FINALS

In PROD ED 2
Submitted by:

Jelly Ann M. Paliza

BEED 1 BLOCK 17

Submitted to:

MRS. ROSAMARIA ESCOTE

Prof Ed 2 Instructor
1. What are the different part of Models of Disability? How would each one define
disability?

a. Moral/Religious Model – This model of disability is an Act of God it’s a believed

that disability is inflicted upon a person by God as a result of a sin committed by
the person. This this kind of model knows that this is a curse or blessing I
believe that most people who believe in this kind of beliefs have a faith in God
and ask for miracles.
b. Biomedical/Individual Model- this model typical only sees a disability through
this negative lens a problem that need to fix or cure this model need a medical
treatment a doctor’s help so they can cure the one who needs professional helps
they know best for the patients and this model see as a glitch.
c. Functional/Rehabilitation Model- is like medical models it focuses on the
belief that belief that if the person with a disability makes an effort and works
with rehabilitative services then they can overcome disabilities, this kind of
disability need therapies, counselling and the aim of reintegrating the disabled
into society.
d. Social or sociological model - of disability proposes that what make someone
disabled is not their medical condition but the attitudes and structures of society,
the social model of disability starts from a different perspective. This social
model of disability is a social construct where standards and limitations that
society places in specific group of people are what disable a person take a
different meaning.
e. Right based model- approach to disability implies that all people are active
subjects with legal claims and that persons with disabilities need to participate
in all spheres of society on an equal basis with their non-disabled peers, this
models emphasize the human dignity of disabled people. The human right
models of disability have an important dimension of human culture, and it
affirms that all human beings irrespective of their disabilities have certain rights
which are inalienable.

2. How are impairments different from disabilities?

- A disabled person is a person with an impairment who experience disability.

Disability is the result of negative that take place between a person with an
impairment and her/his social environment. Impairment is thus part of a
negative interaction, but it is not the cause of nor does it justify disability.
- Impairment is an injury, illness or congenital condition that causes or is likely
to cause or difference of Physiological or Psychological function.
- Disability the loss of limitation of opportunities to take part in society on an
equal level with others due to social and environmental barriers.
3. What is special need education? How different is it from inclusive school?

- Special need education or especial education refers to separate school,

classes, or instruction specifically designed for students categorized as
having special education needs, this defined as an education designed to
facilitate the learning of individual who, for a wide variety of reasons,
required educational support and adaptive pedagogical methods in order to
participate and meet

- learning objectives in an educational program., While the inclusive school

/education whereby all student, regardless of their ability learn together in
one environment. The aim of an inclusive education environment is to ensure
that all students are treated fairly and get equal opportunities, student
diversity and uniqueness should be celebrated without discrimination.
Inclusive school had an inclusive classroom plan, like all student have an
equal right to education, classroom should be made up of students with
mixed abilities, no children should be separated from main groups based on
discrimination, appropriate activities should be planned and each student’s
personal needs taken into consideration, create an accessible environment
(e.g., wheelchair ramps, and visual alternatives to lesson content with hearing
impairment),support should be provided to all students to assist and allow
them to reach their full potential.

4. Which international treatises are directly involved in the pursuit in inclusive

education?

- The CRPD (Convention on the Rights of Person with Disabilities) is the

first comprehensive human rights treaty of the 21 st century, and the first
treaty to specifically protect the rights of people with disabilities to equality
and non-discrimination in all areas of life, using human rights approach to
disability. The article 24(1) of the CRPD established that “States Parties shall
ensure an inclusive education system at all levels and lifelong learning’. The
CRPD seek to achieved equality for people with disabilities in all areas of life,
including education. “Nothing about Us Without Us become the slogan for the
CRPD and even now for its implementation.

- The Salamanca Statement and Framework for Action on Special Education

Needs (United Nation 1994)- The Salamanca Statement reaffirms the need to
provide equal education to all the people with special educational needs
throughout the world, the Salamanca statement focuses exclusively on
 special education and the promotion of inclusive education, they provide
detailed suggestions on how best to address the numerous levels of special
education needs of student with disabilities. It also recognizes the differing
views on inclusive education among and within different countries of the
world.

