A 7 page proposal for evaluating the impact of Talbot Parson’s sociocultural model of the sick role in the academic environment. This paper recognizes that the “sick role” can impede academic performance and speculates that this impedance would be the greatest when a physically impaired student was placed in special education classes rather than kept in mainstream classes. This paper proposes a comparison of nationalized tests scores of the two groups of physically impaired students, those in special education classrooms and those in mainstream classrooms, to assess this speculation. Bibliography lists 6 sources.
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Abstract A proposal for evaluating the impact of Talbot Parsons sociocultural model of the sick role in the academic
environment. This paper recognizes that the "sick role" can impede academic performance and speculates that this impedance would be the greatest when a physically impaired student was placed in
special education classes rather than kept in mainstream classes. This paper proposes a comparison of nationalized tests scores of the two groups of physically impaired students, those in special
education classrooms and those in mainstream classrooms, to assess this speculation. Introduction
Talbot Parsons sociocultural model of the sick role comes into play in a number of facets of modern society. The model contends that the structures
and practices of society have definite consequences for peoples lives. This is true even for individuals who are sick and can be an important factor, in fact, in determining
whether that individual will get well. Roddy-Adams (2002, PG) identifies four major components of Parsons "sick role":
"(1) a person is exempted from ordinary social obligations; (2) a person is not held responsible for his/her state;
(3) the state of being sick is considered conditionally legitimate if (4) the person
submits him/herself to professional care and actively works towards his/her own recovery". Some contend, however,
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