TITLE: ROSEYAN curriculum model for Social Relation to Improve Community

Rehabilitation in Connection to the Curriculum

Rationale and Theoretical support for the model:

Solveig Magnus Reindal (2008) discussed various approaches to the phenomenon of disability in
relation to special needs. Ever since disability researchers launched the social model of disability and
criticised the field of special education for preserving an understanding of disability in accord with a
medical model, the special education field has been in a state of crisis. The implication of this has been
the embarrassment of talking about categories and levels of functional difficulty; as well as diagnoses, all
of which enable individual assessments necessary for building the IEPs (Individual Educational Plans)
and child‐centred teaching within special needs education. Here argues for a social relational model of
disability as a platform for the enterprise of special needs education. The rationale for the social relational
model of disability is that it better conforms to the morality of inclusion because the main issue of the
social model, oppression, is not obliterated.
Another is that Social relational theory (Kuczynski and Parkin, 2007, 2009) was developed to help
researchers visualize parent-child relationships and interactions in a more dynamic way than was possible
under unidirectional models of socialization of the previous century. Social relational theory is based on
a dialectical conception of bidirectional processes in socialization. Parents and children are considered to
interact as human agents within a system of culturally embedded social relationships. Processes of
contradiction, including conflict, expectancy violations, ambiguity, and ambivalence are interpreted
dialectically: they are inherent within parent-child relationships and set the conditions for qualitative
change (Kuczynski and Parkin, 2009; Kuczynski, Pitman and Mitchell, 2009) as parents and children
continuously adapt to each other over time. In a dialectical conception, the various forms of contradiction
are not viewed negatively; instead they are viewed as the driving force of qualitative change such as that
encompassed by the idea of acculturation.
As to this , this proposed model tackled about to have better interaction within a parent and children
with disability. It should inclined on the curriculum where instead of preparing and implementing short
programme workshops to encourage the development of Community Based Rehabilitation in different
cultural settings , it should be associated in the curriculum program implementation. As to this this model
was created to give focus on the modification of education within the needs of person with disability for
them to understand and care more.

Description of the Proposed Model

 The curriculum model has foundations which are firmly rooted in curriculum and educational
theory and concepts. This model was also inclined in the present curriculum as you can see in the
framework. Its center is the Social Relation and Affective that for us is discussed about a blanket term for
interactions between two or more people, groups, or organizations which involved affection or emotion
which people do such as caring, loving and understanding. As a center of this model, pedagogy in teaching
must need to train to have more understanding in the learners such as those special persons. It said
educators are the one factor for the rehabilitation of curriculum that will help the society more productive.
There is no such a change must need in the curriculum, it just an improvement to do so. And how
it will be adopted? It is just through assessments and evaluation of those students with special needs.
Evaluation that associated in education for students with disabilities, in consideration of their individual
educational needs, which aims at full development of their capabilities and at their independence and
social participation. Special Needs Education is carried out in various forms, including in resource rooms,
in special classes ( both are in regular schools ), and in special schools named “Schools for Special Needs
Education”.However, the number of children with multiple disabilities is recently increasing, and in order
to appropriately meet their needs, the School Education Law was partially amended and enacted in FY
2007. Under the new “Schools for Special Needs Education” system, one particular school can accept
several types of disabilities. ou might wonder if the terms supports, modifications, and adaptations all
mean the same thing. As a part to reach the needs in program and services of education a modification
is needed in which means change in what is being taught to or expected from the student and an
accommodation is a change that helps a student overcome or work around the disability. For example,
instead of workshop , why not put some program for special education in each municipality that aligned
in the present curriculum and provide an equipment that is needed for students needs.
Being inclusive is a part of social relation with a goal for the students to feel not left alone. It is a
goal and vision of a curriculum in accordance to its guidelines. It says of the child did not feel his lock, it
will boost his confidence and didn’t notice his lack. As here entered the respect to diversity which tackled
about individual differences in culture and other aspects that a planner of a curriculum needs to consider.

Prepared by:
Rose Marie E. Aninipot
Mariane H. Haffor
Works Cited

Mousley, Judith A., et al. “Integration of Students with Disabilities into Regular Schools: Policy in

Use.” Disability, Handicap & Society, vol. 8, no. 1, 1993, pp. 59–70.,

doi:10.1080/02674649366780041.

Reindal, Solveig Magnus. “A Social Relational Model of Disability: a Theoretical Framework for

Special Needs Education?” European Journal of Special Needs Education, vol. 23, no. 2, 2008,

pp. 135–146.,doi:10.1080/08856250801947812.

Shakespeare, Tom. “Re-Presenting Disabled People.” Disability, Handicap & Society, vol. 8, no. 1,

1993, pp. 95–101., doi:10.1080/02674649366780081.

Twible, Robyn L., and Elizabeth C. Henley. “A Curriculum Model for a Community Development

Approach to Community-Based Rehabilitation.” Disability, Handicap & Society, vol. 8, no.

1, 1993, pp. 43–57., doi:10.1080/02674649366780031.