Addressing diversity for inclusive education

1. ADDRESSING DIVERSITY THROUGH
THE YEARS:
SPECIAL AND INCLUSIVE
EDUCATION

2. ADDRESSING DIVERSITY THROUGH THE YEARS:
SPECIAL AND INCLUSIVE EDUCATION

3. This chapter shall allow you to look at Special
Needs and Inclusive Education from historical and
philosophical context. The first step to becoming an
effective Special Needs and/or Inclusive Teacher lies
not in one’s skill to teach strategically, but in one’s
willingness and commitment to respect individual
differences. As seen in the previous chapter, diversity
is a natural part of every environment and must be
perceived as a given rather than an expectation.
INTRODUCTION

4. The concept of disability has been existent for ages. The Bible
chronicles the present of persons who are blind and crippled who
needed to be healed. Cultural narrative like ‘’The Hunchback of Notre
Dame’’ and ‘’Kampanerang Kuba’’ depict disability as a source of fear
and ridiculed. Even Philippine History has records of disability through
the Apolinario Mabini, who was an able to walk because of a physical
impairing condition called poliomyelitis. Clearly, disability cuts across
countries, cultures, and timeline. But perhaps it is part of human
nature to react negatively to anything perceived as different or out of
the ordinary. There is often resistance, especially when people are
met with situations that they are unfamiliar with. Persons With
Disabilities (PWD) are not exempted from this type of treatment..
I. MODELS OF DISABILITY

5. How PWDs were once treated is not something any nation
would be proud of. Historically, people formed opinions and
reactions toward disability in a similar pattern. It was consistent for
almost every country: society first took notice of those with
physical disabilities because they immediately stood out, then they
noticed those with less apparent developmental conditions
because they acted differently. As soon as the ‘’deviants’’ were
‘’identified’’, segregation, exclusion, isolation, and other forms of
violence and cruelty followed. Prior to the Ages of Enlightenment in
the 1700’s, these were common practices highly accepted by
society. Such practices, which are now considered discriminatory
and violating of human rights, were evident in all aspects of
community: living spaces, health care, education, and work.

6. For instance, there was a time when the status of PWD was in question. In
earlier times, PWDs were seen as social threats capable of contaminating an
otherwise pure human species (Kisanji 1999). Therefore, as much as
communities needed to be protected from them, PWDs also had to be
protected from society. Some people saw them as menaces, while others
treated them as objects of dread, pity, entertainment, or ridicule. At best,
they were put on a pedestal and perceived as Holy Innocents or eternal
children who could do no wrong (Wolfensberger 1972). At worst, they were
killed or treated as subhumans devoid of any rights (Kisanji 1999,
Wolfgangberger 1972).

7. Sociology reminds us that human behavior must
always be studied in relation to cultural, historical, and
socio-structural contexts. In fact, the best way to
understand why people think or act the way they do is by
looking at what was happening to their community at a
certain point in time. Events tend to shape one’s beliefs
and values system. A such, it is important that we
examine historical highlights to appreciate man’s
perspectives on disability (see figure 2.1)

8. 1500 – 1600 1970s onward
5th
to 8th
Century Early 1900 – 1970s
Moral / Religious Model Functional / Rehabilitation
Model
[Medieval Times / Age of
Discovery]
[Medieval Times / Age of
Discovery]
[Coppernican / Scientific
Revolution]
[Post-Modern Times]
Biomedical Model
Social Model
Rights-Based Model
Twin-Track Approach

9. Smart’s study in 2004 (as cited in Retief and Letsosa, 2018)
emphasizes that models of disability are important as they serve several
purposes:
(1) they provide definitions of disability,
(2) they offer ‘’explanation 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

10. (7) they ‘’shape the self-identity of PWDs,’’
(8) they can provide insight on how prejudices and
discriminations occur. This last statement , in
particular, has proven to be very powerful in helping
see how, to a certain extent, society is unconsciously
led to respond to disability.

11. A. The Moral / Religious Model
The Medieval Age is said to have started from AD 476, the year the
Western Roman Empire fell, and ended toward the early 1800’s, eventually
ushering in the Renaissance Age and Age of Discovery. This period saw the
Church as one of the most influential figures in Europe. 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 that time. Parents who bore children with
disabilities were seen from within a spectrum where on one end, God was
punishing them for a sin that needed to be atoned, and that the other
extreme, He was blessing the family by giving them a precious gift that only
they could care for. 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).

12. Such perspectives are rooted in a moral or religious model of disability, which sees
disabilities as either a blessing or curse. It is characterized by notions of charity and
caretaking. However, Jackson (2018) adds that 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.
It is considered the oldest model of disability and is evident in many religious
traditions. For instance, biblical scripture would refer to persons with chronic illness like
leprosy unclean, while those considered demonically possessed may actually have had
mental illnesses (McClure 2007) as cited in Retief and Letsosa 2018) or seizure disorders.
In one strand of the moral religious model, 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.

