Special and Inclusive Education

1. Foundations of Special
and Inclusive Education

2. Understanding Diversity
I - Definition
1. Latin: divertere which means turn
away, separate, oppose,
2. Collins dictionary: state or quality
of being different or varied, variety
assorted,
3. UNESCO: people’s differences which may relate to their race, ethnicity,
gender, sexual orientation, language, culture, religion, mental and physical
ability, class, immigration status (unesco, 2017)

3. II - Loden’s Diversity Wheel
*Marilyn Loden developed a framework to respond to the flourishing divergence in
America’s labor force
*the framework will capacitate people to make their voices heard by pointing to their
diversity and its impact on their person, rights, freedom
*they published the book: Workforce America! Managing Employee Diversity as a Vital
Resource
*Loden recognized the demand for an instrument that would help people better understand
how group-based differences influence people’s social identities
*the research led them to maximize the workforce of a diverse group of people, manage
diversities as assets to develop productive working relatioships
*there are components in the Diversity Wheel which played significant roles in building
character and form stereotypes

4. Loden Diversity Wheel
Inner Layer
Outer Layer
*spiritual beliefs
*work experience *class
*family status
*first language *gender
*work style *physical abilities &
*military experience characteristics
*organizational role *age, ethnicity
& level *race, income, sexuality
*geographic location
*education
*political beliefs *cognitive style *communication style
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5. A. How to use the Diversity Wheel
*useful in explaining how group-based differences contribute to individual identities
*it encourages people to talk and discuss with each other and generate new points of view
among each one in the group
B. The Diversity Wheel (Loden Model)
*define each factor in the two dimensions of the Diversity Wheel

6. Activity: Loden Model of Diversity Wheel
Primary Secondary

7. III – Ability (and Disability) As A Dimension of Diversity
*ability refers to the possession of the qualities required to do something, necessary skill
or competence or power
*disability is defined by WHO as the umbrella term for impairments, activity
limitations, participation restrictions, refreshing to the negative aspects of the interaction
between an individual (with health conditions) and that individual’s contextual factors
(environmental and personal factors).
*disability is not only a health issue but also an issue that affects a person’s state in life
and the environment he/she is in.
*a person with disability is one who has a physical or mental impairment that
substantially limits one or more major life activity
*a person’s disability makes him/her a unique individual who is, at times, shunned from
places and activities

8. Who are they?
*acknowledge as part of the spectrum of diversity
*recognize as human beings
*no discrimination against persons with disability
*accord their rights
*disabilities are seen as natural part of life and natural part of diversity
*persons with disabilities need to be perceived and accepted as people with distinct abilities
*create avenues to make them participate in difference productive activities in society

9. IV – Dilemma of Diversity
A.
*discrimination
*stereotyping
*denied of promotion, opportunities
*shunned away
*unequal opportunities
B. Efforts to Promote diversity
*promote diverse ways to think and do things
*innovative thinking
*differentiated instruction in teaching
*government acknowledges diversity as integral part of the system

10. Circles of My Multicultural Self

11. Instructions
*place your name in the center of the structure above
*write in each of the satellite circles an identifier or descriptor that you feel is
important in defining you. This may include anything like: Asian, American,
female, mother etc etc
Then….
*share a story about a time you were especially proud to identify yourself with
one of the descriptors you used above
*share a story about a time it was especially painful to be identified with one
of your identifiers or descriptors
*name a stereotype associated with one of the groups with which you identify
that is not consistent with who you are
*Fill in the following sentence: I am (a/an) ____________________but I am
not (a/an) ________________________.

12. Addressing DIVERSITY through the years
(special and inclusive education)
This chapter is about:
*special needs and inclusive education from historical and philosophical contexts
*willingness and commitment are important elements to become a special needs
and inclusive teacher
*diversity is a natural part of every environment and must be perceived as a given
rather than an exception

13. What we hope to learn from this lesson?
*ability to create a safe, inclusive, and culturally
responsive learning environment for students with
additional needs
*ability to use your knowledge and specialized
curricula to individualize learning for students with
additional needs, and
*ability to demonstrate reflective thinking and
professional self direction