- The Dakar Framework for Action- recognized not only that education is the
basic human right for all people in all countries, but also that education is a
vital necessity in addressing serious global problems, such as illiteracy,
poverty and even war. The new version of Dakar Framework all children
particularly girls, children in difficult circumstances and those belonging to
ethnic minorities, have access to and complete free and compulsory primary
education of good quality. Another major goal of Dakar Framework is to
“create safe, healthy, inclusive and equitably resourced educational
environments conducive to excellence in learning. FLECTF

REFLECT
1. How important are models of disability? How can they affect students and
the different stakeholders of special needs and inclusive education?
- One of the most marginalizing factors in a child's life is having a disability.
Finding ways to meet the learning needs of students with disabilities in
schools, districts, regions, and countries with severely limited resources can
be difficult. Even as challenges to implementing inclusive education systems
remain, inclusive education—which fully engages all students, including
students with disabilities or other learning challenges, in quality education—
has proven particularly effective in helping all students learn. This guide
offers recommendations for developing inclusive education systems and
policies, particularly for low- and middle-income countries transitioning from
a segregated to an inclusive educational system. We focus on the needs of
countries with limited resources in terms of implementing inclusive
education.
- In special education, the communication process is important because it can
help stakeholders get to know each other, engage with one other and listen to
each other.
2. Is it possible for medical practitioner to embrace a social perspective of
disability? How can they marry two seemingly opposing concepts?
- Yes, sometimes medical practitioner has to work with people like that, so
they have to learn social skills that allow then interact with those people in
order to adapt, but first medical practitioner have to understand the
difference between the two models. Most of them do, however it can be hard
to put into practice because the social models of disability basically say that
 disability is caused by the person’s impairment and their interactions with
society. For example, a person who uses a wheelchair is disabled by lack of
access rather than the inability to walk. If ramps are put in, they can access
any building, it is society’s responsibility to provide access and
accommodations. In contrast,

- the medical model of disability sees disability as a medical problem that

needs to be fix. The disabled person is not normal. He or she is to be pitied
and needs to be fixed. In most cases disability can’t be fixed, but we can
include disabled people. It takes a deliberate effort. When we accept the
social model of disability that person still deserved good medical care.

3. Special needs education is said to address the extreme ends of a normal

distribution. However, who determines the cut-off either end? To keep a
narrow range at the tail ends would mean less number of students might
be need of special education programs and more “low average students”
might be in danger of academic failure, bullying, or dropping out. To make
the tail ends range wider, however, would mean more students will be
segregated, therefore negating the very idea of inclusion. Discuss your
thoughts on how such dilemma could be resolved.

- Special Education is for all children with disabilities, and we frequently see
that they require additional attention, love, and respect, and I think we just
need an excellent teacher in the room, so they can advocate for students in
the regular’s programs, assist students with homework when necessary, help
teachers who want to provide high quality accommodations, and provide
students with a safe haven on bad days. The best system of it is to provide a
full resource room for every school that need special education. It becomes
especially problematic, when their needs both academic and behavior,
disrupt the education of other students if we can’t have full access room for
all student’s Adequate support needs to be in place so that all student’s
benefits. Inclusion Education need strong supports, highly professional and
collaborative staff, safe places for students to get extra help (both academic
and behavioral) as needed and the clear understanding that the school exist
to help all students.
4. How can paradigm shift from a medical standpoint to a special
perspective happened?
- It’s happening gradually, with the control or eradication of many infectious diseases,
it is becoming clear that much of our ill health is caused by our surroundings, the
fixtures and fittings we use, our work, the way we work, our food, the air we
breathe, the way we behave, and the way we interact. There is an increasing interest
in health and well-being, as well as our ability to help maintain it by caring for
ourselves and others in a healthy manner. There is more acceptance that our beliefs,
thoughts, and trust/lack of trust can aid or delay recovery. Alternative medicines
restore the person's control and knowledge; which modern medicine frequently
takes away. There is a return to natural treatments and medicines, and the internet
is facilitating the exchange of knowledge from around the world.