CHAPTER 2
ADDRESSING DIVERSITY THROUGH THE YEARS:
SPECIAL AND INCLUSIVE EDUCATION
At the end of the chapter, the
students should be able to:
1. define models of disability, special and inclusive
education ,
2. appreciate the importance of education in our
everyday lives
3. develop practical skills related to inclusive teaching
strategies
Disability
• is a term used to
describe a condition that
affects a person’s
physical, sensory,
cognitive, or emotional
abilities and may
interfere with their ability
to participate fully in
society.
•MODELS OF DISABILITY
is a theoretical framework or conceptualization that
attempts to explain the nature and experience of
disability.
MORAL/RELIGIOUS MODEL
- It is often associated with religious beliefs that
emphasize the importance of obedience to
divine laws and the consequences of
disobedience.
- sees disability as a blessing or a curse.
- sees disability as a moral or as a consequence
of moral or spiritual failure or as a test of faith.
BIOMEDICAL / INDIVIDUAL
MODEL
- Emphasizes individuals the limitations and
focuses
on finding treatment or cures for their
disability
• Sees disability as ill and need to be treated
• Emphasizes the importance of identifying the
underlying biological or genetic causes of
disability
• Advocates for individualized approaches to
support and accommodation for people with
FUNCTIONAL/
REHABILITATION
MODEL
- Sees disability as a
functional limitation or
impairment in activities and
participation
- Emphasizes the role of
rehabilitation and therapy in
improving functioning and
independence
SOCIAL MODEL
is the understanding that disability is something that is
created by society paper directly reacting against how
the medical field has been reinforcing a disabling view of
PWDs.
SOCIAL MODEL OF DISABILITY
The World Health Organization (1980) differentiates
between disability and impairment.
• Impairment
- is seen as "any loss or
abnormality of psychological
or anatomical structure or
function"
• Disability
- refers to "any restriction or lack
(resulting from an impairment)
of ability to perform an activity
in the manner or within the
range considered normal for a
human being".
RIGHTS BASED APPROACH
-a theoretical framework for
disability policy that
emphasizes the human
dignity of PWDs.
- It immediately recognizes
the PWDs' vulnerability and
tries to address this by
upholding and safeguarding
their identities and rights as
human beings.
There are four key factors 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
TWIN TRACK APPROACH
- combines the social model
and the rights-based model.
-this would mean allowing a PWD to join the
mainstream, yet be given opportunities for
disability-specific programs in case additional
support is needed.
What is Special Needs
Education?
•Special education is
the practice of
educating students in
a way that
accommodates their
individual differences,
disabilities, and
special needs.
•According to Merriam Webster - Online
- Define Education as the action or process of teaching
someone specially in school, college, or University.
• According to Prensky (2014)
- “ The real goal of education is becoming a “ good
person " and becoming a more capable person than
when you started.
•William Butler Yeats , in the meantime,
- Have said that “Education is not the filling of a pail,
but the lighting of a fire ".
•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
Why Inclusion?
Global Arena
UN Standard Rules on the Equalization of Opportunities
for Persons with Disabilities, and education.
The world Education Forum Framework for Action and
the Millennium Summit of the United Nations.
• That inclusion is a process, that is, “a never
ending search to find better ways to respond
to diversity.
The • Inclusion involves a preventive dimension,
Guideline specially in identifying and removing
potential barriers to this process through
s for “collecting, collating and evaluating
information for improving policy and practice.
inclusion • That inclusion is all about the “presence,
(UNESCO participation, and achievement” or learning
outcomes of all types of students.
) • That inlusion puts “particular emphasis on
learners who may be at risk of
marginalization, exclusion, or
underachievement”
Valuing all the students and staff
A.
equally.
Inclusion Increasing the participation of students
in, and reducing their exclusion from, the
in B.
cultures, curricula, and communities of
local schools.
Educatio
n C.
Restructuring the cultures, policies, and
practices in schools so that they respond
to the diversity of students in the locality.
Involves
Reducing barriers to learning and
participation for all students, not only those
D. with impairments or those who are
categorized as “having special educational
need”
Learning from attempts to overcome
barriers to the access and participation
E.
of particular students to make changes
for the benefit of students more widely.
Inclusion Viewing the difference between students
in F. as resources to support learning, rather
than problems to overcome.
Educatio
n G.
Acknowledging the right of students to
an education in their locality.
Involves
Improving schools for staff as well as for
H. students.
Emphasizing the role of schools in
building community and developing
I.
values, as well as in increasing
achievement.
Inclusion
in Fostering mutually sustaining
Educatio J. relationships between schools and
communities.
n
Involves
Recognizing that inclusion in education is
K.
one aspect of inclusion in society.
The goal of
inclusion is for
every fabric of
society to
embrace
diversity. It is for
this reason that
all these treatises
state the need for
a paradigm shift
to address the
Philippine Laws for PWDs (Pangalangan
& Litong, 2014)
• BP 344 (1983) - Accessibility Law
• RA 7277 (1992) - Magna Carta for Disabled Persons
- equal rights and privileges for PWDs on employment, education, health,
telecommunications, auxiliary social services, accessibility, political, and civil rights.
- penalties for violations of law
The law is guided by the following
principles:
1. Non-discrimination
2. Full participation and inclusion
3. Accessibility
4. Rehabilitation and self-development
5. Support and assistance
• Administrative Order 35 (2002) - National Disability Prevention
and Rehabilitation (NPDR Week) every 3rd week of July
• Guidelines in the Admissions of Students with Disability in Higher
Education and Post-Secondary Institutions in the Philippines (2004)
-The guidelines for the admission of students with disabilities in
higher education and post-secondary institutions in the Philippines
were established to ensure that students with disabilities are given
equal opportunities for education
Key areas of focus in these guidelines
include:
1. Admission
2. Support Services
3. Facilities
•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
• 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 PWDs
•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 employees are encouraged to
• 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
• 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 PhilHeath and that the
PhilHeath shall develop exclusive packages for PWDs that will
address their specific health and development needs.
