CHAPTER 2

OVERVIEW:

ADRESSING DIVERSITY THROUGH THE YEARS:

SPECIAL AND INCLUSIVE EDUCATION

INTENDED LEARNING OUTCOME

At the end of the chapter you will be able to;

1. Explain the meaning of special and inclusive education.
2. Discusses the history of inclusion and special education;
3. Analyze diversity challenges and consider inclusive practices in line with the
2030 Agenda.

PREPARATION

What to do: What’s in the Word Cloud?

Instructions: The teacher will provide words that are related to their given
topic. Note I’ll give you only 5 seconds to glance the picture. The goal of this
activity is to energize the students while giving hints about the topic.
 Question:
After you see those words, what could be our topic today?

PRESENTATION

What you will learn:

I. Definition
Special education
• Special education refers to a range of services that help kids with disabilities
learn.
• It’s not a “one size fits all” approach — special education is tailored to meet
the needs of individual kids.
• Special education serves children with emotional, behavioral,
or cognitive impairments or with intellectual, hearing, vision, speech, or
learning disabilities; gifted children with advanced academic abilities; and
children with orthopedic or neurological impairments.

Inclusive education
• Inclusive education means all children in the same classrooms, in the same
schools. It means real learning opportunities for groups who have traditionally
been excluded – not only children with disabilities, but speakers of minority
languages too.
• Inclusive education is the most effective way to give all children a fair chance
to go to school, learn and develop the skills they need to thrive.
• Inclusive systems value the unique contributions students of all backgrounds
bring to the classroom and allow diverse groups to grow side by side, to the
benefit of all.
II. Model of Disability
• Throughout history, people with disabilities have often been treated unfairly. In
the past, many societies viewed them with fear and treated them as outcasts.
Before the 1700s, they were often separated from others and denied access to
education, jobs, and healthcare. This exclusion made life difficult for them, as
they had fewer opportunities and little support from society.

• Over time, perspectives on disability have changed due to cultural, historical,

and social influences. People began to understand that those with disabilities
deserve the same rights and opportunities as everyone else. Today, there is a
stronger focus on inclusion and human rights, ensuring that people with
disabilities are treated with fairness and respect.

• Moral/Religious Model (5th-8th Century): People believed disability was a

punishment from God or a result of moral failure. Those with disabilities were
often excluded or treated as charity cases.

• Functional/Rehabilitation Model (Medieval Times – Age of Discovery):

Disability was seen as a problem that needed fixing. The focus was on training
and rehabilitation to help individuals function in society.

• Biomedical Model (1500s-1600s, Scientific Revolution):Disability was

treated as a medical issue. Doctors focused on diagnosing and curing
impairments through medical treatments.

• Social Model (1970s onward):Disability is caused by barriers in society, not

just the impairment itself. The focus shifted to making society more inclusive
and accessible.
• Smart’s 2004 Study: This research emphasized how different models
influence the way people understand and respond to disability.

A. Moral/Religious Model
▪ During the Medieval Age, the Church played a big role in shaping how people
saw disabilities.

▪ Disability was often linked to religion, seen as either a curse, a test of faith, or
a way to grow spiritually.

▪ Some cultures believed that disabilities gave people special abilities or a

deeper spiritual connection.

▪ In medieval times, people with disabilities were often separated from society
and placed in asylums or institutions.

▪ This way of thinking is less common today but still exists in places where
religion strongly affects daily life.

B. Biomedical Model
▪ After the Copernican Revolution, disability started being seen as a medical
problem that exists within a person.

▪ It was considered a defect that needed to be treated, corrected, or

rehabilitated to make the person “normal.”

▪ People with disabilities were expected to get medical help and be treated by
professionals.

▪ This model suggests that non-disabled people are better, and those with
disabilities should try to “fit in” with society’s standards.