13. In addition, some cultures who ascribed to a moral/religious model of disability
may also lean toward a type of mystical narrative. Their belief is that disabilities
may impair some senses yet heighten others, thereby ‘’granting him or her ‘special
abilities to perceive, reflect, transcend, be spiritual’’’ (Olkin 1999 as cited in Retief
and Letsosa 2018).
For the most part, the core response to this model was the establishing of
segregated institutions where PWD could be kept. In the United States, United
Kingdom, and Australia, asylums for the ‘’mentally ill, retardates, degenerates, and
defectives’’ were built (Jackson 2018). Segregated residential schools and
workhouses with dormitories located miles away from town centers were also
erected.
Although the moral/religious model is not as dominant now as it used to be
during the Medieval times, the perspective is still reflected in some places where
religion plays a huge influence on daily life.

14. B. The Biomedical / Individual Model
Historians and scientists alike consider the
Copernican Revolution, that is, the discovery of Nicolaus
Copernicus that the center that the center of the universe
was the sun and not the Earth, is one of the most
controversial yet significant discoveries of all time. It was
revolutionary and bold because it dared to contradict the
Bible as well as then-considered fundamental truths. But it
was a breakthrough that triggered major changes in the field
of science, philosophy, theology, and education.

15. Most evident was its contribution to scientific and
technological advancement. What was not as
apparent was how it paved the way for people to also
shift mind-sets from a religious perspective to a more
evidence-based model of disability called the
biomedical (medical) model. Here, PWDs are seen as
persons who are ill and meant to be treated or ‘’
made more normal.’’ (Olkin 1999 as cited in Retief and
Letsosa 2018: 2-3) wrote

16. ‘’Disability is seen as a medical problem that resides
in the individual. It is defect in or failure of a bodily
system and as such, is inherently abnormal and
pathological. The goals of intervention are cure,
amelioration of the physical condition to the greatest
extent possible, and rehabilitation (i.e., the
adjustment of the person with disability to the
condition and to the environment). 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’’ (p. 26).

17. Whereas the moral/religious perspective sees
disability as something permanent, the biomedical
(medical) model considers disability as a ‘’glitch’’ the
PWD is born into, which needs assessment and fixing.
While Oliver (1990) refers to the model as the
individual model, Nankervis, 2006 as person’s level of
deficiency ‘’compared to a normative state’’ (Jackson
2018). Such a perspective pushes forth the idea that
PWDs have problems. It also reinforces the notion
that those ‘’without disabilities’’

18. ‘(i.e., the able-bodied or typically
developing) are superior than those with
disabilities, and that they have a primary
responsibility over the welfare of the
disabled. 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 this day (see figure 2.2).

20. C. The Functional/Rehabilitation Model
The scientific breakthroughs experienced from the time of
Copernicus up until the early 1900s brought about changes in all
aspects of life, including warfare and the concept of power. When
War World I happened, communities witnessed perfectly healthy
people leave to serve the country only to come back disabled
physically, neurologically, or mentally. It was then that people
started to realize that not all disabilities are inborn. 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).

21. 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. The main difference between the two models is in
the concept of habilitation and rehabilitation. 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. On the other hand, the 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.

22. D. The Social Model

23. What we need to understand about models and
frameworks is that they have a strong yet subtle way of
influencing a person’s belief, behavior, and values system. For
example, a Filipino born and raised in the United States who
comes to the Philippines would most likely act more American
than Filipino, not because he resists his roots but because of
his exposure to Americans, not Filipinos. He may not have
been raised this way intentionally but constant interaction
with others of a particular culture can strongly influence a
person’s way of life.

24. 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. According to
the sociological response, disability occurs as a result of
society’s lack of understanding of individual difference. PWDs
are seen as disabled not because they are not deficient but
because society ‘’insists’’ they are deficient and
disadvantaged. Norms, after all, are determined by society.

26. E. Rights-based Model
and
Twin Track Approach

27. The right – based model of disability is a framework that bears
similarities with the social model. Although most practitioners see the
two as one at the same, Degener (2017 in Retief and Letsosa 2018)
argues their nuances. While the social model reiterates social factors
and dynamics that form our perception of disability, the right – based
model ‘’moves beyond explanation, offering a theoretical framework
for disability policy that emphasizes the human dignity of PWDs’’
(Degener 2017: 43). It immediately recognizes PWDs vulnerability and
tries to address this by upholding and safeguarding their identities and
rights as human beings. Moreover, while ‘’ the social model is mostly
critical of public health policies that advocate the prevention of
impairment, the human rights model recognizes the fact that properly
formulated prevention policy may be regarded as an instance of human
rights protection for PWDs’’ (Degener 2017:52).

28. There are four key factors directly involve in such
a model:
(1) the government as duty-bearers,
(2) the child as the right-holders,
(3) the parents not only not only as duty-bearers
but also as representative of the child,
(4) the teachers, both as rights-holders and duty-
bearers .

29. At best, 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 opinion 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 program in case
additional support is needed (Chassy & Josa 2018).

30. 4Q + 6Q
=
THANK YOU
AND
GOD BLESS