St.

Louise de Marillac College of Sorsogon

Higher Education Department
Burgos St. Talisay Sorsogon City

Module No.: 1-4

Course Code & Title: PROFED 6 SPECIAL AND INCLUSIVE EDUCATION

Instructor: ROSELLE D. LAGAMAYO
Email Address: goroselle26@gmail.com
Contact Number: 09950791472
Facebook Acct: Roselle Lagamayo

Topic: UNDERSTANDING DIVERSITY

ACTIVITY 1:
Instruction: Explain the statement below:

“Every child has the right to education according to the limits of his capacity, whether
that capacity be small or great.”

THE CONCEPT OF DIVERSITY:

The concept of diversity encompasses acceptance and respect. It means understanding that
each individual is unique, and recognizing our individual differences. These can be along the
dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical
abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these
differences in a safe, positive, and nurturing environment. It is about understanding each other
and moving beyond simple tolerance to embracing and celebrating the rich dimensions of
diversity contained within each individual.
Diversity is a reality created by individuals and groups from a broad spectrum of demographic
and philosophical differences. It is extremely important to support and protect diversity because
by valuing individuals and groups free from prejudice and by fostering a climate where equity
and mutual respect are intrinsic, we will create a success-oriented, cooperative, and caring
community that draws intellectual strength and produces innovative solutions from the synergy
of its people.
"Diversity" means more than just acknowledging and/or tolerating difference. Diversity is a set
of conscious practices that involve:

 Understanding and appreciating interdependence of humanity, cultures, and the natural

environment.
 Practicing mutual respect for qualities and experiences that are different from our own.
 Understanding that diversity includes not only ways of being but also ways of knowing;
 Recognizing that personal, cultural and institutionalized discrimination creates and
sustains privileges for some while creating and sustaining disadvantages for others;
 Building alliances across differences so that we can work together to eradicate all forms of
discrimination.

Diversity includes, therefore, knowing how to relate to those qualities and conditions that are
different from our own and outside the groups to which we belong, yet are present in other
individuals and groups. These include but are not limited to age, ethnicity, class, gender,
physical abilities/qualities, race, sexual orientation, as well as religious status, gender
expression, educational background, geographical location, income, marital status, parental
status, and work experiences. Finally, we acknowledge that categories of difference are not
always fixed but also can be fluid, we respect individual rights to self-identification, and we
recognize that no one culture is intrinsically superior to another.

ACTIVITY 2:
Instruction: Enumerate atleast five (5) instances wherein DIVERSITY is shown/ evident.
  Marilyn Loden, the creator of the model,
LODEN'S DIVERSITY WHEEL saw the need for a tool that would help
people better understand how group-
based differences contribute to people's
social identities.
 Using this tool can make things better
visible to people who work together and
that way increase their understanding
and acceptance of diversity at work
 The original version of the Diversity
Wheel appeared in Marilyn Loden and
Judy Rosener's book, Workforce America!
Managing Employee Diversity as a Vital
Resource(Irwin Publishing, 1991)
 The original version of the Diversity
Wheel appeared in Marilyn Loden and
Judy Rosener's book, Workforce America!
Managing Employee Diversity as a Vital
Resource(Irwin Publishing, 1991)

 The wheel consists of what she called primary, or core, and secondary dimensions of diversity.
The categories suggest how much influence these differences exert on a person's beliefs,
expectations and life experience. 
 She described the primary, core dimensions as the most powerful and sustaining differences,
ones that usually have an important impact on us throughout our lives. In the original model, Loden
presented six primary dimensions that help shape our basic self-image and our worldviews: age,
ethnicity, gender, physical abilities/qualities, race,and sexual orientation.   
 She defined the secondary dimensions as other important differences that are acquired later in life
and presumably have less influence in defining who we are. "They are more mutable differences that
we acquire, discard, and/or modify throughout our lives," Loden states. In the original model, the
secondary dimensions included: educational background, income, marital status, work experience,
military experience, religionand geographic location. 

