29th November 2023

WHO Classification of Impairments, Disabilities, and Handicaps

Impairments, disabilities, and handicaps 

In 1980, WHO adopted a triad of definitions for the terms ‘impairment,’ ‘disability,’ and ‘handicap’ to describe stable and persisting disorders in the ICD. These terms are related but distinct concepts that are important to understand in the context of mental illness.

• Impairment refers to a loss or abnormality of psychological, physiological, or anatomical structure or function. It refers to the underlying physiological or psychological problems that cause a disability. For example, a person with depression may have an impaired ability to experience pleasure.
• Disability refers to the difficulties a person experiences in performing normal daily activities as a result of an impairment. It is a result of the interaction between an individual’s impairments and the barriers in their environment, such as lack of accessible transportation, buildings, or communication systems. For example, a person with depression may experience a disability in their ability to work or perform household chores.
• Handicap refers to the social and environmental limitations that a person experiences as a result of a disability. For example, a person with depression may experience a handicap in their ability to participate in social activities due to their disability.

The distinction between impairment, disability, and handicap is important because it highlights the dynamic and multifaceted nature of health and illness. Appreciating these concepts helps us to understand the full impact of mental illness on a person’s life and the various factors that contribute to it. Understanding that impairments can lead to disabilities, which in turn can result in handicaps, helps us to appreciate the complex ways in which health conditions impact a person’s life. This distinction also helps to focus attention on the importance of addressing not only the underlying impairment but also the consequences of the disability and the social and environmental factors that contribute to the handicap.

In practice, the distinction between these concepts is useful in helping to identify the most effective interventions for addressing the needs of individuals with health conditions. For example, addressing the handicap of a person with depression may require a focus on improving their social support network, providing them with access to appropriate healthcare resources, or modifying the environment to reduce barriers to participation.

‘Statementing’

‘Statementing’ refers to the process of formally assessing the educational needs of a child with special educational needs (SEN) in the United Kingdom. The process is intended to provide a comprehensive picture of the child’s abilities, strengths, and difficulties and to identify the support they require in order to make progress in their education.

The statementing process typically involves a range of assessments and evaluations, including assessments of the child’s cognitive, social, emotional, and physical development. This information is gathered from various sources, including the child’s teachers, parents, and any specialist assessments that have been carried out. The information is then used to produce a formal statement, which outlines the child’s special educational needs and the support that should be provided to meet those needs.

The statement is an important document as it forms the basis of the child’s individualised education plan (IEP) and is used by schools to determine the most appropriate support and interventions for the child. In the United Kingdom, the statementing process is governed by the Children and Families Act 2014, which sets out the legal framework for supporting children with SEN in education.

The statementing process is important as it ensures that children with special needs receive the support they require to make progress in their education and reach their full potential. By providing a comprehensive understanding of the child’s abilities and needs, the statement can help schools to provide targeted and effective support and can also help parents to better understand their child’s needs and how they can support their learning at home.

References

• Susser, M. (1990). Disease, illness, sickness; impairment, disability and handicap. Psychological Medicine, 20(3), 471-473.
• Warnock, M., & Norwich, B. (2010). Special educational needs: A new look. Bloomsbury Publishing.