PROF 1 REVIEWER

ADDRESSING DIVERSITY THROUGH THE YEARS: SPECIAL AND INCLUSIVE

EDUCATION

I. MODELS OF DISABILITY

 PURPOSES:
1. They provide definitions of disability
2. They offer “explanations of causal and responsibility
attributions”
3. They are based on “perceived needs
4. They inform policy
5. They are not “value- neutral”
6. They define the academic disciplines that focus on
disability
7. They “shape the self- identity of PWDs”
8. They can provide insight on how prejudices and
discriminations occur
A. MORAL/ RELIGIOUS MODEL
 Disability as either a blessing or a curse and characterized by
notions of charity and caretaking.
 It is considered the oldest model of disability and is evident in
many religious traditions.
 Biblical scripture would refer to person with chronic illness like
leprosy as UNCLEAN, while those considered DEMONICALLY
POSSESSED may actually have mental illnesses or seizure
disorders.
  Some cultures, their belief is that disabilities may impair some
senses yet heighten others, thereby “granting him/her ‘special
abilities to perceive, reflect, transcend, be spiritual” (Olkin1999 as
cited in Retief and Letsosa 2018)
 Establishing of segregated institutions where PWDs could be kept.
In the United States, United Kingdom and Australia, asylums were
built. Segregated residential schools and workhouses with
dormitories located miles away from town centers were also
erected.
B. THE BIOMEDICAL/ INDIVIDUAL MODEL
 PWDs are seen as persons who are ill and meant to be treated or
“made more normal”
 Disability as a “glitch” the PWD is born into, which needs
assessment and fixing.
 15th century- more school for PWDs started to emerge in Europe.
 Private Philanthropic institutions- 1st special schools were built.
 In special schools, the main focus was on building the vocational
skills of students.
 The idea of institutionalizing or bringing PWDs to asylums or
hospitals for custodial care when they have become too difficult
to manage
C. THE FUNCTIONAL/ REHABILITATION MODEL
 Quite similar to the biomedical model in that it sees the PWD as
having deficits.
 BIOMEDICAL- Refers to help given to those whose disabilities
are congenital or manifested very early in life in order to
maximize function
 FUNCTIONAL/ REHABILITATION MODEL - Refers to the
assistance given by professionals to those who have an acquired
disability in the hope of gaining back one’s functionality.
 BIOMEDICAL AND FUNCTIONAL/ REHABILITATION MODEL
o Both models constantly put the PWD at a disadvantage
o Both promote an expert-client type of relationship
between “non-disabled” and “disabled”
o At the very least, this relational exchange benefits the
client as the expert can help improve his/her state
o At the extreme, this collaboration “undermines the
client’s dignity by removing the ability to participate in
the simplest, everyday decisions affecting his/her life”
  In living spaces, such person was shunned by society.
 In educational settings, such students were advised to transfer
schools for a more specialized type of education.
 In workplaces, they were segregated or refused opportunities.
D. THE SOCIAL MODEL
 They have strong yet subtle way of influencing a person’s beliefs,
behaviors and value systems.
 Society’s reaction to how the biomedical perspective viewed
disability.
 Mark Oliver (1980s), lecturer, he coined the term “social model”
 According to the sociological response, disability occurs as a
result of society’s lack of understanding of individual differences.
 PWDs are seen as disabled not because they are deficient but
because society “insists” they are deficient and disadvantaged.
 WHO (1980)- differentiates disability and impairment?
 Impairment- any loss or abnormality of psychological or anatomical
structure or function
 Disability- any restriction or lack of ability to perform an activity
in the manner or within the range considered normal for a human
being.
E. RIGHTS- BASED MODEL and TWIN TRACK APPROACH
 It is a framework that bears similarities with the social model.
 It moves beyond explanation, offering a theoretical framework
for disability policy that emphasizes the human dignity of PWDs
 Recognizes the fact that properly formulated prevention policy
may be regarded as an instance of human rights protection for
PWDs
