EDU 537: Introduction of Special

and Inclusive Education

Student’s Activity Sheet # 5

Name: ____________________________________________________ Class Number: ___________________

Section:__________________ Schedule: ____________________________ Date:_______________________

Lesson Title: ADDRESSING DIVERSITY THROUGH THE YEARS Materials:

Lesson Objectives:
SAS
1. At the end of this module, you will be able to:
2. 1. identify three models of disability; References:
3. 2. discuss what is Special Education: and Aligada-Hala., et.al (2020)
4. 2. enumerate the Philippine laws for PWDs Foundations of Special and
Inclusive Education (1st Edition).
Rex Bookstore, Manila, Philippines.

Productivity Tip:
Continue! Not because others are judging but because you need to do it for yourself.

A. LESSON PREVIEW/REVIEW
1) Activity 1: Introduction (2 mins)
In this chapter we will continue to discuss two more models of disability. Further, we will also get a close
lens on what is special education and the impact of having inclusion in your classrooms.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Fill out the tables below to benchmark our discussion. Please be honest in the process. No need for
fancy words, just how you understand it. Remember: There are no wrong answers, only wrong minds.
Start learning with this:

What I Know Questions: What I Learned

1. What is Special Education?

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 EDU 537: Introduction of Special
and Inclusive Education
Student’s Activity Sheet # 5

Name: ____________________________________________________ Class Number: ___________________

Section:__________________ Schedule: ____________________________ Date:_______________________

2. Why Inclusion?

B. MAIN LESSON
1) Activity 2: Pre-Printed Content Notes (13 mins)
…continuation of models of disability
D. The Social Model

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.

E. 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.

F. 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.

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 EDU 537: Introduction of Special
and Inclusive Education
Student’s Activity Sheet # 5

Name: ____________________________________________________ Class Number: ___________________

Section:__________________ Schedule: ____________________________ Date:_______________________

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

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 multidisciplinary 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 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 be 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?

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This document is the property of PHINMA EDUCATION
 EDU 537: Introduction of Special
and Inclusive Education
Student’s Activity Sheet # 5

Name: ____________________________________________________ Class Number: ___________________

Section:__________________ Schedule: ____________________________ Date:_______________________

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.

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

All children can learn

All children attend age appropriate regular classrooms in their local schools
All children receive appropriate educational programs
All children receive a curriculum relevant to their needs
All children participate in co-curricular and extracurricular activities
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 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
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This document is the property of PHINMA EDUCATION
 EDU 537: Introduction of Special
and Inclusive Education
Student’s Activity Sheet # 5

Name: ____________________________________________________ Class Number: ___________________

Section:__________________ Schedule: ____________________________ Date:_______________________

● 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

● 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

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This document is the property of PHINMA EDUCATION
 EDU 537: Introduction of Special
and Inclusive Education
Student’s Activity Sheet # 5

Name: ____________________________________________________ Class Number: ___________________

Section:__________________ Schedule: ____________________________ Date:_______________________

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.
2) Activity 3: Skill-building Activities

Let us check if you are able to understand the key concepts central to developing the competencies at the start
of this chapter. On your own, answer the following questions by using the concepts you have learned.

1. What are Special Education Needs?

_____________________________________________________________________________________

_____________________________________________________________________________________

2. How different is it from Inclusive Education?

_____________________________________________________________________________________

_____________________________________________________________________________________

3) Activity 4: What I Know Chart, Part 2

Please answer the third column of what I’ve Learned Chart in the activity number one to determine the
progress of your learning.

4) Activity 5: Check for Understanding

I. Multiple Choices. Write the letter of the correct answer on the space before the number.
_________1. It is an attempt to increase universal fairness of both public and private education sectors in
terms of delivery of instruction.
a. General Education c. Secondary Education
b. Special Education d. Tertiary Education
_________2. It is an educational practice that places students with disabilities in the general education
classroom among the typical developing children under the supervision and guidance of general
education teacher.
a. Inclusive education c. Shadow teaching
b. Sped one-on-one d. Resource learning
__________3. The model explains that the child is being judged by their rights to access education.
a. The Medical Model b. The Social Model

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This document is the property of PHINMA EDUCATION
 EDU 537: Introduction of Special
and Inclusive Education
Student’s Activity Sheet # 5

Name: ____________________________________________________ Class Number: ___________________

Section:__________________ Schedule: ____________________________ Date:_______________________

c. The Rights-Based Model d. The Moral Model

__________4. Student K was diagnosed with cerebral palsy and was given intervention programs based on
the capacity stated in his diagnosis. What model was the basis for this approach?
a. The Medical Model c. The Rights-Based Model
b. The Social Model d. The Moral Model
__________5. The underlying principle of this model states that disability is a social construct, where
standards and limitations that society places on specific groups of people are what disable a
person
a. The Medical Model c. The Rights-Based Model
b. The Social Model d. The Moral Model

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
Congratulations for finishing this module! Shade the number of the module that you finished.

This time, share your insights on our topic today. Fill-out the table below.

Learning Scores Action Plan

Date
Target/Topic

What module# did

What contributed to the quality of your
you do? What were What were your
What’s the performance today? What will you do
the learning targets? scores in the
date today? next session to maintain your performance
What activities did activities?
or improve it?
you do?

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This document is the property of PHINMA EDUCATION
 EDU 537: Introduction of Special
and Inclusive Education
Student’s Activity Sheet # 5

Name: ____________________________________________________ Class Number: ___________________

Section:__________________ Schedule: ____________________________ Date:_______________________

FAQs

1. What is the Social Model?

- The social model sees ‘disability’ as the result of the interaction between people living with impairments and
an environment filled with physical, attitudinal, communication and social barriers.

2. What is the Medical Model?

- The medical model of disability, ‘disability’ is a health condition dealt with by medical professionals. People
with disability are thought to be different to ‘what is normal’ or abnormal

3. What is a Right-Based Model?

- The model sees that the child has the responsibility to take part in civil rights, especially in the right to access
education.

What is Special Education?

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This document is the property of PHINMA EDUCATION
 EDU 537: Introduction of Special
and Inclusive Education
Student’s Activity Sheet # 5

Name: ____________________________________________________ Class Number: ___________________

Section:__________________ Schedule: ____________________________ Date:_______________________

- It sees the child has the capacity to perform beyond the disability that the child possesses. With this,
educational programs are given to reach maximum potential.

What is Inclusive Education?

- A delivery system of education that does not stereotype the kind of learning the child possesses. Everyone is
treated with equity depending on the child’s capacity.

KEY TO CORRECTIONS

Check for Understanding

Activity 5.

B
A
C
A
B

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