UNIT 2

Addressing Diversity Through the Years:

Special and Inclusive Education
Time Required: 9 Hours

Introduction

Hello! Welcome to this module on Addressing Diversity Through The Years: Special and Inclusive
Education. In the previous unit, you learned about the definition of diversity and how it contributes
to progress and productivity. In this unit, you will get the chance of looking 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 skill to teach strategically but in
one’s willingness and commitment to respect individual differences. As seen in the previous unit,
diversity is a natural part of every environment and must be perceived as a given rather than
exception.

General Learning Objectives: At the end of the unit, you will be able to:

a. Create a safe, inclusive, and culturally responsive learning environment for students with
additional needs;
b. Use knowledge of general and specialized curricula to individualize learning for students
with additional needs; and
c. Demonstrate reflective thinking and professional self-direction.

Activating Prior Knowledge

The concept of disability has been existent for ages. Disability cuts across countries, cultures and
timelines. But perhaps, it is part of human nature to react negatively to anything perceived as
different or out of the ordinary. There is often resistance, especially when people are met with
situations that they are unfamiliar with. Persons with disabilities (PWDs) are not exempted from
this type of treatment.

Activity: Viewing a Movie Clip

Pause for while and click on any one of these links to give you a better idea of what is meant in
the preceding paragraph:

(Hunchback of Notre Dame, 1997 Film) https://www.youtube.com/watch?v=CCHm5DURhMw

or (Kampanerang Kuba, 1974 Film) https://www.youtube.com/watch?v=sw8TpkmlfJI

It is encouraged that you see the movie clip (not the entire film) to fit the purpose of the lesson.
However, a summary is provided for you to facilitate understanding.

Summary: Hunchback of Notre Dame (1997 Film)

In 1480 Paris, Dom Claude Frollo finds an abandoned, deformed baby boy on the steps of Notre
Dame and takes pity on him, believing him to be sent by God. He names the baby "Quasimodo",
and raises him as his son.
Twenty-five years later, on the day of the Feast of Fools, Quasimodo is named the King of Fools by
Clopin, the King of the Gypsies. A young Gypsy woman named Esmeralda honors Quasimodo with
a dance. Both Frollo and Gringoire, a wandering poet, see her dancing, and both are entranced by
her. Frollo stops the dance and scolds Quasimodo for leaving Notre Dame, telling him that if he ever
goes outside the cathedral again, Frollo will not help him.
Frollo, after whipping himself for his lustful thoughts towards Esmeralda, pays two guards to kidnap
her. They attempt to take her by force, but their plan is thwarted by Gringoire and Quasimodo, who
protect her as Quasimodo is apprehended. Gringoire ultimately is nearly hanged by the Gypsies for
trespassing on the Court of Miracles, but Esmeralda says she will marry him in return for rescuing
her.
Angered by Quasimodo's disobedience, Frollo allows Quasimodo to be whipped in public for
attacking Esmeralda, even though he is innocent. Esmeralda begs King Louis XI to stop the torture,
but the King regards her as not a "real woman" and refuses to listen to her. Quasimodo is left for
public humiliation for one hour, during which the crowd throws fruit at him. Quasimodo begs the
crowd for water. Instead of helping him, they mock him further by shouting "Water" back at him.
Frollo ignores Quasimodo's pleas for help. Esmeralda later gives Quasimodo some water. As a
result, he becomes deeply infatuated with her. When he comes back to Notre Dame, he falls to the
floor and cries while Frollo consoles him.
Esmeralda and Gringoire's sham marriage eventually grows into real love. A jealous Frollo disguises
himself and reveals to Esmeralda the depths of his feelings to her. Esmeralda reads his palm and
sees death. Terrified, she runs away, dropping her knife. Frollo takes the knife and stabs Minister
Gauchére with it, believing the man to be a sinner for reading books other than the Bible.
Esmeralda is tried for the murder and found guilty after the metal boot torture. Frollo tells her that
he will spare her if she gives herself to him, but she refuses. Quasimodo saves her from being
hanged and publicly declares sanctuary. Captain Phoebus and his guards storm the cathedral, but
Quasimodo defends it by throwing things at them.
Esmeralda stays in Notre Dame and she and Quasimodo become close friends. He introduces her
to the bells of Notre Dame and tells her of his plans to write a 600-page book. Esmeralda confesses
that she misses her goat Djali, so Quasimodo goes to the Court of Miracles to retrieve the goat. He
gives his book to Gringoire to distribute to the citizens of Paris.
When he returns, Esmeralda is gone. He confronts Frollo who admits that he turned Esmeralda
over to the authorities. Frollo, refusing to help clear Esmeralda’s name at Quasimodo’s insistence,
severely whips him. Frollo reveals the truth of Quasimodo’s origins and curses him as a freak. He
attempts to whip him again, but the hunchback finally stands up for himself.
Esmeralda is about to be hanged once more, but the Gypsies rebel against the higher classes and
demand that she be set free. Hanging Frollo over the edge of a balcony on Notre Dame, Quasimodo
forces him to confess his crime to the crowd below. Believing he will gained absolution for his sins,
Frollo shouts "It was I" leaving King Louis XI surprised. Esmeralda is freed and goes to Notre Dame
to thank Quasimodo. However, Frollo, tempted again, attempts to stab her. Quasimodo intervenes
 and is stabbed instead. The pair fight, leading to Frollo falling to his death, while Quasimodo
narrowly survives by hanging onto the parapet.
Quasimodo tells Esmeralda that the pain is too much. While she attempts to tend his stab wound,
he reveals that the biggest wound lies in his heart. Gringoire and Esmeralda ring the bells of Notre
Dame in tribute to Quasimodo as he peacefully dies.
https://en.wikipedia.org/wiki/The_Hunchback_(1997_film)