 A rights-based approach to education ensures that all energies
are devoted to the realization of each learner’s right to
education.
 It is built on the principle that education is a basic human right
and therefore all must have access it.
 Four key actors directly involved:
o The government as duty-bearers
o The child as the rights- holder
o The parents not only as duty- bearers but also
representatives of the child
o The teachers, both as rights- holders and duty- bearers
  Twin track approach- combines the social model and the rights-
based model.
 A marrying of two perspectives allows for holistic changes to
occur, with the option of promoting individual needs whenever
necessary.
 In education, allowing a PWD to join the mainstream, yet be given
opportunities for disability- specific programs in case additional
support is needed
II. WHAT IS SPECIAL NEEDS EDUCATION?
 Education- Merriam-Webster Online
the action or process of teaching someone especially in a school,
college or university.
 Prensky (2014)- the real goal of education is becoming a ‘good person’
and becoming a more capable person than when you started.
 William Butler Yeats- education is not the filling of a pail, but the
lighting of a fire.
 Education plays a fundamental role in a human’s personal and social
development, given that man is both an individual and a social being;
one simply cannot think of the human person outside the context of a
community
 International Commission on Education for the 21 st Century (1996)
Pillars of education
1. Learning in order to know
2. Learning in order to do
3. Learning so we can live harmoniously with others
4. Learning in order to be.
 Special Education- “an attempt to increase the fairness of universal
public education for exceptional learners” because there are “those
with special difficulties or extraordinary abilities in learning”
III. WHY INCLUSION?
 Inclusive education- an educational practice that places students with
disabilities in the general education classroom along with typically
developing children under the supervision and guidance of a general
education teacher
 Universal Declaration of Human Rights 1948; United Nations
Convention on the Rights of the Child 1989- declarations on children
and their right to be educated.
 1990- world declaration of Education for All (EFA)
 o states that all children must have access to complete, free and
compulsory primary education
 UN Standard Rules on the Equalization of Opportunities for Persons
with Disabilities 1993- standard set of rules that each child’s right to
education was affirmed.
o importance of providing education in integrated and general
school setting was specified.
o immediately followed by the landmark policy on special
education.
 Initiatives:
o World Education Forum Framework for Action and the
Millennium Summit of the United Nations (2000)
o EFA Flagship on the Right to Education for PWDs (2001)
o UN Disability Convention (2005)
o UN Convention on the Rights of Persons with Disabilities
(2006)
o Education 2030 Framework for Action
 Four Key Elements of the Guidelines for Inclusion (2005)- UNESCO
o Inclusion is a process
o Inclusion involves a preventive dimension
o Inclusion is all about the learning outcomes of all types of
students
o Inclusion puts particular emphasis on learners who may be at
risk of marginalization, exclusion or underachievement
IV. THE 2030 AGENDA
 INCLUSION - the goal is for every fabric of society to embrace diversity.
o to improve the quality of education for all learners – every learner
matters and matters equally
 Philippine Laws for PWDs
o RA 9442 (2007)- Amendment of RA 7277 (Privileges to PWDs)
o NCDA Administrative Order No. 001, s.2008- Guidelines on the
Issuance of PWD ID Cards relative to RA 9442
o RA 10070 (2010)- Amendment of RA7277 (Implementation of
Programs and Services for PWDs in every province, city and
municipality – PDAO Law)
o RA 10366 (2013)- Accessible Polling Places for PWDs and Senior
Citizens
o Proclamation No. 688, s. 2013- Amendment of RA 7277 (Expanding
the Positions Reserved for PWDs)
o RA 10754 (2016)- An Act Expanding the Benefits and Privileges of
PWDs
o Civil Service Commission MC No. 20, s. 2017- express lanes for PWDs
in all commercial and government establishments
o RA 112288 (2019)- Amendment of RA 7277