• Goals of the Biomedical Model:

It aims to cure disabilities, improve physical conditions, and help
people adapt to their environment.
• Difference from the Moral/Religious Model:
 The moral/religious model sees disability as permanent, while the
biomedical model views it as a problem that can be fixed.
• Criticisms of the Biomedical Model:
It suggests that non-disabled people are superior, treats disability as a
problem, and puts the responsibility for helping people with disabilities on
others.
• Origins of the Biomedical Model:
It developed after the Copernican Revolution, when science replaced
religious views as the main way to understand disability. Advances in science,
philosophy, and education shaped this perspective.
The Medical Model of Disability

• In the 15th century, private charities in Europe built the first schools for people
with disabilities.
• These schools first focused on those with hearing or vision impairments but later
accepted others with disabilities.
• When PWDs were seen as too difficult to manage, they were often placed in
asylums or hospitals for care.

C. Functional Model
• The Functional/Rehabilitation Model, like the Biomedical Model, sees disability
as a problem that needs to be fixed.
• The Biomedical Model focuses on habilitation for those born with disabilities,
while the Functional/Rehabilitation Model provides professional assistance to
help PWDs adjust.
• Society values performance and achievement, so anyone who doesn’t meet
these standards is seen as different or lacking.
• Both models put PWDs at a disadvantage, making them targets for pity and
charity.
• These models create a power imbalance, where PWDs are seen as inferior
and must rely on experts, sometimes losing control over their own decisions.

D. Social Model
• The Social Model emerged as a response to the Biomedical Model,
challenging how the medical field views disability. It argues that disability is not
just a medical issue but a result of society’s failure to accept individual
differences.
• This model sees disability as a social construct, meaning people are “disabled”
by the barriers and limitations set by society. These barriers include
government policies, education systems, job opportunities, and access to
public spaces.
The Social Model of Disability

• The World Health Organization (1980) explains that impairment is a physical

or mental condition, while disability happens when this condition limits a
person’s ability to do everyday activities.
• The Social Model says that impairments are a normal part of life and should
not be seen as a big problem.
• Kaplan (2000) agrees, stating that if society accepted disability as natural, it
would lead to better designs for systems and environments to include
everyone.

E. Rights-Based Model and Twin Track Approach

• The Rights-Based Model focuses on protecting the dignity and rights of people
with disabilities, not just explaining disability but ensuring legal protections.
• It supports prevention policies as a way to protect human rights, unlike the
Social Model, which criticizes policies that only focus on preventing
impairments.
• In education, this model says everyone has the right to learn, and
governments, parents, and teachers must work together to make education
accessible.
• The Twin-Track Approach combines the Social and Rights-Based Models,
promoting both inclusion in society and specialized support when needed.

III. What is special need education?

• Education is the process of teaching and learning, usually in schools, colleges,

or universities. According to Prensky (2014), its true goal is to help people
become better individuals and more capable than before.
• Education is important for both personal growth and social development since
people live as individuals and as part of a community. It helps shape good
individuals, encourages lifelong learning, and addresses social problems like
poverty and inequality.
• The four pillars of education—learning to know, to do, to live together, and to
be—promote a well-rounded and inclusive approach to learning. Since
students have different skills and abilities, teaching methods should be
adjusted to meet their unique needs.
• Traditional education methods may not work well for all students, especially
those with exceptional abilities or disabilities. This highlights the need for
flexible and personalized teaching strategies to ensure that everyone can
learn effectively.

History: Special education was developed to provide fair learning opportunities

for students with disabilities or exceptional abilities.
Problem: It often emphasizes medical differences, which can make students with
disabilities feel separate or excluded.
Solution: A shift toward a social model of special education is needed, focusing
on inclusion and fairness for all learners.
 The Normal Curve and Diversity

• The Normal Curve: It represents how intelligence is spread in a population, with

most people being average and fewer at the high and low extremes.

• Diversity: This curve shows that everyone has unique abilities, so education
should support all learners and help them succeed.

IV. WHY INCLUSION?

• The Goal: Inclusive education ensures that every student has access to quality
learning.
• The Benefits: It creates a supportive and welcoming environment for all
students.
• The Key: It helps remove barriers and promotes a sense of belonging for
everyone.

