Editing Social model of disability (section)

== Applications ==
Applying the social model of disability can change goals and care plans. For example, with the medical model of disability, the goal may be to help a child acquire typical abilities and to reduce impairment. With the social model, the goal may be to have a child be included in the normal life of the community, such as attending birthday parties and other social events, regardless of the level of function.<ref>{{Cite web|last=Engber|first=Daniel|date=2021-10-06|title=Can Robots Heal an Injured Brain?|url=https://www.theatlantic.com/magazine/archive/2021/11/engineers-daughter-tbi-rehab/620172/|access-date=2021-10-19|website=The Atlantic|language=en|archive-date=19 October 2021|archive-url=https://web.archive.org/web/20211019031542/https://www.theatlantic.com/magazine/archive/2021/11/engineers-daughter-tbi-rehab/620172/|url-status=live}}</ref> In doing so would create a new norm associated with differently abled people as well as neurodiverse people as well. Allowing for this kind of diversity to be viewed as both valuable and desirable for society.<ref name=":2" /> As well, this could include designed spaces and aides that could assist disabled people through the context of universal design, which could help normalize disability through the creation of inclusive spaces.<ref name=":3" />   

=== Education ===

It has been suggested that disability education tries to restore the idea of a moral community, one in which the members question what constitutes a good life, reimagine education, see physical and mental conditions as part of a range of abilities, consider that different talents are distributed in different ways, and understand that all talents should be recognized. In this system, all students would be included in the educational network instead of being set apart as special cases, and it would be acknowledged that all humans have individual needs.<ref>{{cite book|last=Capper|first=Colleen|title=Educational Administration in a Pluralistic Society|date=July 1993|publisher=State University of New York Pr|isbn=978-0791413739|pages=173–174, 176–177}}</ref>