MODULE 3, 4 WEEK 7

TEACHER EDUCATION PROGRAM

FSE: Foundations of Special and Inclusive Education
First Semester of A.Y. 2022-2023

Rationale

This chapter will allow you to look at Special Needs and Inclusive education from historical and
philosophical context. The first step to become an effective special need and/or inclusive teacher
lies not in one’s skill to teach strategically, but in one’s willingness and commitment to respect
individual differences.

Specific Learning Outcomes

At the end of this module, the learners will be able to:

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SLO 1: discuss the significance of diversity and models of disability;

SLO 2: demonstrate the use of Loden’s Wheel of Diversity: and
SLO 3: write 3 unique features of a model based on the given situation.

Activating Content

Synchronous Session
Asynchronous Session

Activity A. Watch this video on YouTube “Don't Put People in Boxes” and answer the following
questions: What were you thinking as you finished watching the video? What is the message of
the video? Did anything that happened in this video remind you of something that has occurred in
your own life or that you have seen occur to others? What is the connection of this video to
diversity?

https://youtu.be/zRwt25M5nGw

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Content/Discussion

MODULE 3: UNDERSTANDING DIVERSITY AND MODELS OF

DISABILITY
What is 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 an issue we have to face and conquer. Presently, people recognize and
consider the differences of each other as important. We all live in a global village that
brings out changing demographics both in the work force and education. As our
communities began diverse, it is imperative that we make an effort to understand the
different dimensions of diversity, which is not all about accepting, tolerating, or
understanding one’s uniqueness or differences.
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LODEN’S DIVERSITY WHEEL

The Diversity wheel pointed to the significance of our social characters and the ways in
which people developed their identity when they are bale to establish connection with a
specific group or people. The wheel is composed of primary or core and secondary
dimensions of diversity. The dimensions are the components that comprise the whole
person. The inner circle now includes nine primary dimensions of diversity. The three
additions to the original six are income, spiritual beliefs and class. In our experience,
these nine primary dimensions are particularly important in shaping an individual’s
values, self-image and identity, opportunities and perceptions of others. We think of
these primary dimensions as the core of an individual’s diverse identity. Secondary
dimensions in the outer circle have been expanded to include political beliefs - a
significant differentiator in many societies today - as well as cognitive style. While there
are also other “differences that make a difference,” each of those depicted above
represents an essential dimension of an individual’s social identity. As such, these
primary and secondary dimensions are the differences more likely to lead to culture clash
and conflict when they are ignored, devalued or misunderstood by others.

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How to use the diversity wheel?

The function of the wheel is to encourage people to talk and discuss with each other and
generate new points of view among each one in the group. In the two dimensions of the
wheel, each individual is made aware of his/her differences.

The Ability (and Disability) as a dimension of diversity

A person’s disability makes them a unique individual who is, at times, shunned from places
and activities. They are to be acknowledge as part of the spectrum of diversity. They have
to be recognized as human beings who should not be discriminated against, but rather
understood, accepted, and tolerated. They have to be accorded their rights. Disabilities
have to be seen as a natural part of life and natural part of diversity. People with disabilities
have to be perceived and accepted as people with distinct abilities. They have to identify
themselves as having disabilities so that the world can accept them and create avenues
for them to live in.

The Dilemma of Diversity

In this age of face paced development where diversity plays a unique role, there are still
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challenges that confront a lot of people who have been identified different. We have been
accustomed to our tradition. While this is not alarming, the actions of other people towards
differences, of people who are not part of their upbringing, tends to be destructive. The
conflict in ideology places a hard part in acceptance. Different sectors experience this; in
work, in society, in education, in business, in religion, in government, and other else.
However, even as seen to be a hard to solve we have legislations that can moderate this
dilemma. It is through constant communication that we can level the curve of differences.

MODELS OF DISABILITY

Smart’s study in 2004(as cited in Retief and Letosa, 2018) emphasized that the models of
disability are important as they serve several purposes: (1) They provide definition of
disability, (2) they offer “explanations for causal and responsibility attributions”, (3) they
are based on “perceived needs,” (4) they inform policy, (5) they are not “value-neutral”, (6)
they define the academic disciplines that focus on disability, (7) they shape the self-identity
of PWDs,’ and (8) they can provide insight on how prejudice and discriminations occur.
This last statement in particular, has proven to be very powerful in helping us see how, to
a certain extent, society is unconsciously led to respond to disability.