ABILITY (AND DISABILITY) AS A DIMENSION OF DIVERSITY

Ability/disability plays a big role in our classroom environment. In our school environment we
have something that is called ability grouping which usually focus on its two-fold negative impact
on low achievers. When separated from high-achieving peers, low achievers not only lose the
positive example of their peers but also now work under the lowered expectations from their
teachers. In addition, some researchers believe that low-achieving groups are likely to receive
lower quality instruction than high-achieving groups, further increasing the achievement gap.
This meta-analysis examines not only whether ability grouping is effective, but also whether
secondary school students benefit more or less from ability grouping depending on the academic
subject it is used in or the type of ability grouping plan being implemented.

In between-class ability grouping or ability grouped class assignment, several classes cover the
same or similar academic content (e.g., mathematics) at a pace and depth that matches the
ability of students in each class. Unlike traditional, full-time tracking, a student can be placed,
for example, in a low-ability mathematics class but a middle-ability social studies class. Secada
(1992) finds that these grouping practices have negative results similar to those of traditional
tracking practices.

What We As Parents And Teachers Can Do

Parents or caregivers are often the first to notice that their child's development is delayed or
that their child is having problems at school. The term disability includes children with an
intellectual disability, physical disability, vision impairment, hearing impairment, language
disorder, mental health conditions or autism. Children with learning difficulties experience
difficulties with learning in one or more areas of the curriculum. These difficulties may vary in
cause, nature, intensity and duration.The family serves as an important source of information
about the child's status and needs. Similarly, it is essential that the family understand and help
to implement the programmatic goals established for their child. Family members should have
access to a range of support services, including:
  assistance in recognizing, understanding, and accepting the child's problems;

 assistance in developing effective ways to manage and facilitate the child's development
in the home environment;

 assistance in program selection; and

 assistance in locating parent support networks and programs.

ACTIVITY 3

Instruction: Identify your weakness (3) and strength (3) and explain why do you consider those
as your weakness or strength use a table. Please check the example below.

WEAKNESS EXPLANATION STRENGTH EXPLANATION

Ex. Math - I’m not good at English -I enjoy writing poems
numbers

TOPIC:

ADDRESSING DIVERSITY THROUGH THE YEARS: SPECIAL AND INCLUSIVE EDUCATION

Historical Foundation:

Following the widespread influence of the human rights-based principle of normalization, the
concept of inclusive education received major impetus from the Education of All Handicapped
Children Act in the United States in 1975, the United Nations (UN) International Year of Disabled
Persons in 1981, and the UN Convention on the Rights of Persons with Disabilities in 2006. A
major focus of the UN initiatives has been the right of people with a disability to participate fully
in society. This focus has obvious consequences for the way education is provided to students
with a disability or other additional educational needs. For many years, up to the last quarter of
the 20th century, the major focus for such students was on the provision of separate specialized
services, with limited attention to the concept of full participation in society. Toward the end of
the 20th century and into the 21st century, there has been increasing acceptance, through
parental action, systemic policy, and government legislation, of inclusivity as a basic
philosophical principle.

Legal Foundation:

 1973 Section 504 of the Rehabilitation Act of 1973

- Which protects qualified individuals from discrimination based on disability.
Since this law was enacted without excitement, most educators did not know that
it applied to public schools.

 1974 The Family Educational Rights and Privacy Act (FERPA)

- Allows parents to have access to all personally identifiable information used by the
school district regarding their child.

 1975 The Education for All Handicapped Children Act(EAHCA or P.L. 94-142)
- Or known as the Individual with Disabilities Education Act(IDEA)
This mandated that all school districts to educate students with disabilities. This included:
providing federal funding, FAPE, LRE, Proccedural safeguards, Non-discriminatory
evaluations, and IEPs.

 2001 No Child left Behind

- This states that all students(including those with disabilities) to be proficient in math
and reading by the year 2014.
  504 Plans
- Section 504 is a civil rights law that prohibits discrimination against individuals with
disabilities. Section 504 ensures that the child with disability has equal access to an
education. The child may receive accommodations and modifications.

PHILOSOPHICAL FOUNDATION:
To create and promote a positive environment with individualized programs specifically designed
to maximize all students’ potential and meet the students’ needs, learning styles, abilities, and
goals.

ACTIVITY 4

Instruction: Using Loden’s Diversity Wheel show the diversity among 4 of your
friends/classmates/ workmate. Use the table below as your guide.

DIMENSION FRIEND 1 FRIEND 2 FRIEND 3 FRIEND 4

(write the 1st
name)
Gender Gay Bisexual Transgender Female
(write the other
dimension below