Addressing Diversity through the Years.pptx

As a teacher/professional, how
would you champion the message
that everyone, regardless of their
educational background or job
title, can contribute to their
community without facing
discrimination

ADDRESSING
DIVERSITY
THROUGH THE
YEARS: SPECIAL
AND INCLUSIVE
EDUCATION
CHAPTER 2
FOUNDATIONS OF INCLUSIVE AND SPECIAL
EDUCATION

I. MODELS OF DISABILITY
 The concept of disability has been existent
for ages.
 The Bible chronicles the presence of persons
who are blind and crippled who needed to be
healed.
 Philippine history has records of disability
through the Apolinario Mabini
 Disability cuts across countries, cultures, and
timelines.

 How PWDs were once treated is not
something any nation would be proud of.
 As soon as the "deviants" were "identified,"
segregation, exclusion, isolation, and other
forms of violence and cruelty followed.
 Prior to the Age of Enlightenment in the
1700s, these were common practices highly
accepted by society.

 PWDs were seen as social threats
capable of contaminating an otherwise
pure human species (Kisanji 1999).
 PWDs also had to be protected from
society.
 They were killed or treated as sub-
humans devoid of any rights (Kisanji
1999, Wolfensberger 1972).

 Sociology reminds us that human
behavior must always be studied in
relation to cultural, historical, and socio-
structural contexts.
 The best way to understand why people
think or act the way they do is by looking
at what was happening to their
community

 Models of disability are important as they serve several
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," and
 (8) they can provide insight on how prejudices and
discriminations occur.

A. THE MORAL/RELIGIOUS
MODEL
 Church is one of the most influential figures in
Europe during the Medieval Age started from 476
towards early 1800’s.
 The idea of God as an all-powerful being was so
strong in man's consciousness that it affected the
way society treated PWDs at the time.
 The middle ground was to see disability as a test of
faith and an opportunity to redeem oneself through
endurance, resilience, and piety (Niemann 2005 as
cited in Retief and Letsosa 2018).

A. THE MORAL/RELIGIOUS
MODEL
 Disability as either a blessing or a curse.
 Protection is also a primary concern as there is an instinct to
protect both persons with disabilities for their vulnerability and
the economic and social order which might be disrupted by
"deviant members" of society.
 disability is equated with the sin, evilness, or spiritual ineptness
of either the PWD or of a PWD's family member. Such a belief can
then cause not just the PWD's isolation but also the exclusion of
the entire family unit from communal events (Rimmerman 2013 as
cited in Retief and Letsosa 2018).
 On the other hand, for those who view disability as a blessing,
disability either becomes one's ticket to heaven or an opportunity
toward character development.

 PWDs are seen as persons
who are ill and meant to be
treated or "made more
normal.“
 "Disability is seen as a
medical problem that
resides in the individual. It
is a defect in or failure of a
bodily system and as such,
is inherently abnormal and
pathological. Olkin (1999 as
cited in Retief & Letsosa
2018)
B. THE
BIOMEDICAL/INDIVIDUAL
MODEL

 The biomedical (medical)
model considers disability
as a "glitch" the PWD is
born into, which needs
assessment and fixing.
 Most interventions are thus
devoted to making sure that
the PWD catches up with
his or her peers-a practice
that is very much ingrained
in society to this day.
B. THE
MODEL

 Biological Focus: This model
considers disability as a result
of an individual's physical or
mental impairments, illnesses,
or conditions. It places the
emphasis on diagnosing and
treating these impairments.
 Pathological Perspective:
Disabilities are often viewed
as pathological or abnormal
conditions that need to be
cured, treated, or
rehabilitated.
B. THE
MODEL

 Professional Control: In the
medical model, healthcare
professionals play a central role
in defining disability and
determining appropriate
interventions. The decisions and
treatment plans are typically
made by healthcare experts.
 Segregation and
Specialization: The medical
model can lead to the
segregation of individuals with
disabilities into specialized
facilities or services, such as
hospitals or rehabilitation
B. THE
MODEL

 Limited Social and
Environmental
Considerations: It tends to
downplay the role of social
and environmental factors in
contributing to disability.
Instead, the focus is primarily
on the individual's impairment.
 "Fixing" Disability: The
ultimate goal of the medical
model is often to "fix" or "cure"
the disability, enabling the
person to function as closely
B. THE
MODEL

C. THE
FUNCTIONAL/REHABILITATION
MODEL
 When World War I happened, communities
witnessed perfectly healthy people leave to
serve the country only to come back disabled
physically, neurologically, or mentally.
 Physical and Occupational Therapies soon
became prevalent modes of rehabilitation for
much of the service-related injuries the
soldiers sustained (Shaik & Shemjaz 2014)
(National Rehabilitation Information Center,
2018).

