Chapter 2: Addressing Diversity

Through the Years

Lara Jessa F. Macaraeg
Introduction to Special and Inclusive
Education
Models of Disability
What is Special Needs Education
Why inclusion?
The 2030 Agenda
Objectives

• At the end of this chapter, the student should be able to:

• Identify the different models of disability
• Define Special and Inclusive Education
• Determine the MVG of Special Education
• Differentiate Special Education from Inclusive
Education
• Synthesize the 2030 Agenda
Evolutions of Models of Disability
5th to 8th Early 1900s- 1970s
1500s-1600s
Century 1970s Onwards
• Post-Modern
• Moral/ • Functional/ Times
• Copernican/
Religious Rehabilitatio • Social Model
Scientific
Model n Model Rights-Based
Revolution
• Medieval • Medieval Model
• Biomedical
Times/Age of Times/Age of • Twin-Track
Model
Discovery Discovery Approach
Importance of Models of Disability
(Smart, 2004)

• They provide definitions of diversity

• They offer “explanation of causal and responsibility attributions”
• They are based on the “perceived needs”
• They inform policy
• They are not “value-neutral”
• Define the academic discipline that focus on disability
• They “shape self-identity of PWDs”
• They can provide insight how prejudices and discrimination occur
Models of Disability: Moral/Religious
(Niemann 2005 as cited in Retief and Letosa, 2018)

• Medieval age (AD 476),

• Fell of Western Roman Empire
• Rise the Renaissance age and Age of Discovery
• Church was one of the most influential figure of this time.
• The idea of God as an all-powerful being was so strong in man’s
consciousness that it affected the way society treated PWDs.
• Families with disabled member/s are believed to be punished by God
because of their sins.
• Families with all abled member/s are blessed with precious gift of children
with abilities.
• The middle ground was to see disability as a test of faith and an
opportunity to redeem oneself through endurance, resilience, and piety.
Models of Disability: Moral Religious
Jackson (2018); McClure (2007)

• Disability as either a blessing or a curse.

• Disability is characterized by notions of charity and caretaking.
• Protection is a primary concern for the community as there is an
instinct to protect both PWDs for their vulnerability and the
economic social order which might be disrupted by “deviant
members” of society.
• Biblical scripture would refer to person with chronic illnesses like
leprosy as unclean, while those considered demonically possessed
may actually have had mental illness.
Models of Disability: Moral/Religious

• Sin
• Evilness • PWDs isolation • Disability as a • One’s ticket to
and the entire heaven or an
• Spiritual blessing
family unit’s opportunity
ineptness exclusion from toward
communal character
events development

• Core Response:
• Disability may lean toward a type of mystical narrative: it may impair Segregated
some senses yet heighten others, thereby “granting him/her ‘special institutions
abilities to perceive, reflect, transcend, be spiritual’” where PWDs
could kept.
Models of Disability: Biomedical/Individual

• The discovery of Nicolaus Copernicus that the center of the

universe was the sun, not the earth was considered revolutionary
and bold because it dared to contradict the Bible, the “then-
considered” as the fundamental truths.
• It paves way for people to also shifts mind-sets from a religious
mindset from religious perspective to a more evidence-based
model of disability.
• PWDs are seen as person who are ill and meant to be treated or
“made more normal”
Models of Disability: Biomedical/Individual

• Disability is seen as a medical problem that resides in the

individual.
• Defect in or failure of bodily system
• Inherently abnormal and pathological
• The goal of intervention are cure, amelioration of the physical
condition to the greatest extent possible, and rehabilitation.
• PWDs 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.
Models of Disability: Biomedical/Individual

MORAL/RELIGIOUS BIOMEDICAL/INDIVIDUAL
Disability is something Disability as a “glitch” the PWD is born into which needs
permanent. assessment and fixing.
Oliver (1990) refers to this model as the individual model,
because it was describe to be a normative based on a person’s
levels of deficiency “compared to a normative state”
These ideas pushed forth the idea that PWDs have problems.
It also reinforces the notion that those “without disabilities” are
superior than those with disabilities, and that they have a
primary responsibility over the welfare of the disabled.
Disability as curse or Disability are inherent, inborn, and innate.
caused by demonical
possession.
Models of Disability: Functional/Rehabilitation

