Page 199 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
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rricular opportunities for teaching about disability in hungarian public education
Figure 9: The relative occurrences of disability content in the subject areas
tion and to the environment). Persons with disabilities are expected to be
dependent of the variety of services offered to them and to spend time in
the role of patient or learner being helped by trained professionals« (Olk-
in, 1999: 26).
Within Men and Society curricular area we can find the following
disability-related content: »Health, illness, disability, health«. It is a talk-
ing title: the two ideas (illness, disability) as synonymous expressions are
straddled by their opposite, the health concept. This way of communica-
tion clearly reinforces the concept of the medical model in both educators
and students, therefore, disability in the curriculum is explained as a sub-
ject of illness. This concept interprets disability as a disorder, furthermore,
this »sick role« approach fails to take account of the vital distinction be-
tween impairment and sickness (Retief & Letšosa, 2018). As Llewellyn et al.
(2008: 256) note, »Many disabled people are not sick, but have ongoing im-
pairments that do not present as daily health problems«.
In the subject areas as Man and Nature, Way of Life, Man and Society,
Hungarian literature and Physical Education, the curricular contents con-
cern the same misrepresentations of people with disabilities showing them
in the context of their disability, usually as ill people, needing care and pro-
tection.
This approach estranges students from people with disabilities and
does not allow students to imagine the situation of a disabled person. It
199
Figure 9: The relative occurrences of disability content in the subject areas
tion and to the environment). Persons with disabilities are expected to be
dependent of the variety of services offered to them and to spend time in
the role of patient or learner being helped by trained professionals« (Olk-
in, 1999: 26).
Within Men and Society curricular area we can find the following
disability-related content: »Health, illness, disability, health«. It is a talk-
ing title: the two ideas (illness, disability) as synonymous expressions are
straddled by their opposite, the health concept. This way of communica-
tion clearly reinforces the concept of the medical model in both educators
and students, therefore, disability in the curriculum is explained as a sub-
ject of illness. This concept interprets disability as a disorder, furthermore,
this »sick role« approach fails to take account of the vital distinction be-
tween impairment and sickness (Retief & Letšosa, 2018). As Llewellyn et al.
(2008: 256) note, »Many disabled people are not sick, but have ongoing im-
pairments that do not present as daily health problems«.
In the subject areas as Man and Nature, Way of Life, Man and Society,
Hungarian literature and Physical Education, the curricular contents con-
cern the same misrepresentations of people with disabilities showing them
in the context of their disability, usually as ill people, needing care and pro-
tection.
This approach estranges students from people with disabilities and
does not allow students to imagine the situation of a disabled person. It
199