C. THE
MODEL
 The functional/rehabilitation model is
quite similar to the biomedical model in
that it sees the PWD as having deficits.
 These deficits then justify the need to
undergo rehabilitative intervention such
as therapies, counseling, and the like in
the aim of reintegrating the disabled into
society.

C. THE
MODEL
 The biomedical model often suggests
habilitation, which refers to help given to
those whose disabilities are congenital or
manifested very early in life in order to
maximize function.
 The functional/rehabilitation model
refers to the assistance given by
professionals to those who have an
acquired disability in the hope of gaining

C. THE
MODEL
 The biomedical and rehabilitative models,
together with the dawn of clinic-based
assessments in the 1950s and its
proliferation during the 1960s onward,
show how much society has placed value
on convention, performance, and
achievement.

C. THE
MODEL
 In living spaces, such persons were shunned by
society.
 In educational settings, such students were
advised to transfer schools for a more specialized
type of education (Clough in Clough & Corbett
2000).
 In workplaces, they were segregated or refused
opportunities.
 Either way, both models constantly put the PWD
at a disadvantage.

C. THE
MODEL
 At the very least, this relational exchange
benefits the client as the expert can help
improve his or her state.
 At the extreme, this collaboration
"undermines the client's dignity by
removing the ability to participate in the
simplest, everyday decisions affecting his
or her life" (Jean 2012).

D. THE SOCIAL MODEL
Clough (Clough & Corbett 2000) points
out that the social (sociological) model
became society's reaction to how the
biomedical perspective viewed disability.
In fact, Mike Oliver, a lecturer in the
1980s who coined the term "social
model" and is considered one of its main
proponents, wrote a position paper
directly reacting against how the medical
field has been reinforcing a disabling
view of PWDs.

D. THE 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.

D. THE SOCIAL MODEL
• Professor David Pfeiffer challenges the
concept of norms: "It depends upon the
concept of normal. That is, being a
person with a disability which limits my
mobility means that I do not move about
in a (so-called) normal way. But what is
the normal way to cover a mile...?
Some people would walk. Some people
would ride a bicycle or a bus or in a taxi
or their own car. Others would use a
skateboard or in line roller blades.
Some people use wheelchairs. There
is, I argue, no normal way to travel a

D. THE SOCIAL MODEL
• disability is a social construct, where
standards and limitations that society
places on specific groups of people are
what disable a person.
• With this perspective. everything from
government laws to education to
employment opportunities to access to
communal facilities take on a different
meaning.
• disabling is not the physical condition the
way the medical model would adhere to,
but the lack of opportunities and
restrictions given to a person, as the social
model would push for.

D. THE SOCIAL MODEL
• The World Health Organization (1980)
differentiates between disability and
impairment.
• Impairment is seen as "any loss or
abnormality of psychological or
anatomical structure or function“.
• Disability refers to "any restriction or
lack (resulting from an impairment) of
ability to perform an activity in the
manner or within the range considered
normal for a human being".

D. THE SOCIAL MODEL
• The social model, however,
reiterates that impairment should
be seen as a normal aspect of
life and when it happens, it
should not cause a stir.
• Kaplan (2000) agrees that if
disability were to be seen as
something natural and expected,
it could change the way we
design our systems and our
environments.

D. THE SOCIAL MODEL
• Wendell (1996 as cited in Kaplan
2000: 356) relates: "The cultural
habit of regarding the condition
of the person, not the built
environment or the social
organization of activities, as the
source of the problem, runs
deep.

