Addressing-Diversity-through-the-Years (1).pptx

Addressing Diversity through the
Years: Special and Inclusive
Education

Objectives:
This chapter aims for you to develop the
following competencies:
1. The ability to create a safe, inclusive, and culturally
responsive learning environment for students with
additional needs.
2. The ability to use your knowledge of general and
specialized curricula to individualize learning students
with additional needs; and
3. The ability to demonstrate reflective thinking and
professional self-direction.

Segregation
Exclusion
Isolation
Violence
Cruelty
Discrimination
in living space
Discrimination
in health care
Discrimination
in education
Discrimination
in work

Events tend to shape
one’s beliefs and values
system.

Importance/Purpose of Models of Disability:
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 insights on how prejudices and
discriminations occur.

Name of
Model
Timeline Definition Outcome
Moral/
Religious
Model
 Sees disability as either
curse or blessing.
 Characterized by notion of
charity and caregiving.
 Oldest model of disability.
 Disability is equated with a
sin, evilness, or spiritual
ineptness of either the
PWD or of a PWD’s family
member.
 On the other hand, for
those who view disability
as a blessing, disability
either becomes one’s
ticket to heaven or an
opportunity toward
 Such a belief then cause not
just the PWD’s isolation but
also the exclusion of the
entire family unit from
communal events.
 Their belief is that
disabilities may impair some
senses yet heighten others,
thereby granting him or her
special abilities to perceive,
reflect, transcend and be
spiritual.
 For the most part, the core
response to this model was
the establishing or
segregated institutions

Name of Model Timeline Definition Outcome
Biomedical Model
Copernican
Revolution
(discovery of
Nicolaus
Copernicus that
the center of the
universe was the
sun and not the
Earth.
 Evidence-based model
of disability.
 PWD’s are seen as
persons who are ill and
meant to be treated or
“made normal”.
 Disability is seen as a
medical problem that
resides in the
individual. It is a defect
or failure of a bodily
system and as such, is
inherently abnormal
and pathological.
 The goals of
intervention are cure,
amelioration of the
 Persons with
disabilities are
expected to avail
themselves of the
variety of services
offered to them
and to spend time
in the role of
patient or learner
being helped by
trained
professionals.

17
Individual Model 1990
 Normative model based on
a person’s levels of
deficiency compared to a
normative state.
 Such a perspective pushes
for the idea that PWDs
have problem.
 It reinforces the notion that
those “without disabilities”
are superior to those with
disabilities, and that they
have a primary
responsibility over the
welfare of the disabled.
 Most intervention 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.

Functional/
Rehabilitation
Model

Name of
Model
Timeline Definition Outcome
The
Functional /
Rehabilitatio
n Model
 Not all disabilities are inborn.
 Quite like 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.
 Society has placed value in
convention, performance,
and achievement. Anyone
whose performance does
not fall within the norm of a
population is automatically
deemed different and
deficient.

The Social
Model
 Became society’s reaction to
how the biomedical
perspective viewed
disability.
 Disability occurs as a
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.
 Norms, are determined by
the society.
 The underlying principle of
the social model of
disability is that disability is
 This model, however,
reiterates that
impairment should be
seen as a normal aspect
of life and when it
happens, it should not
cause a stir.
 A society must
anticipate possible
impairment
occurrences so as not to
disable anyone.
 Kaplan (2000) agrees
that if disability were to
be seen as something
natural and expected, it
could change the way
we design our systems

Rights-Based Model and
Twin Track Approach

24
The Twin
Track
Approach
 Combination of social
model and the rights-
based model.
 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.
Name of
Model
Definition Four Key Actors Outcome
The rights-
based model
 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.
 The government as duty
– bearers
 The child as the right –
holder
 The parents not only as
duty bearers but also as
representatives of the
child.
 The teachers, both as
rights-holders and duty
bearers.
 A marrying of the
two perspectives
allows for holistic
changes to occur,
with the option of
promoting
individual needs
whenever
necessary.

 Education is the action or process of teaching
someone especially in a school, college or
university.
 The real goal of education is becoming –
becoming a good person and becoming a more
capable person than when you started.
 It is not the filling of the pail but the lighting of a
fire.
What is Education?

It is presumably because of
education that the world now faces a
problems such as poverty, oppression,
and war. Yet, it is also through
education that all these problems are
expected to be addressed.

Education has to address four
aspects of learning:
oLearning in order to know.
oLearning in order to do.
oLearning so we can live
harmoniously with others.
oLearning 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.
 Acknowledging learners' differences, the essence of special
education lies in its goal to educate a certain population of
students, particularly those at the tail ends of a normal statistical
distribution of performance.
 In other words, special education tries to
ensure that those perceived to have difficulties
learning will be taught, albeit in a different way.

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.
It takes root in special needs education and is anchored on
the philosophy that every child has an inherent right to be
educated equally with his peers, no matter how different he or she
may appear to society.

Timeline of Inclusive Education
Year Event
1948
There have already been worldwide declarations
on children and their human right to be
education (Universal Declaration of Human
Rights 1948)
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.
UN Standard Rules on the Equalization of

Year Events
1994
The Salamanca Statement and Framework for Action on
Special Education Needs Education reiterated that the
schools should accommodate all children, including the
disabled, the gifted and the marginalized.
2000
World Education Forum Framework for Action and the
Millennium Summit of the United Nations was started.
2001 EFA Flagship on the Right to Education for PWDs
2005 The UN Disability Convention
2006
The UN Convention on the Rights of Persons with
Disabilities

Year Events
2030 Education 2030 Framework for Action
following the 2030 Agenda for Sustainable
Development.
All of these were created
with the same goal in mind:
INCLUSION

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

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;
4. That inclusion puts “particular emphasis on learners who
may be at risk of marginalization, exclusion, or
underachievement”, therefore they must be consistently
monitored and represented in the inclusive process.

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.
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.
F. Viewing difference between students as resource to
support learning, rather than problems to be overcome.
G. Acknowledging the right of students to an education in
their locality.
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 an
increasing achievement.
J. Fostering manually sustaining relationships
between schools and communities.
K. Recognizing that inclusion in education is one
aspect of inclusion in society.

It has long been regarded that the
key to nation-building is quality
education accessible to all types of
learners. This accessibility is the
essence of inclusive education.

Summary:
 Everyone has a right to education. Having a disability should not be
an excuse for being deprived access to schools; neither should
poverty, religion, nor race.
 Inclusive education is an inevitable direction to take and must be
properly understood, appreciated, and prepared for within the
context of society being accepting of individual differences.
 For a nation to be truly inclusive, one must start from a humane
perspective of disability and a transformative mindset on inclusion.
Thus, the success of inclusive education starts with an appreciation
and acceptance of diversity, reinforced by a supportive and
genuinely inclusive mind-set among our general education teachers.

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