Written Report of Group 7

EDUC 224
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION

MODULE 2 LESSON 2
CHAPTER 2
“ADDRESING DIVERSITY THROUGH THE YEARS:
SPECIAL AND INCLUSIVE EDUCATION”

Submitted to:
Ma'am Jelyn Magonalig

Prepared by: (Group 7)

Pleños, Rhona Feb
Remedios, Kristine Faye
Salende, Sharmain
Sixto, Charmela Jean
Suazo, Jane Claire
 Chapter 2
ADDRESING DIVERSITY THROUGH THE YEARS:
SPECIAL AND INCLUSIVE EDUCATION

Introduction
This chapter shall allow you to look at Special Needs and Inclusive Education from historical and
philosophical contexts. The first step to becoming an effective Special Needs and/or Inclusive teacher lies
not in one’s skill to teach strategically, but in one’s willingness and commitment to respect individual
differences. As seen in the previous chapter, diversity is a natural part of every environment and must be
perceived as a given rather than an exception.

Overview
How then do we proceed from here? Below are key points to summarize this chapter.
 Everyone has a right to education. Having a disability should not be an excuse for being deprived access
to schools; neither should poverty, religion, nor race.

 Inclusive education is an inevitable direction to take and must be properly understood, appreciated, and
prepared for within the context of society being accepting of individual differences.

 For a nation to be truly inclusive, one must start from a humane perspective of disability and a trans-
formative mindset on inclusion. Thus, the success of inclusive education starts with an appreciation and
acceptance of diversity, reinforced by a supportive and genuinely inclusive mind-set among our general
education teachers.

Competencies
This chapter aims for you to develop the following competencies:

1. the ability to create a safe, inclusive, and culturally responsive learning environment for students with
additional needs;
2. the ability to use your knowledge of general and specialized curricula to individualize learning for
students with additional needs; and
3. the ability to demonstrate reflective thinking and professional self- direction.

ACTIVITY: Picture Analysis

Look at the pictures below. Express your thought about these photos.
 ANALYSIS: Short Essay
Consider the questions below.

1. What are your insights about special children?

2. Do you have special children in your community? Did you encounter one? How did the people treat
them? Share your experience.

ABSTRACTION
Let's start our discussion to learn more
about our teachings for this class.
Understanding each subject
thoroughly can help you study more
profoundly and productively.

I. MODELS OF DISABILITY
Disability has been around for centuries, but it is often seen as a source of fear and ridicule, leading to
resistance when faced with unfamiliar situations. PWDs are not exempted from this type of treatment.

Disability advocate: "How PWDs were once treated is not something any nation would be proud of". As
soon as the "deviants" were "identified," segregation, exclusion, isolation, and other forms of violence and
cruelty followed. Such practices, which are now considered discriminatory and violating of human rights,
were common practices before the Age of Enlightenment.

(Wolfensberger 1972, Kisanji 1999): In earlier times, PWDs were seen as social threats capable of
contaminating an otherwise pure human species. Some people saw them as menaces, while others treated
them as objects of dread, pity, entertainment, or ridicule. At best, they were put on a pedestal and perceived
as Holy Innocents or eternal children who could do no wrong; at worst they were killed or treated as
subhumans without any rights.

Sociology reminds us that human behavior must always be studied in relation to cultural, historical, and
socio-structural contexts. In fact, the best way to understand why people think or act the way they do is by
looking at what was happening to their community at a certain point in time. Events tend to shape one’s
beliefs and values system. As such, its important that we examine historical highlights to appreciate man's
perspectives on disability (see Figure 2.1).
Smart's study in 2004 (as cited in Retief and Letsosa, 2018) emphasizes that models of disability are
important as they serve several purposes:
(1) they provide definitions of disability,
(2) they offer “explanations of 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 prejudices and discrimination 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.