“Education is not
filling of a pail, but
a lighting of a fire”

34
E. RIGHTS-BASED MODEL AND
TWIN TRACK APPROACH
• The rights-based model of disability is a framework that bears
similarities with the social model.
• the rights-based model "moves beyond explanation, offering a
theoretical framework for disability policy that emphasizes the
human dignity of PWDs" (Degener 2017:43).
• recognizes the PWDs’ vulnerability and tries to address this
by upholding and safeguarding their identities and rights as
human beings.

35
TWIN TRACK APPROACH
• 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
to it.

36
TWIN TRACK APPROACH
• There are four key actors directly involved in such a
model: (Van den Brule- Balescut & Sandkull 2005).
(1)the government as duty-bearers,
(2)the child as the rights-holder,
(3)the parents not only as duty-bearers but also as
representatives of the child, and
(4)the teachers, both as rights-holders and duty-bearers

37
TWIN TRACK APPROACH
• lobbyists and practitioners now promote a twin track
approach, which combines the social model and the
rights-based model. A marrying of the two perspectives
allows for holistic changes to occur, with the option of
promoting individual needs whenever necessary. For
instance, in education, this would mean allowing a
PWD to join the mainstream yet be given opportunities
for disability-specific programs in case additional
support is needed (Chassy & Josa 2018).

II. WHAT IS SPECIAL NEEDS
EDUCATION?
"the action or process of
teaching someone especially
in a school, college or
university". - Merriam-Webster

EDUCATION?
 According to Prensky (2014), "the real goal of
education is becoming- becoming a 'good
person' and becoming a more capable person
than when you started."
 "education is not the filling of a pail, but the
lighting of a fire" (Littky & Grabelle 2004).
 the goals of education to be realized,
education itself has to be available and
accessible to all.

EDUCATION?
 The vision of education for humanity is noble
and appropriate.
 Statistical data shows that people possess
different aptitude and skill levels depending on
standards or expectations that society
ultimately dictates and holds as true. This is
what Clough refers to as a "pathology of
difference" (Clough & Corbett 2000).

EDUCATION?

EDUCATION?
Not everyone reacts to learner
diversity the same way.
The key to nation-building is quality
education accessible to all types of
learners. This accessibility is the
essence of inclusive education.

III. WHY INCLUSION?
 Inclusive education is 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
(Del Corro-Tiangco 2014).

III. WHY INCLUSION?
 In as early as 1948, there have already been
worldwide declarations on children and their right to
be educated (Universal Declaration of Human
Rights 1948; United Nations Convention on the
Rights of the Child 1989).
 In 1990, many countries banded together for the
world declaration of Education for All (EFA), which
stated that all children must have access to
complete, free, and compulsory primary education.

III. WHY INCLUSION?
• The Salamanca Statement and Framework for Action on Special Needs
Education (1994), which reiterated that schools should accommodate all
children, including the disabled, the gifted, and the marginalized.
• the World Education Forum Framework for Action and the Millennium
Summit of the United Nations, both of which happened in 2000;
• The EFA Flagship on the Right to Education for PWDs in 2001;
• The UN Disability Convention in 2005; the UN Convention on the
Rights of Persons with Disabilities in 2006;
• The Education 2030 Framework for Action following the 2030 Agenda
for Sustainable Development.
All of these were created with the same goal in mind: Inclusion.

III. WHY INCLUSION?
• The Guidelines for Inclusion (2005) published by
UNESCO enumerates four key elements:
• (1) that inclusion is a process, that is, "a never-
ending search to find better ways to respond to
diversity,"
• (2) that inclusion involves a preventive dimension,
specifically in identifying and removing potential
barriers to this process through "collecting, collating,
and evaluating information" for improving policy and
practice,

III. WHY INCLUSION?
• The Guidelines for Inclusion (2005) published by
UNESCO enumerates four key elements:
• (3) that inclusion is all about the "presence,
participation, and achievement" or learning
outcomes of all types of students; and (4) that
inclusion puts "particular emphasis on learners who
may be at risk of marginalization, exclusion, or
underachievement," and therefore, they must be
consistently monitored and represented in the
inclusive process.