14. Models of Disability
*discussion:
-disability has been existent for ages
-the Bible also has many stories of disability of people
in different situations, circumstances
-in movies, we saw showcase of disability such as:
hunchback of notre dame; kampanerang kuba
-our history also recorded disability through Apolinario
Mabini who had a problem in walking, and many other
stories

15. How the PWD were treated before?
*people formed opinions and reactions toward disability in a similar pattern
*when deviants were identified…..segregation, exclusion, isolation and
other forms of violence and cruelty followed.
*these practices were evident in all aspects of community: living spaces,
health care, education, work
*PWDs before were considered as social threat capable of contaminating an
otherwise pure human species (Kisanji 1999)
*some people saw them as menaces, while others treated then 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 (Wolfensherger 1972)
*at worst, they were killed or treated as subhumans devoid of any rights.

16. Sociology
-reminds us that human behaviour must always be studied in
relation to cultural, historical, and socio-structural contexts
-we should 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 belief and values system
Figure 2.1 The evolution of models of disability

17. Why study Models of Disability? (Smart’s study, 2004)
-provide definition of disability
-offer explanations of causal and responsibility attributions
-they are based on perceived needs
-they inform policy
-they are not value-neutral
-they define academic disciplines that that focus o disability
-they shape the self identity of PWDs
-they can provide insights on how prejudices and discriminations occur
***the last statement is powerful in helping us see how, to a certain
extent, society is unconsciously led to respond to disability

18. A. Moral/Religious Model
*situation: the fall of the Western Roman Empire on 1800s
: the rise of Renaissance age and age of discovery
: the church was the most influential institution/figure 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 the PWDs
*treatment of PWD
: parents who bore children with disability were seen from within a
spectrum where at one point: God punished them for a sin within
needed to be atoned;
: on another point – He blessed the family by giving them a precious gift
that only they could care for
***disability was seen as a test of faith and an opportunity to redeem oneself through
endurance, resilience, and piety (Niemann 2005 as cited in Retief & Letsosa 2018)

19. *moral/religious model of disability sees disability as either a blessing or a curse
*it is characterized by notions of charity and caretaking
*Jackson(2018) noted 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.
For moral/religious model of disability:
-disability is equated with the sin, evilness or spiritual ineptness of either the
PWD or of a PWD’s family member (Rimmerman 2013 as cited in Retief and
Letsosa 2018)
-some cultures who ascribe to a moral/religious model of disability may lean
toward mystical narrative.
-their belief: disability may impair some senses yet highten others, thereby
“granting him or her special abilities to perceive, reflect, transcend, be
spiritual (Olkin 1999 as cited in Retief and Letsosa 2018)

20. The responses:
*some countries erected asylums for the mentally ill, retardates,
degenerates, and defectives (Jakcson 2018)
*segregated residential schools and workhouses with dormitories
located miles away from town centers were also built

21. B. Biomedical/Individual Model
***scenario: Copernican Revolution (Nicolaus Copernicus)
- the most controversial yet significant discoveries of all time
- the discovery contradicted what the Bible says about the earth
- it was breakthrough that triggered major changes in science, philosophy
theology and education
- it contributed to the scientific and technological advancements
- the discovery paved the way for people to shift mind sets from religious
perspective to more evidence based model of defining disability to what
we call : biomedical/individual model
- center of the universe was the sun, not the earth

22. What is Disability?
-is a medical problem that resides in the individual
-is a defect in or a failure of a bodily system and as such, it is
inherently abnormal and pathological
-it is considered as a “glitch” the PWD is born into, which needs
assessment and fixing
-Oliver (1990) refers to the model as individual model
-Nankervis (2006) as cited by Jackson (2018) describes PWD as
having problem and reinforces the idea that those without
disabilities are superior and that they have a primary responsibility
over those with disability.
-impairments and chronic illness often pose real difficulties but
they are not the main problems

23. C. Functional/Rehabilitation Model
-the discoveries of Nicolaus Copernicus brought about changes in the
society and in personal life, including warfare and concept of power
-World War I have witnessed perfectly healthy people serve their country
and returned home DISABLED physically, neurogically or mentally
-this situation made the people realize that not all disabilities are inborn
-so physical and occupational therapies started soon became prevalent
for rehabilitation for much of the service related injuries and disabilities
How is disability considered?
-disabilities are deficits so there is a need to undergo rehabilitation or
other forms of intervention from therapists, counsellors, and the like
with the aim to integrate them in the society once cured or healed.