A. THE MORAL/ RELIGIOUS MODEL

The Medieval age is said to have started from AD 476, the year the Western Roman Empire fell, and ended
toward the early 1800s, eventually ushering in the Renaissance age and Age of Discovery. This period saw
the Church as one of the most influential figures in Europe. The idea of God as an all-powerful being was so
strong in man's consciousness that it affected the way society treated PWDs at the time. Parents who bore
children with disabilities were seen from within a spectrum where on one end, God was punishing them for
a sin that needed to be atoned, and at the other extreme, He was blessing the family by giving them a
precious gift that only they could care for. The middle ground was to see disability as a test of faith and an
opportunity to redeem oneself through endurance, resilience, and piety (Niemann 2005 as cited in Retief and
Letsosa 2018).

Such perspectives are rooted in a moral or religious model of disability, which sees disability as either a
blessing or a curse. It is characterized by notions of charity and care taking. However, Jackson (2018) adds
that protection is also a primary concern as there is an instinct to protect both persons with disabilities for
their vulnerability and the economic and social order which might be disrupted by “deviant members” of
society.
It is considered the oldest model of disability and is evident in many religious traditions. For instance,
biblical scripture would refer to persons with chronic illnesses like leprosy as unclean, while those
considered demonically possessed may actually have had mental illnesses (McClure 2007 as cited in (Retief
and Letsosa 2018) or seizure disorders, In one strand of the moral/religious model, disability is equated with
the sin, evilness, or spiritual ineptness of either the PWD or of a PWD's family member. Such a belief can
then cause not just the PWD's isolation but also the exclusion of the entire family unit from communal
events (Rimmerman 2013 as cited in Retief and Letsosa 2018). On the other hand, for those who view
disability as a blessing, disability either becomes one’s ticket to heaven or an opportunity toward
character development.

In addition, some cultures who ascribe to a moral/religious model of disability may also lean toward a type
of mystical narrative. Their belief is that disabilities may impair some senses yet heighten others, thereby
“granting him or her ‘special abilities to perceive, reflect, transcend, be spiritual” (Olkin 1999 as cited in
Retief and Letsosa 2018).

For the most part, the core response to this model was the establishing of segregated institutions where
PWDs could be kept. In the United States, United Kingdom, and Australia, asylums for the “mentally ill,
retardates, degenerates, and defectives” were built (Jackson 2018). Segregated residential schools and
workhouses with dormitories located miles away from town centers were also erected.

B. THE BIOMEDICAL/INDIVIDUAL MODEL

Historians and scientists alike consider the Copernican Revolution, that is, the discovery of Nicolaus
Copernicus that the center of the universe was the sun and not the Earth, is one of the most controversial yet
significant discoveries of all time. It was revolutionary and bold because it dared to contradict the Bible as
well as then-considered fundamental truths. But it was a breakthrough that triggered major changes in the
fields of science, philosophy, theology, and education. Most evident was its contribution to scientific and
technological advancements. What was not as apparent was how it paved the way for people to also shift
mind-sets from a religious perspective to a more evidence-based model of disability called the “ biomedical
(medical) model. Here, PWDs are seen as persons who are ill and meant to be treated or “made more
normal.” Olkin (1999 as cited in Retief &Letsosa 2018: 2-3) wrote:

“Disability is seen as a 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 (i.e., the adjustment of the person
with the disability to the condition and to the environment). Persons with disabilities 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
helped by trained professionals” (p. 26).

The biomedical (medical) model views disability as a "glitch" the PWD is born into, which needs
assessment and fixing. It reinforces the notion that those without disabilities are superior and have a primary
responsibility over the welfare of the disabled.
In special schools, the main focus was on building the vocational skills of students. The biomedical model
sees PWDs as different from the majority (Jackson, 2018; Pritchard, 1960 and Bender, 1970 as cited in
Kisanji, 1999). to emerge in Europe.

C. THE FUNCTIONAL/REHABILITATION MODEL

The scientific breakthroughs experienced from the time of Copernicus up until the early 1900s brought
about changes in all aspects of life, including ‘warfare and the concept of power, When World War I
happened, communities witnessed perfectly healthy people leave to serve the country only to come back
disabled physically, neurologically, or mentally. It was then that people started to realize that not all
disabilities are inborn. Physical and Occupational ‘Therapies soon became prevalent modes of rehabilitation
for much of the service-related injuries the soldiers sustained (Shaik & Shemjaz 2014) (National
Rehabilitation Information Center, 2018).