1. THE MORAL/ RELIGIOUS MODEL

The model sees disability as either a curse or blessing. It is characterized by notions

of charity and caretaking. However, Jackson (2008) adds that protection is also a
primary concern as there is an instinct to protect both persons with disability for their
vulnerability and the economic and social order which might be disrupted by “deviant
members” of the society. It is also considered as the oldest model of disability and is
evident in many religious traditions. For instance, biblical scripture would refer to the
persons with chronic illnesses like leprosy as unclean, while those considered
demonically possessed may actually had mental illnesses (McClure 2007 as cited in
Retief and Letosa, 2008). On the other hand, for those who view disability as a
blessing, disability either become one’s ticket to heaven or an opportunity toward
character development.

2. THE BIOMEDICAL/ INDIVIDUAL MODEL

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PWDs are seen as persons who are ill and meant to be treated or “made more normal”,
Olkin (1999 as cited in Retief and Letosa 2018: 2-1) wrote:
“Disability is seen as medical problem that resides in the individual. It is a defect in or
failure of a bodily system and as such, is inherently abnormal and pathological. The
goals of intervention are cure, amelioration of the physical condition to the greatest
extent possible, and rehabilitation. Persons with disability 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 helpful by the trained professionals” (p. 26)

3. THE FUNCTIONAL/ REHABILITATION MODEL

The functional/ rehabilitation model is quite similar to the biomedical model in that it
sees the PWD as having deficits. These deficits the justify the need to undergo
rehabilitative intervention such as therapies, counseling, and the like aim to
reintegrating the disabled into society. The main difference between the two models is
in the concept of habilitation and rehabilitation. The biomedical model often suggest
habilitation, which refers to help given to those whose disabilities are congenital or
manifested very early in life in order to maximize function. On the other hand, the
functional/rehabilitation model refers to the assistance given by the professionals to
those who have an acquired disability in the hope of gaining back one’s functionality.

4. THE SOCIAL MODEL

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The model says that people are disabled by barriers in society, not by their impairment
or difference. Barriers can be physical, like buildings not having accessible toilets. Or
they can be caused by people's attitudes to difference, like assuming disabled people
can't do certain things.

The social model helps us recognize barriers that make life harder for disabled people.
Removing these barriers creates equality and offers disabled people more
independence, choice and control.

5. THE MEDICAL MODEL

The medical model of disability says people are disabled by their impairments or
differences.

The medical model looks at what is 'wrong' with the person, not what the person needs.
We believe it creates low expectations and leads to people losing independence,
choice and control in their lives.

6. RIGHT-BASED MODEL

The right-based model of disability is a framework that bears similarities with the social
model. Although most practitioners see the two as one and the same, Degener (2017
in Retrief and Letsosa 2018) argues their nuances. It immediately recognizes the
PWDs’ vulnerability and tries by upholding and safeguarding their identities and rights
as human beings.

The rights-based approach to education ensures that all energies are devoted to the
realization of each learner’s right to education. It is built on the principle that education
is a human right and therefore all must access to it.

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MODULE 4: THE 2030 AGENDA OF SEPCIAL AND INCLUSIVE
EDUCATION
What is Special Education?

Special education is specially designed instruction that addresses the unique needs of a
student eligible to receive special education services. Special education is provided at no
cost to parents and includes the related services a student needs to access her/his
educational program.

In 1975, the Education for All Handicapped Children Act (EHCA, PL 94-142) mandated
that states provide a "free and appropriate public education" (FAPE) to all students,
including those with physical, mental, or behavioral disabilities. This special education
must include a comprehensive screening and diagnosis by a multi-disciplinary team and
the development of an annual Individualized Education Plan (IEP) for each student,
outlining academic and behavioral goals, services to be provided, and methods of
evaluation. The student's parents must consent to initial screening and must be invited to
participate in all phases of the process.

In 1997, the Individuals with Disabilities Education Act (IDEA) expanded special education
services by mandating that all children with disabilities—regardless of the type or severity
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of their disability—between the ages of three and 21 years are entitled to FAPE in the least
restrictive environment. That is, children requiring special education must by educated with
nondisabled children to the maximum extent possible in an appropriate program to meet
their special needs. While the majority of children with disabilities are taught at least part
time in a general classroom setting, many children are segregated, most often due to a
lack of staff and resources to support special needs students in general classrooms. This
stipulation that special-needs children be educated in the least restrictive environment led
to the practice of mainstreaming, which is the policy of placing special education students
in regular classrooms as much as possible and using separate resource rooms where the
students receive special tutoring, review, and instruction.

Although gifted and talented students are not usually considered candidates for special
education and there is no federal mandate to support these students, exceptionally gifted
children may also be entitled to receive special education services. Gifted children who
are not identified and continue to be taught in a general classroom may develop behavioral
issues due to boredom. Specially designed gifted education programs are available in
many school districts. In addition, bilingual children may require special education
services. Children whose native language is not English may not receive appropriate
education due to their language barrier. Bilingual language support services should be
provided.

Why Inclusive Education?