24. The difference between BIOmedical and Functional Model
***habilitation vs. rehabilitation
-biomedical suggests habilitation which refers to help given to
those whose disabilities are congenital or manifested early in life
in order to maximize function
-functional model prefers rehabilitation which refers to
assistance given by professionals to those who have an acquired
disability in the hope of gaining back one’s functionality.

25. ***biomedical and rehabilitative models, at the dawn of clinic
based assessments in 1950s onward, showed how much society
placed value on convention, performance and achievement.
-those who performance does not fall within the standards are
considered different and deficient.
-these people are shunned by society
-in schools, these people are transferred to schools that are more
capable to offer specialized type of education (Clough in Clough
& Corbett 2000)
-in workplaces, these people are refused, segregated
-in society, these people become easy targets of pity, recipients
of charitable work, perceived as inferior
*both promote an expert – client type of relationship between
the non disabled and the disabled.

26. D. Social Model
-the term “social model” was coined by Mike Oliver, a lecturer back in the
1980s
-the model believes that disability occurs as a result of society’s lack of
understanding of individual differences
-PWD are seen as disabled not because they are deficient but because
society insists they are deficient and disadvantaged as described by
society’s norms
***Prof. David Pfeiffer challenged the concepts of Norms
What does WHO say about impairment and disability?
*impairment is any loss or abnormality of psychological or anatomical
structure of function
*disability is any “restriction” or lack of ability to perform an activity in the
manner or within the range considered normal for a human being

27. *social model reiterates that impairment should be seen as a normal
aspect of life and when it happens, it should not cause a stir
*society must anticipate ahead possible impairment occurrences so as
not to disable anyone
*Kapan (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
===================================
-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 abilities in learning” (Kauffman & Hallahan 2005)
-acknowledging learner differences, the essence of special education
lied in its goal to educate a certain population of students, especially
those in the tail ends of a normal statistical distribution of performance
(Thomas & Loxley 2001)

28. III – Why Inclusion
***inclusive education is an educational practice that places the
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)
***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 in society
***year 1948 there have been worldwide declaration on the
children right to education spelled out at the United Nations
Convention on the Rights of the Child 1989)
-many countries banded together for the declaration of “education
for all” in 1990.

29. ***1993, UN Standard Rules on the Equalization of Opportunities for
Persons with Disabilities was created – it affirmed the declaration of
children’s right to education
***it also specified the importance of providing education in integrated
general school
***The Salamanca Statement and Framework for Action on Special needs
Education (1994)
>these directive served as foundation for other initiatives
*World Education Forum Framework for Action (2000)
*Millenium Summit of the United Nations (2000)
*EFA Flagship on the Rights to Education for PWDs in2001
*UN Disability Convention in 2005
*UN Convention on the rights of PWD in 2006
*Education 2030 Framework for Action following the 2030 Agenda for Sustainable
Development

30. 4 key points of UNESCO’s guidelines for Inclusion (2005)
*that INCLUSION is a process, that is “a never ending” search to find
better ways to respond to diversity
*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
*that inclusion is all about the “presence, participation, and
achievement” or learning outcomes of all types of students
*that inclusion puts “particular emphasis on learners who may be at risk of
marginalization, exclusion, or underachievement” and therefore must be
monitored and represented in the inclusion process.

31. Inclusion in Education involves:
*valuing all students and staff equally
*increase the participation of students in; and reducing their
exclusion from, the culture, curricula, and communities of local
schools
*restructuring the cultures, policies, and practices in schools so that
they respond to the diversity of students in the locality
*reduce the barriers to learning and participation for all students,
not only those with impairments or those who are categorized as
“having special educational needs”
*learning from attempts to overcome barriers to the access ad
participation of particular students to make things for the benefit
of students more widely
*view the difference between students as resources to support
learning, rather than problems to be overcome

32. *acknowledge the right oof students to an education in their
locality
*improve schools for staff as well as for students
*emphasizing the role of schools in building community and
developing values, as well as in increasing achievement
*fostering mutually sustaining relationships between schools and
communities
*recognizing that inclusion in education is one aspect of inclusion
in society