The functional/rehabilitation model is similar to the biomedical model, but differs in the concept of
habitation and rehabilitation.

Clough & Corbett: The biomedical and rehabilitative models, together with the dawn of clinic-based
assessments, show how much society has placed value on convention, performance, and achievement.
Anyone whose performance does not fall within the norm of a population is automatically deemed different
and deficient. Either way, both models constantly put the PWD at a disadvantage. They become easy targets
for pity or recipients of charitable work.
D. THE SOCIAL MODEL
What we need to understand about models and frameworks is that they have a strong yet subtle way of
influencing a person's beliefs, behaviors, and values systems. For example, a Filipino born and raised in the
United States who comes (0 the Philippines would most likely act more American than Filipino, not because
he resists his roots but because of his exposure to Americans, not Filipinos. He may not have been raised
this way intentionally but constant interaction with others of a particular culture can strongly influence a
person's way of life.

Clough & Corbett: The social (sociological) response became society's reaction to how the biomedical
perspective viewed disability. According to the sociological response, disability is a result of society's lack
of understanding of individual differences. PWDs are seen as disabled not because they are deficient but
because society "insists" they are deficient and disadvantaged.

The World Health Organization (1980) differentiates between disability and impairment. Impairment refers
to a loss or abnormality of mental or physical structure or function, while 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". Wendell: "The cultural habit of regarding the condition of the
person, not the built environment or the social organization of activities, as the source of the problem, runs
deep".
E. RIGHTS-BASED MODEL AND TWIN TRACK APPROACH

The rights-based model of disability is a framework that bears similarities with the social model. It offers a
theoretical framework for disability policy that emphasizes the human dignity of PWDs. The social model is
mostly critical of public health policies that advocate the prevention of impairment.

A 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 basic human right and therefore all must
have access to it. There are four key actors 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 (Van den Brule-Balescut & Sandkull 2005).

At best, lobbyists and practitioners now promote a twin track approach, which combines the social model
and the rights-based model. A marrying of the two perspectives allows for holistic changes to occur, with
the option of promoting individual needs whenever necessary. For instance, in education, this would mean
allowing a PWD to join the mainstream, yet be given opportunities for disability-specific programs in case
additional support is needed (Chassy & Josa 2018).

WHAT IS SPECIAL NEEDS EDUCATION?

Merriam-Webster Online (n.d) defines education as“the action or process of teaching someone especially in
a school, college or university”. People typically go through this teaching-learning process following a
particular sequence. First, they are educated at home by their parents; then they go through preschool, which
prepares them for a more formal, systematic, and rigorous type of learning. In elementary, secondary, and
tertiary school, people attempt to understand the world through various subjects and different types of
knowledge through typically singular teaching strategies. Most graduates become part of the workforce
while others choose to go beyond tertiary education and pursue higher academic degrees. Although there are
countless of schools and universities in every country, the education process pretty much stays the same for
everyone because the goal remains the same as well.

According to Prensky (2014), "the real goal of education is becoming a 'good person". William Butler Yeats
has said that "education is not the filling of a pail, but the lighting of a fire". Education plays a fundamental
role in a human's personal and social development. pillars of education that the International Commission on
Education for becomes the very definition of Special Education. is not the filling of a pail, but the lighting of
a fire" (Littky & Grabelle 2004).
We are taught that education has to address four aspects of learning:
1.Learning in order to know
2.Learning in order to do
3.Learning so we can live harmoniously with others
4.learning in order to be

Special Education tries to ensure that those perceived to have difficulties learning will be taught, albeit in a
different way. Acknowledging learner differences, the essence of special education lies in its goal to educate
pupils at the tail ends of a normal performance distribution. (Thomas & Loxley 2001).
The key to nation-building is quality education accessible to all types of learners, which is the essence of
inclusive education.

WHY INCLUSION?
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
education teacher (Del. Corro-Tiangco 2014). It takes root in special needs education and is anchored on the
philosophy that every child has an inherent right to be educated equally with his peers, no matter how
different he or she may appear to society.

