ADDRESSING DIVERSITY

THROUGH THE YEARS:

SPECIAL AND INCLUSIVE
EDUCATION

PREPARED BY:
BAI SAGUIRA A. MALIK, MAST
Course Instructor
OBJECTIVES
• At the end of the chapter, you will be able to:
❑Create safe, Inclusive and culturally responsive learning
environment for students with additional needs;

❑Use knowledge of generalized and specialized curricula to

individualize learning for students with additional needs; and

❑Demonstrate reflective thinking and professional self– direction.

TOPICAL OUTLINE
1. MODELS OF DISABILITY
• Concepts of disability has been existence for ages.
• Bible chronicles revealed the presence of persons who are
blind.
• Cultural narratives like “The Hunchback of Notre Dame” and
“Kampanerang Kuba” depict disability as a source of
fear and ridicule.
• Philippine history has records of Apolinario Mabini with a
physical impairing condition called poliomyelitis.
*********Disability cuts across countries, cultures, and timelines
❖How PWD 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.
❖PWDs were seen as social threats capable of contaminating
an otherwise pure human species
❖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 sociocultural contexts.
The evolution of models of disability
Several purposes of models of disability
1. They provide definition of disability.
2. They offer explanation of causal and responsibility attribution.
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 insight on how prejudice and discrimination
occur.
A. THE MORAL/RELIGIOUS MODEL
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 one self endurance ,resilience and
piety
• Disability as either a blessing or a curse. It is characterized by
the notion of charity and caretaking.
• Can cause not just the isolation of PDWs but the exclusion of
the entire family unit from communal events.
• For those who view disability as a blessing, disability either
becomes one’s ticket to heaven or an opportunity toward
character development.
• Some cultures who ascribe this model may also lean toward a
type of mystical narrative.
B. BIOMEDICAL/INDIVIDUAL MODEL
B. BIOMEDICAL/INDIVIDUAL MODEL
• Copernican Revolution is the discovery of Nicolaus
Copernicus that the center of the universe was the
sun and not the Earth.
• It contradict the Bible and considered fundamental
truth.
• It paved way for people to change their mindset from
religious perspective into more evidence-based model
of disability.
• This model sees PWDs as person
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.
• First special schools were built.
C. FUNCTIONAL/REHABILITATION
MODEL
C. FUNCTIONAL/REHABILITATION MODEL

• It is quite similar to the biomedical model in that it sees PWDs

as having deficits.
• Its differences is that in the concept of habilitation and
rehabilitation.
• This model together with the dawn of clinic– based
assessments in the 1960s onward shows how much society has
placed value on convention, performance and achievement.
• 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.
D. The SOCIAL MODEL
D. THE SOCIAL MODEL
• Mike Oliver 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
• It became society’s reaction to how the biomedical medical
viewed disability.
• Its principle of disability is that disability is a social construct,
where standards and limitations that society places on specific
groups of people are what disable a person.
E. RIGHTS-BASED MODEL AND TWIN TRACK
APPROACH
 E. RIGHTS-BASED MODEL AND TWIN TRACK
APPROACH
• Rights-based model is a framework that bears similarities with
the social model.
• Rights-based model moves beyond explanation, offering a
theoretical framework for disability policy that emphasizes the
human dignity of PWDs.
• Rights– based approach to education ensures that all energies
are devoted to the realization of each learner’s right to
education.
Four key factors directly involved in rights-based
approach

The government as duty-bearer

The child as the right-holder

The parents as representatives of the child, and

The teachers, both as rights-holders and duty-bearers

x
• Twin Track Approach
which combines the
social model and the
rights– based model. It
allows for holistic
changes to occur, with
the option of promoting
individual needs
whenever necessary.
II. What is Special
Needs Education?
 II. What is Special Needs
Education?

• The action or process of teaching someone especially in school,

college or university – Merriam Webster
 II. What is Special Needs
Education?

• Special Needs Education is education for students with

disabilities , in consideration of individual with education needs,
which aims at full development of their capabilities and their
independence and social participation.
 II. What is Special Needs
Education?

• According to Frensky (2014), “the real goal of education is

becoming-becoming a ‘good person’ and becoming a more
capable person that when you started”.
II. What is Special Needs
Education?

[Link]
 II. What is Special Needs
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)
Universal Declaration of Human Rights 1948 – there have
already been worldwide declarations on children and their right
to be educated.
In 1990, EFA (Education for All) stated that all children must
access to complex, free, and compulsory primary education.
 Guidelines for Inclusion (UNESCO, 2005)
1. A never– ending search to find better ways to respond to diversity
2. Involve preventive dimension in identifying and removing potential
barriers (collecting, collating and evaluating information) for improving
policy and practice
3. About the presence, participation, and achievement or learning
outcomes of all types of students
4. Puts particular emphasis on learners who may be at risk of
marginalization, exclusion and underachievement
 Inclusive Education practices by Booth and Ainscow (2002)
A. Valuing all students and staff equally
B. Increasing participation of students in, and reducing their exclusion from
culture, curricula and communities of local schools
C. Restructuring the cultures, policies, and practice in schools so 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”
 continuation…
E. Learning from attempts to overcome barriers to the access and
participation of particular students wot make changes for the benefits of
students more widely.
F. Viewing the difference between students as resources to support learning,
rather than problems be overcome.
G. Acknowledging the right of students to an education in their locality
H. Improving schools for staff as well as for students
 continuation…
I. Emphasizing the role of schools in building community and developing
values, as well as in increasing achievement
J. Fostering mutually sustaining relationships between schools and
communities
K. Recognizing that inclusion in education is one aspect of inclusions in
society.
IV. THE 2030 AGENDA
 IV. THE 2030 AGENDA
• “every learner matter and matters equality” – UNESCO
2016:12, 2005
• Sustainable Development Goals (SDGs) are considered
roadmaps or blueprint that were develop by the United Nations
a better sustainable future for everyone.
• It consists of 17 goals for the year 2030; each addressing one
specific area of development.
• SDG4: “Ensures inclusive and equitable quality education and
promote lifelong learning opportunities for all”
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.
• Administrative Order 35 (2022)- National Disability Prevention
and Rehabilitation (NDPR Week) every 3rd week of July
• Guidelines in the Admission of Students with Diabilties in Higher
Education and Post-Secondary Institutions in the Philippines
(2004)
Philippine Laws for PWDs (Pangalangan &Litong, 2014)
• 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
Philippine Laws for PWDs (Pangalangan &Litong, 2014)
• 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 of 2013-
2022 as the Philippine Decade of “make the Right Real” for
PWD
Philippine Laws for PWDs (Pangalangan &Litong, 2014)
• RA 10524 (2013)—Amendment of RA 7277 (Expanding the
positions Reserved for PWDs)
✓1% of all government agencies, offices, corps shall be reserved
for PWDs
✓Private companies with over 100 employess 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
✓Inclusion of funeral services
Philippine Laws for PWDs (Pangalangan &Litong, 2014)
• Civil Service Commission MC No. 20s,. 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.
Reference ..
• Halal, C. etal. (2020). Foundation of Special and Inclusive Education. Manila, PH: Rex Book
Store.