• The scientific breakthroughs experienced from the time of Copernicus

up until the early 1900s brought about changes n all aspects of life,
including warfare and the concept of power.
• WW I, opens the concepts that not all disabilities are inborn.
• Physical and Occupation rehabilitation became prevalent models of
rehabilitation.
• It quite similar to the biomedical model in that it sees that PWD as
having deficits.
• Deficits then justify the need to undergo rehabilitative intervention such
as therapies and counseling.
Models of Disability: Functional/Rehabilitation

Biomedical Functional/Rehabilitation
Habilitation- refers to help given to those Rehabilitation- refers to the assistance
disabilities are congenital or manifested given by professionals to those who have an
very early in life in order to maximize acquired disability in the hope of gaining
function. back one’s functionality.

Brought the idea of clinical-based assessments in the 1950s and its proliferation during the
1960s on ward; putting so much value to convention, performance, and achievement.

Anyone whose performance does not fall within the norm of a population is automatically
deemed different and deficient

PWDs are recipients charitable works, they are shunned by the people, segregated in the
workplace and denied for opportunities
Models of Disability: Social Model coined by Mike Oliver (1980)

• Highlights the subtle influence of social life in person’s beliefs,

behaviors, and value systems.
• Constant interaction with others of a particular culture can
strongly influence a person’s way of life.
• Disability occurs as a result of 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.
• Disability is a social construct, where standards and limitations
that society places on specific groups of people are what disable
person.
Models of Disability: Rights-Based Model and
Twin Track Approach

• Is a framework that bears similarities with social model.

Rights-Based Model
Move beyond explanation, offering a theoretical framework for disability policy
that emphasizes the human dignity 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 education. It is built on the principle that
education is a basic human right and therefore all must have access to it.
Models of Disability: Rights-Based Model and
Twin Track Approach

• Four key actors in Rights-Based

Model Twin Track Approach
Combines the social model and the rights-based
1. The government as duty- model and allows for holistic changes to occur, with
bearers the option of promoting individual needs whenever
necessary.
2. The child as the rights-holder
3. The parents not only as duty- In education this would mean; allowing PWD’s to join
the mainstream, yet be given opportunities for
bearers but also as disability-specific programs in case additional support
representatives of the child is needed.
4. The teachers, both as rights-
holders and duty-bearers
 What is Special Education?

• Meriam-Webster Teaching-Learning Process

Online (ND)
defines Educated at home by
educations as their parents: preschool Elementary, Secondary,
w/c prepares them for a
“the action or more formal, systematic,
Tertiary School; people
process of and rigorous type of attempt to understand the
world through various
teaching someone learning
subjects and knowledge
especially in a through singular teaching
school, college or strategies.
university.”
What is Special Education?
Prensky (2014); Littky & Grabelle (2004)

• The real goal of education is BECOMING- becoming a good

person and becoming a more capable person than when
you started.
• Education is not filling of a pail, but lighting of a fire. Education
itself has to be
• Education addresses four aspects of learnings: available and
accessible to
1. Learning in order to know
all.
2. Learning in order to do
3. Learning so we can live harmoniously with others
4. Learning in order to be
What is Special Education?

• Special Education is governed by federal law in most educational

jurisdiction. Under the Individuals with Disabilities Education Act
(IDEA), Special Education is defined as:

• Specially designed instructions, at no cost to parents, to meet the unique

needs of a child with a disability.
• Is in a place to provide additional services, support, programs, specialized
placements or environments to ensure that all students’ educational needs
are provided.

• Special needs are basically be addressed with Special Education.

The IDEA in the USA

• The types of 5. Hearing Impairments

exceptional/disabilities are 6. Mental Retardation
clearly identified in the
jurisdiction's law surrounding 7. Multiple Disabilities
special education. 8. Orthipedic Impairments
• The 13 categories under IDEA 9. Other Health Impairements
include:
10.Specific Learning Disabilities
1. Autism
11.Speech and Language
2. Deaf or Blindness Impairments
3. Developmental Delays 12.Traumatic Brain Injury
4. Emotional Disturbances 13.Visual Impairments
 Gifted and Talented

• Are viewed as exceptional under IDEA.

• Some of the needs of learners in this area cannot always be met
through regular instructional and assessment practice.

Individual Education Plan/Program (IEP)

• It includes goals, objectives, activities, and any additional
supports needed to ensure the child reaches his/her maximum
educational potential.
To be continued…..