights-
holders rather than merely as recipients of care (United Nations, 2006).
Stereotypes can also affect educational opportunities. Learners with disabilities may
encounter low expectations from teachers, classmates or other members of the school
community. A learner may be incorrectly assumed to be unable to participate in
particular subjects or activities because of a disability. These expectations can limit
opportunities and may result in social isolation, bullying or exclusion from school
activities. Inclusive education seeks to remove such barriers by ensuring that learners
with disabilities have meaningful opportunities to participate in education alongside
other learners (Department of Education, 2001).
Media and popular culture can reinforce these attitudes when people with disabilities
are consistently portrayed as objects of sympathy, dependence or inspiration. These
representations can obscure the fact that people with disabilities have diverse abilities,
personalities, ambitions and experiences. The problem is not simply that such
representations are inaccurate, but that repeated stereotypes can influence how society
interacts with people with disabilities in everyday situations. Addressing these attitudes
DUE DATE: 2026
QUESTION 1
1.1 Critically discuss how social attitudes and stereotypes contribute to the
challenges faced by people with disabilities, providing relevant examples. (10)
Social attitudes and stereotypes have a substantial influence on the experiences of
people with disabilities because they can create barriers to equal participation in society.
Disability is not only associated with an individual's impairment but is also shaped by
the physical, social and institutional environment in which that person lives. The social
model of disability emphasises that people may experience disability because society
creates barriers that restrict participation and independence (Oliver, 1996). Negative
social attitudes can therefore transform an impairment into a source of exclusion when
individuals are viewed primarily according to assumptions about their limitations rather
than their abilities and rights.
One significant stereotype is the belief that people with disabilities are incapable of
performing certain tasks or contributing effectively in the workplace. An employer, for
example, may assume that a person who uses a wheelchair will be unable to perform a
professional position, even when the position involves mainly computer-based or
administrative duties. Such assumptions can influence recruitment, promotion and
career-development decisions. The International Labour Organization identifies
discriminatory attitudes and misconceptions about the capabilities of people with
disabilities as important barriers to their participation in employment (ILO, 2020). This
, demonstrates how stereotypes can produce practical disadvantages even when a person
has the qualifications and skills required for a particular position.
People with disabilities may also be subjected to paternalistic attitudes. This occurs
when individuals are treated as dependent, helpless or incapable of making decisions
for themselves. For example, members of the public may automatically assist a person
with a physical disability without first asking whether assistance is required, or may
communicate with a caregiver instead of directly addressing the person with the
disability. Such behaviour can undermine autonomy and reinforce the perception that
people with disabilities require constant protection. The Convention on the Rights of
Persons with Disabilities recognises the importance of independence, dignity and
individual autonomy, indicating that people with disabilities should be treated as rights-
holders rather than merely as recipients of care (United Nations, 2006).
Stereotypes can also affect educational opportunities. Learners with disabilities may
encounter low expectations from teachers, classmates or other members of the school
community. A learner may be incorrectly assumed to be unable to participate in
particular subjects or activities because of a disability. These expectations can limit
opportunities and may result in social isolation, bullying or exclusion from school
activities. Inclusive education seeks to remove such barriers by ensuring that learners
with disabilities have meaningful opportunities to participate in education alongside
other learners (Department of Education, 2001).
Media and popular culture can reinforce these attitudes when people with disabilities
are consistently portrayed as objects of sympathy, dependence or inspiration. These
representations can obscure the fact that people with disabilities have diverse abilities,
personalities, ambitions and experiences. The problem is not simply that such
representations are inaccurate, but that repeated stereotypes can influence how society
interacts with people with disabilities in everyday situations. Addressing these attitudes