Inclusive education is about looking at the ways our schools, classrooms, programs and
lessons are designed so that all children can participate and learn. Inclusion is also about
finding different ways of teaching so that classrooms actively involve all children. It also
means finding ways to develop friendships, relationships and mutual respect between all
children, and between children and teachers in the school.

Inclusive education is not just for some children. Being included is not something that a
child must be ready for. All children are at all times ready to attend regular schools and
classrooms. Their participation is not something that must be earned.

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Inclusive education is a way of thinking about how to be creative to make our schools a
place where all children can participate. Creativity may mean teachers learning to teach in
different ways or designing their lessons so that all children can be involved.

As a value, inclusive education reflects the expectation that we want all of our children to
be appreciated and accepted throughout life.

Beliefs and Principles

1. All children can learn

2. All children attend age-appropriate regular classrooms in their local schools
3. All children receive appropriate educational programs
4. All children receive a curriculum relevant to their needs
5. All children participate in co-curricular and extracurricular activities
6. All children benefit from cooperation, collaboration among home, among school,
among community

The 2030 Agenda

The Sustainable Development Goals are a universal call to action to end poverty, protect
the planet and improve the lives and prospects of everyone, everywhere. The 17 Goals
were adopted by all UN Member States in 2015, as part of the 2030 Agenda for
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Sustainable Development which set out a 15-year plan to achieve the Goals.

Philippine Laws for PWDs:

• BP 344 (1983) – Accessibility Law

• RA 7277 (1992) – Magna Carta for Disabled Persons
o Equal rights and privileges for PWDs on employment, education, health,
telecommunications, auxiliary social services, accessibility, political and
civil rights.
o Penalties for violation of law
• Administrative Order 35 (2002) – National Disability Prevention and Rehabilitation
(NDPR week) every 3rd week of July.
• Guidelines in the administration of students with disabilities in higher education and
post-secondary institution in the Philippines (2004)
• RA 9442 (2007) – Amendment of RA 7277 (Privileges to PWDs)
• 20% discount privilege 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 municipalities – PDAO Law)
• RA 10366 (2013) – Accessibility Polling Places for PWDs and senior citizens
• Proclamation No. 688, S. 2013 – Declaring the Period of 2013 – 2022 as the
Philippines Decade of “Make the Right Real” for PWDs
• RA 10524 (2013) – Amendment of RA 7277 (explaining 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
reserve at least 1% for PWDs
• RA 10754 (2016) – An Act Expanding the Benefits and Privileges of PWDs
• Exemption of VAT on the following sales of goods and services

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• 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 PhilHealth and that the PhilHealth shall develop
exclusive packages for PWDs that will address their specific health and
development needs.

Setting Application

Activity A. Circles of My Multicultural Self

This activity highlights the multiple dimensions of our identities. It addresses the importance of
individuals self-defining their identities and challenging stereotypes. Place your name in the center
circle of the structure below. Write an important aspect of your identity in each of the satellite
circles -- an identifier or descriptor that you feel is important in defining you. This can include
anything: Asian American, female, mother, athlete, educator, Taoist, scientist, or any descriptor
with which you identify.
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1. Share a story about a time you were especially proud to identify yourself with one of the
descriptors you used above.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________

2. Share a story about a time it was especially painful to be identified with one of your identifiers
or descriptors.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________

3. Name a stereotype associated with one of the groups with which you identify that is not
consistent with who you are. Fill in the following sentence:

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I am (a/an) __________________________________________________________ but I am
NOT (a/an) ___________________________________________________.

Activity B. Read each paragraph and explain what would you do and why?

1. A parent asks to see you. He demands that you take out the crucifix inside your classroom
because the religion they belong to does not believe in the crucifix. He insists that his child is
being taught wrong values. How will you respond to the parent?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________

2. You plan a relay game for your class. While you are explaining the mechanics of the game,
one student raises her hand and says she can’t do a particular task in the game because she
has a prosthetic leg. How will you respond to the situation?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________
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Activity C. Given the situation below, how do we see the child with disabilities according
to the models presented? State your answers on the blank provided.

Gina is a child with diagnosed with multiple disabilities. She is both blind and deaf and she is
intellectually handicapped. If you will be the teacher of Gina, how will you judge her according to
the 3 models presented.
MORAL

BIOMEDICAL

FUNCTIONAL

Establishing Feedback

Direction: Answer the following questions:

1. What surprised you with this topic, and why?
2. What’s the most important thing you learned in this lesson? Why do you think so?
3. What do you want to learn more about, and why?

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4. What can/should you do with what you have learned in this lesson?
5. How will this module help your in your career as future educator?

Resources and Additional Resources

• Aligada-Hala., et.al (2020) Foundations of Special and Inclusive Education (1st Edition).
Rex Bookstore, Manila, Philippines.
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