Foundation of Special and Inclusive Education

1. ADDRESSINGDIVERSITYTHROUGH
THEYEARS:
SPECIAL AND INCLUSIVE EDUCATION
CHAPTER 2

2. INTRODUCTION
This chapter shall allow you to look at Special
Needs and Inclusive Education from historical
and philosophical contexts. 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 exception.

3. OBJECTIVES
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 for students with
additional needs: and
3. The ability to demonstrate reflective
thinking and professional self-direction.

4. MODELS OF
DISABILITY
 The concept of disability has been
existent for ages.
 Clearly, disability cuts across countries,
cultures, and timelines.
 In earlier times, PWDs were seen as
social threats capable of contaminating
an otherwise pure human species
(Kisanji 1999).

5. 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 “explanations of causal and
responsibility attributions”,
(3) they are based on “perceived needs,”
(4) they inform policy,
(5) they are not “value-neutral,”
MODELS OF
DISABILITY

6. (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.
MODELS OF
DISABILITY

7. A. Moral/Religious Model
 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.
 Such perspectives are rooted in a moral or
religious model of disability, which sees
disability as either a blessing or a curse.
 It is considered the oldest model of disability and
is evident in many religious traditions.
MODELS OF
DISABILITY

8.  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.
 On the other hand, others view disability as a
blessing and one’s ticket to heaven.
 For the most part, the core response to this model
was the establishing of segregated institutions
where PWDS could be kept.
MODELS OF
DISABILITY

9. B. The Biomedical/Individual Model
 "Disability is seen as a medical problem that
resides in the individual. (Olkin 1999 as cited in
Retief & Letsosa 2018:2-3)
 Moral/religious perspective sees disability as
something permanent while the biomedical
(medical) model considers disability as a glitch
the PWD is born into, which needs assessment
and fixing.
 Oliver (1990) refers to the model as the
individual model.
 Nankervis (2006) describes it to be a normative
model based on a person’s levels of defciency.
MODELS OF
DISABILITY

10. C. The Functional/Rehabilitation Model
 The functional/rehabilitation model is quite
similar to the biomedical model in that it sees the
PWD as having deficits.
 The main difference between the two models is in
the concept of habilitation and rehabilitation.
 It was then that people started to realize that not
all disabilities are inborn.
 These deficits then justify the need to undergo
rehabilitative intervention such as therapies,
counseling, etc.
MODELS OF
DISABILITY

11. D. The Social Model
 The social model sees ‘disability’ is the result of
the interaction between people living with
impairments and the environment.
 According to the sociological response, disability
occurs as a result of society’s lack of
understanding of individual differences.
 The underlying principle of the social model of
disability is that disability is a social construct,
where standards and limitations that society
places on.
MODELS OF
DISABILITY

12. E. Rights-Based Model and Twin Track Approach
 The rights based model of disability is a framework
that bears similarities with the social model.
 It immediately recognizes the PWDS’ vulnerability
and tries to address this by upholding and
safeguarding their identities and rights as human
beings.
 Rights based approach to education ensures that
all energies are devoted to the realization of each
learner’s right to education.
MODELS OF
DISABILITY

13. There are four key actors directly involved in such
a model:
(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 (Van den Brule-Balescut & Sandkull
2005).
MODELS OF
DISABILITY

14.  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.
MODELS OF
DISABILITY

15.  Historically, Special Education has been regarded as
“ an attempt to increase the fairness of universal
public education for exceptional learners because
there are “those with special difficulties or
extraordinary educate abilities in learning”
(Kauffman & Hallahan2005).
 Acknowledging learner 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
What is
SPECIAL
EDUCATION?

16.  In other words, Special Education tries to ensure
that those perceived to have difficulties learning
will be taught, albeit in a different way.
 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.
What is
SPECIAL
EDUCATION?

17. Why
INCLUSION?
 Inclusive education is an educational practice
that places students with disabilities in the
general education classroom.
 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).

18.  Education for All (EFA) stated that all children
must have access to complete, free, and
compulsory primary education. (1990)
 UN Standard Rules on the Equalization of
Opportunities for Persons with Disabilities
(1993) – It is in this standard set of rules that
each child’s right to education was affirmed.
 The Salamanca Statement and Framework for
Action on Special Needs Education (1994),
reiterated that schools should accommodate all
children, including the disabled, the gifted, and
the marginalized.
Why
INCLUSION?

19.  Guidelines for Inclusion (2005) published by
UNESCO enumerates four key elements:
(1) that inclusion is a process
(2) inclusion involves a preventive dimension
(3) inclusion is all about the “presence,
participation, and achievement “ or learning
outcomes of all types of students; and
(4) inclusion puts “ particular emphasis on
learners who may be at risk of marginalization,
exclusion, or underachievement
Why
INCLUSION?

20.  According to (Booth and Ainscow 2002), inclusive
in Education Involves:
A. Valuing all students and staff equally.
B. Increasing the participation of students in; and
reducing their exclusion.
C. Restructuring the cultures, policies, and
practices in schools.
D. Reducing barriers to learning participation for
all students.
E. Learning from attempts to overcome barriers to
the access and participation of particular students.
Why
INCLUSION?

21. F. Viewing the difference between students as
resources in support learning, rather than
problems to be overcome.
G. Acknowledging the rights of students to an
education in their locality.
H. Improving schools for staff as well as for
students.
Why
INCLUSION?

22. I. Emphasizing the role of schools in building
community and developing values, as well as an
increasing achievement.
J. Fostering mutually sustaining relationships
between schools and communities.
K. Recognizing inclusion in education is one aspect
of inclusion in society.
Why
INCLUSION?

23. The 2030
AGENDA
 The goal for inclusion is for every fabric of society
to embrace diversity.
 The SDGs are considered road maps or blueprints
that were developed by the United Nations to
ensure a better and sustainable future for
everyone.
 SDG 4: “Ensure inclusive and equitable quality
education and promote lifelong learning
opportunites for all.”

24.  •Philippine Laws for PWDs (Pangalangan &
Litong, 2014)
 BP 344 (1983) — Accessibility Law
 RA 7277 (1992) — Magna Carta for Disabled
Persons
 Administratve Order 3S (2002) — National
Disability Prevention and Rehabilitation (NPOR
Week)
 Guidance in the Admission of Students with
Disabilities in Higher Education and Post
Secondary Institutions in the Philippines (2004)
The 2030
AGENDA

25.  RA 9242 (2007) — Amendment of RA 7277
(Privileges to PWDs)
 NCDA Administrative Order No. 001, s 2018 -
Guidelines on the Issuance of PWD ID Cards
relative to RA 9242
 RA 10070 (2019) — Amendment of RA 7277
 RA 10366 * 2013) — Accessible Polling Places for
PWDs and Senior citizens
 Proclamation No. 677, s.2013 — Declaring the
period of 2013-2022 as the Philippine Decade of
“Make the Right Real” for PWDs.
The 2030
AGENDA

26.  RA 10S24 (2013) — Amendment of RA 7277
(Expanding the Positions Reserved for PWDs)
 RA 10754 (2016) — An Act Expanding the Benefits
and Privileges of PWDs .
 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.
The 2030
AGENDA

27. GROUP
2
LEADER: CAÑARES, Ma. Salve C.
MEMBERS: DELOS SANTOS, Emy Rose
DEMORIN, Stephen H.
ENOLVA, Kristoff James B.
ESTILLER, Joshua C.