Inclusion in education Involves:

• Treat all students and staff with equal value.
• Help students engage in school culture, curriculum, and community while
reducing exclusion.
• Change school policies and practices to support diverse students.
• Remove learning barriers for all students, not just those with special needs.
• Use past experiences to improve education for everyone.
• See student diversity as a strength, not a problem.
• Ensure every student can learn in their local school.
• Make schools better for both students and staff.
• Schools should promote values and achievement together.
• Strengthen relationships between schools and their communities.
• Recognize that inclusive education is part of a more inclusive society.
V. The 2023 Agenda
• The 2030 Agenda prioritizes inclusive education, ensuring all learners are valued
equally. It calls for a shift in how education addresses inclusion to improve quality
for everyone.
• The agenda is guided by 17 global goals for a better future, with **SDG 4**
focusing on inclusive, fair, and high-quality education for all.
• Achieving SDG 4 requires removing obstacles to education and ending exclusion
and marginalization.
 PRACTICE

What will you write up:

Instructions: On a ½ crosswise of paper, write a reflection at least 3 to 5
sentences on what you have learn from this topic.

PERFORMANCE

What you will perform:

Instructions: Divide into three groups. Each group will select one of the five
disability models and create a short role-play depicting it. You have five minutes
to prepare and three minutes to perform your role-play.

CRITERIA 10 POINTS 8 POINTS 5 POINTS

Accuracy to The role-play The role- The role-play
the chosen accurately play has
model represents the represents significant
key principles most inaccuracies
of the aspects of or
selected the disability misrepresent
disability model but s the
model with may have disability
clear minor model.
understanding inaccuracies
.
Cooperatio All members Most Participation
n actively members is uneven,
participate participate, with minimal
and contribute but some involvement
equally to the contribute from some
preparation less than members.
and others.
performance.
Creativity The role-play The role- The role-play
is engaging, play is is basic,
original, and somewhat lacks
effectively creative but creativity, or
conveys the lacks does not
originality or effectively
 concept in a full convey the
unique way. engagement concept.
.
Total: 30/30

ASSIGNMENT

What you will do: Research

Instructions: Provide at least 5 words that relates to the next topic which is
(goal and scope of the special and inclusive education) and give 3 supporting
details each word. Write it on a ½ piece of paper.

REFERENCES

Chassy, C. & Josa, J. (2018). “Approaching Disability: Social & Rights-based

Models. Retrieved from https://www.edu-links.org/learning/approaching-disability-
social-rights-based-models
Clough, P. & Corbett, J. Theories of Inclusive Education. A Students’ Guide.
Bonhill Street, London: Paul Chapman Publishing Ltd.
Del Corro-Tiangco (2014). “General and Special Education Teachers. Education
Quarterly. Retrieved, from php/edq/article/viewFile/4471/4048.
http://journals.upd.edu.ph/index.
Oliver, M.which “The Individual and Social Models of Disability. Proceedings of
the Joint Workshop of the Living Options Group and the Research Unit of the
Royal College of Physicians on People With Established Locomotor Disabilities
in Hospitals. Retrieved from http://disability-studies.leeds.
Ac.uk/files/library/Oliver -in-soc-dis.pdf.
Pangalangan, R. & Litong, G., eds. (2014). A manual for PWD rights advocates.
Access to justice of persons with disabilities in the Philippines, Vol. I.

Pangalangan, R. & Litong, G., eds. (2014). The state duty to fulfill and provide
effective remedy Access to justice of persons with disabilities in the Philippines,
Vol. II. Retief, M. & Letśosa, R (2018). “Models of disability: a brief overview.”
HTS Teologiese Studies/Theological Studies.
Stanich, S. (2022, December 15). What is inclusion in Special Education?
University of Arizona Global Campus. https://www.uagc.edu/blog/what-inclusion-
special-education
https://www.scribd.com/document/607404485/FOUNDATIONS-OF-SPECIAL-
AND-INCLUSIV-
https://www.understood.org/en/articles/understanding-special-education
https://www.britannica.com/topic/special-education