The global arena has been vocal in its stand on children,persons with disabilities, and education since 1948.
In 1990, the World Declaration of Education for All (EFA) was signed, and the UN Standard Rules on the
Equalization of Opportunities for Persons with Disabilities (1993) affirmed each child's right to education.
This mandate was followed by the Salamanca Statement and Framework for Action on Special Needs
Education (1994). These directives formed the foundation for other initiatives, such as the World Education
Forum Framework for Action and the Millennium Summit of the United Nations, the EFA Flagship on the
Right to Education for PWDs in 2001, the UN Disability Convention in 2005, and the Education 2030
Framework for Action following the 2030 Agenda for Sustainable Development.
All of these were created with the same goal in mind: Inclusion.

The Guidelines for Inclusion (2005) published by UNESCO enumerates

four key elements:
(1) that inclusion is a process, that is, “a never-ending search to find better ways to respond to diversity,”
(2) that inclusion involves a preventive dimension, specifically in identifying and removing potential
barriers to this process through “collecting, collating, and evaluating information” for improving policy and
practice,
(3) that inclusion is all about the “presence, participation, and achievement” or learning outcomes of all
types of students; and
(4) that inclusion puts “particular emphasis on learnerswho may be at risk of marginalization, exclusion, or
underachievement,” and therefore, they must be consistently monitored and represented in the
inclusive process. Figure 2.5 enumerates factors that are distinctly inclusive (Booth and Ainscow 2002).
THE 2030 AGENDA

The term "inclusive education" refers to more than only calls for educational change for students who have
special needs. It is merely a provision to increase the caliber of instruction for all students, because “every
learner matters and matters equally” (UNESCO 2017:12, 2005).

The United Nations created the SDGs as a set of guidelines or blueprints to achieve a better and more
sustainable future for all. It consists of 17 global goals, each of which focuses on a different area of
development and is set by the United Nations for the year 2030. SDG 4: “Ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all” (United Nations General Assembly).

The aim of inclusion is for diversity to be embraced by all facets of society. This is why all of these
dissertations emphasize the necessity for a paradigm shift in order to address the problems with inclusion in
education.
This is also reflected in the current framework being followed for the implementation of inclusive practices,
which is the Sustainable Development Goals (SDGs).

SDG 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for
all” (United Nations General Assembly).
“PHILIPPINE LAWS FOR PWDS” (PANGALANGAN & LITONG, 2014)
 BP 344 (1983) - Accessibility Law
 RA7277 (1992) - Magna Carta for Disabled Persons
 -Equal rights and privileges of PWDs on employment, education, health, telecommunications, auxiliary
social services, accessibility, political, and civil rights
-Penalties for violations of law
 Administrative Order 35 (2002) - National Disability Prevention and Rehabilitation (NPDR Week)
every 3rd week of July
 Guidelines in the Admission of Students with Disabilities in Higher Education and Post-Secondary
Institutions in the.Philippines (2004)
 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 reserve at least 1% for PWDs
 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
Phil Health and that the Phil Health shall develop exclusive packages for PWDs that will address their
specific health and development needs.
APPLICATION
Multiple choice. Please read and answer carefully. Write the letter of the correct answer.

1. What are the two cultural narratives depict disability as a source of fear and ridicule?
A. Philippine History and Kuwentong Bayan
B. The Hunchback of Notre Dame and Kampanerang Kuba
C. The Jewish People and the Passover Seder
D. Bayanihan and Paninilbihan

2. At what year did Kisanji says PWDs were seen as social threats capable of contaminating an otherwise
pure human species?
A. 1997
B. 1998
C. 1999
D. 1995

3. Who says "At best, they were seen as Holy Innocents or eternal children, while at worst, they were killed
or treated as sub human devoid of any rights"?
A. Wolfensberger 1972
B. Kisanji 1999
C. Jackson 2018
D. McClure 2007

4. Which of the following emphasizes models of disability as they serve several purposes?
A. society is unconsciously led to respond to disability
B. has proven to be very powerful in helping
C. reminds the human behavior must always be studied in cultural
D. they offer explanations of casual and responsibility attributions