III. WHY INCLUSION?
• Inclusion in Education Involves:
• A. Valuing all students and staff equally
• B. Increasing the participation of students in;
and reducing their exclusion from; the cultures,
curricula, and communities of local schools
• C. Restructuring the cultures, policies, and
practices in schools so that they respond to the
diversity of students in the locality

III. WHY INCLUSION?
• D. Reducing barriers to learning and
participation for all students, not only those
with impairments or those who are categorized
as 'having special educational needs’
• E. Learning from attempts to overcome barriers
to the access and participation of particular
students to make changes for the benefit of
students more widely

III. WHY INCLUSION?
•F. Viewing the difference between
students as resources to support
learning, rather than problems to
be overcome
•G. Acknowledging the right of
students to an education in their

III. WHY INCLUSION?
•H. Improving schools for staff as
well as for students
•I. Emphasizing the role of schools
in building community and
developing values, as well as in
increasing achievement

III. WHY INCLUSION?
•J. Fostering mutually sustaining
relationships between schools and
communities
•K. Recognizing that inclusion in
education is one aspect of
inclusion in society.

IV. THE 2030
AGENDA
The goal of inclusion is for every fabric of society to
embrace diversity. It is for this reason that all these
treatises state the need for a paradigm shift to address
the issues of inclusion in education. Inclusive education
is not merely a call toward educational reform for those
with additional needs. It is simply a call to improve the
quality of education for all learners, because "every
learner matters and matters equally" (UNESCO
2017:12, 2005). This is also reflected in the current
framework being followed for the implementation of

IV. THE 2030
AGENDA
The SDGs are considered road maps or blueprints that
were developed by the United Nations to ensure a better
and sustainable future for everyone. It consists of 17
global goals set by the United Nations for the year 2030,
each addressing one specific area of development. Of
particular interest to the global education community,
however, is SDG 4: "Ensure inclusive and equitable
quality education and promote lifelong learning
opportunities for all" (United Nations General Assembly).
Therefore, the need to remove all barriers to inclusion by
addressing all forms of exclusion and marginalization is

"PHILIPPINE LAWS FOR PWDS"
(PANGALANGAN & LITONG, 2014)
• BP 344 (1983) - Accessibility Law
• RA 7277 (1992) - Magna Carta for Disabled Persons
• Equal rights and privileges of PWDs on employment,
education, health, telecommunications, auxiliary
social services, accessibility, political, and civil
rights.
• Penalties for violations of law
• Administrative Order 35 (2002) - National Disability
Prevention and Rehabilitation (NPDR Week) every 3rd
week of July
• Guidelines in the Admission of Students with Disabilities in
Higher Education and Post-Secondary Institutions in the

• RA 9442 (2007) - Amendment of RA 7277
(Privileges to PWDs)
• 20% discount privileges to PWDs
• Change name from "Magna Carta for
Disabled Persons" to "Magna Carta for
PWDs“
• Added a clause on deliverance from
public ridicule and vilification

• NCDA Administrative Order No. 001, s. 2008-
Guidelines on the Issuance of PWD ID Cards
relative to RA 9442
• RA 10070 (2010)- Amendment of RA 7277
(Implementation of Programs and Services for
PWDs in every province, city, and municipality -
PDAO Law)
• RA 10366 (2013) - Accessible Polling Places for
PWDs and Senior Citizens
• Proclamation No. 688, S. 2013-Declaring the Period

• RA 10524 (2013) - Amendment of RA
7277 (Expanding the Positions Reserved
for PWDs)o
• 1% of all government agencies, offices,
corps shall be reserved for PWDs
• Private companies with over 100
employees are encouraged to reserve at
least 1% for PWDs

• RA 10754 (2016) - An Act
Expanding the Benefits and
Privileges of PWDs
• Exemption of VAT on the
following sale of goods and
services

• Civil Service Commission MC No. 20, s. 2017-
express lanes for PWDs in all commercial and
government establishments
• RA 11228 (2019)- Amendment of RA 7277
All PWDs shall be automatically covered by the
National Health Insurance Program (NHIP) of the
PhilHealth and that the PhilHealth shall develop
exclusive packages for PWDs that will address their
specific health and development needs.

A. INCLUSIVE EDUCATION IN THE PHILIPPINES
1. Definition
2. VMGO
3. Scope
B. INCLUSIVE EDUCATION IN OTHER COUNTRIES
1. IDEA -US
2. Other countries supporting special and
inclusive education
63

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