Understanding Theories and Frameworks for Teaching Disabled Learners

MEETING THE NEEDS OF DISABLED LEARNERS
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1.0 Task A: Literature Review
The importance of research and development in the learning and teaching of disabled young people and adults has garnered significant attention in recent years. This literature review will explore various theories and frameworks related to this topic, focusing on learning theories, the social model of disability, attitudes to disability, inclusive learning, communication, and language development.
Learning theories have significant implications for the learning and teaching practice of disabled learners. Two theories that have been widely discussed in this context are Bandura's social cognitive theory and Vygotsky's sociocultural theory. Bandura's social cognitive theory emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others (Bandura 2011). For disabled learners, providing them with positive role models and reinforcing their learning through social interactions can be particularly beneficial. Teachers can use this approach by modeling the desired behaviors and attitudes for disabled learners and providing them with opportunities to observe and interact with others who exhibit these traits (Rose and Meyer 2012). Similarly, Vygotsky's sociocultural theory asserts that learning is a social process, with individuals learning from their interactions with others and their environment (Vygotsky 2012). For disabled learners, this perspective highlights the significance of creating an inclusive learning environment, as well as the role of teachers and peers in scaffolding their learning (Daniels 2014). In such a way, learning theories can be used to help disabled learners achieve their full potential and thrive in their learning journey.
The social model of disability has played a crucial role in shaping inclusive learning opportunities for disabled young people and adults (Oliver 2013). This model posits that disability is not an inherent trait of an individual, but rather a result of the social, physical, and attitudinal barriers they face (Barnes 2012). Thus, the model challenges the traditional medical model, which views disability as a personal tragedy or deficit of the individual. Instead, the social model posits that disability is a result of social, physical, and attitudinal barriers that prevent individuals from participating fully in society. This shift in perspective has led to a greater emphasis on removing barriers and creating accessible learning environments, as well as fostering positive attitudes toward disability.
Notably, attitudes towards disability, including social, cultural, and faith-based influences, have a significant impact on learning opportunities for disabled individuals. Watson (2011) observes that attitudes influence both the expectations placed on disabled learners and the support they receive from teachers, peers, and the wider community. Research has shown that promoting positive attitudes and challenging stereotypes can lead to improved outcomes for disabled learners. Forlin, (2010) found that when teachers have high expectations of their disabled students and provide them with appropriate support, these students are more likely ...