5. In earlier time, how does the Persons with disability (PWD) treated in the society?
A. PWDs were seen as social threats capable of contaminating an otherwise pure human species.
B. PWDs refer to persons with chronic illnesses like leprosy as unclean.
C. Person With Disability are seen as either a blessing or a curse.
D. PWDs are cared and pampered back in the earlier times.
6. The assistance given by professionals to those who have an acquired disability in the hope of gaining back
one's functionality.
A. Functional/rehabilitation
B. Biomedical model
C. Habilitation
D. Biomedical and rehabilitative model

7. A more evidence-based model of disability.

A. The Biomedical/Individual Model
B. The Biological Model
C. The Moral/Religious Model
D. The Functional/rehabilitation Model

8. It is also know as the Dark Ages and the Middle Ages.

A. Roman Empire
B. Medieval Age
C. Renaissance Age
D. Age of Discovery

9. When did the Copernican Revolution started?

A. 1544
B. 1543
C. 1534
D. 1545

10. Examine each person and then develops a treatment plan to improve their ability to move, reduce or
manage pain, restore function, and prevent disability.
A. Occupational therapist
B. Physical therapist
C. Psychiatrists
D. Psychologists
11. It is a framework that bears similarities with the social model.
a.twin track approach
b.social model of disability
c.right based model of disability
d.disability

12. Any loss or abnormality of pshychological or anatomical structure or function

a.disability
b.impairment
c.PWD
d.abnormality

13. Who challenges the concept of norms?

a.Clough and Corbett
b.World Health organization
c.Balescut and Sandkull
d.Professor David Pfeiffer

14. Who pointed out that the social (sociological)

model became society's reaction to how the biomedical perspective viewed disability?
a.Professor David Pfeiffer
b.Clough and Corbett
c.Chassy and Jossa
d.Wendell

15. Who coined the term"social model"?

a.David Pfeiffer
b.WHO
c.Mike Oliver
d.Degener
16. It is the action or process of teaching someone,especially in a school, college, or university.
A. The normal curve
B. Inclusion
C.Education
D. Special

17. According to our lesson, the key to nation-building is _________?

A. educational practice that places students with disabilities in the general education classroom.
B.quality education accessible to all types of learners, which is the essence of inclusive education.
C.educate pupils at the tail ends of a normal performance distribution.
D.ensure that those perceived to have difficulties learning will be taught.

18. It attempts to guarantee that people believed

to have learning disabilities are educated, although in a different manner.
A. Special education
B. Inclusion
C. Education
D. The normal curve

19. Who said this phrase? "the real goal of education is becoming a 'good person'".
A. (Del. Corro-Tiangco 2014)
B. (Chassy & Josa 2018)
C.(Littky & Grabelle 2004)
D.Prensky (2014)

20. We are taught that education has to address how many aspects of learning?
A. 7
B. 4
C. 10
D. None of the above
21. It is considered as road maps or blueprints to ensure a better and sustainable future for everyone.
a. Department Health
b. Sustainable Development Goals
c. United Nations
d. Department of Social Welfare and Development

22. Who are responsible of Inclusive Education

a. Students
b. Teachers
c. Community
d. Everyone

23. At what year did the Accessibility Law of the Philippines or Batas Pambansa 344 (BP 344) was signed
into law?
b. 1981
b. 1982
c. 1983
d. 1984

24. Which of the following is not included in the inclusion in education practices by Booth and Ainscow?
a. Improving schools solely for staffs
b. Valuing all students and staff equally
c. Viewing the difference between students as resources to support learning, rather than problems to be
overcome
d. Fostering mutually sustaining relationships between schools and communities

25. Who are the contributors of Philippine Laws for PWD's?

a. Booth and Ainscow
b. Pangalangan and Litong
c. Thomas and Loxley
d. Littkey and Grabelle

Congratulations! You have reached the end of the lesson.

God bless your journey. Just keep going!

Answer keys!

Activity:
(Answers may vary)

Analysis:
(Answers may vary)

Application:
1. B
2. C
3. A
4. D
5. A

6. A
7. A
8. B
9. B
10.B

11.C
12.B
13.D
14.B
15.C

16.C
17.B
18.A
19.D
20.B

21.B
22.D
23.C
24.A
25.B