Self-Assessment Question: What is/are common in the two movie clips? Describe the
similarities.

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Indeed, you are right in your observation!

Presentation of Content
Narratives like The Hunchback of Notre Dame and Kampanerang Kuba depict disability as a
source of fear and ridicule. Even Philippine history has records of disability through Apolinario
Mabini, who was unable to walk because of physically impairing condition called poliomyelitis.

How PWDs were once treated is not something any nation would be proud of. Historically, people
formed opinions and reactions toward disability in a similar pattern. It was consistent for almost
every country: society first took notice of those with physical disabilities because they immediately
stood out, then they notice those with less apparent developmental conditions because they acted
differently. As soon as the “deviants” were “identified” segregation, exclusion, isolation, and other
forms of violence and cruelty followed.

Topic A. Models of Disability

Specific Learning Objectives:

a. Differentiate the five models of disability; and,

b. identify some of the circumstances where they apply.
Smart’s Study in 2004, as cited by Retief and Letsosa, 2018, and Halal, et. al., 2020, 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 discriminations occur. The 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

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Perspective: This model sees disability as either a blessing or a curse. For example, parents
who bore children with disabilities during the Age of Renaissance and Age of Discovery
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 take care for. The middle ground was to see
 disability as a test of faith an an opportunity to redeem oneself through endurance,
resilience, and piety (Niemann, 2005 as cited by Halal, et. al. 2020). However, Jackson
(2018, as cited by halal, 2020), 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. In one strand
of the model, disability is also equated with the sin, evilness, or spiritual ineptness of either
the PWD or of the 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 by Halal, 2020). On the other hand, for those who view
disability as a blessing, disability becomes one’s ticket to heaven or an opportunity toward
character development. This model is considered the oldest model of disability.

2. The Biomedical/Individual Model

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Perspective: Disability is seen as a medical problem that resides in the individual. It is a

defect 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.g. 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. The biomedical model considers
disability as a “glitch” the PWD is born into, which needs assessment and fixing. Jackson
(2018) describes it to be a normative model based on a person’s level of deficiency
“compared to a normative state”. He further posits that those without disabilities are
 superior than those with abilities, and that they have the primary responsibility over the
welfare of the disabled. Most interventions are devoted to making sure that the PWD
catches up with his or her peers- a practice that is very much ingrained in society to this
day.

Self-Assessment Question: In your own words, compare/contrast Moral/Religious Model

and Biomedical/Individual Model.

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Very Good! You deserve a break. See you after 15 minutes.

3. The Functional/Rehabilitation Model

Perspective: The Functional/Rehabilitation Model is quite similar to the biomedical model

in that it sees the PWD as having deficits. These deficits then justify the need to undergo
rehabilitative intervention such as therapies, counseling and the like in the aim of
reintegrating the disabled into society. The main difference in the two models is in the
concept of habilitation. The biomedical model often suggests 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 professionals to those who have an acquired disability in the
hope of gaining back one’s functionality. The two models show how much society has
placed value on convention, performance and achievement. Anyone whose performance
does not fall within the norm of the population is automatically deemed different and
deficient. In living spaces, such persons were shunned by society. In educational setting,
such students were advised to transfer schools for a more specialized type of education
 (Clough and Clough & Corbett, 2000). In workplaces, they segregated or refused
opportunities. Either way, both models constantly put the PWD at a disadvantage. They
become easy targets of pity or recipients of charitable work. Moreover, both promote an
expert-client type of relationship between the “non-disabled” and the “disabled” where the
PWD is automatically perceived as inferior. At the very least, this relational exchange
benefits the client as the expert can help improve his or her state. However, at the extreme,
this collaboration “undermines the client’s dignity by removing the ability to participate in
the simplest, everyday decisions affecting his or her life (Jean, 2012).

Self-Assessment Question: Do you know of anyone who had been discriminated because
of his inability to do something? How do you know that he was being discriminated?

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Good job! You are now ready for the next model.

4. The Social Model

Perspective: “A Filipino, born and raised in the United States who comes to 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 raises
this way intentionally but constant interaction with others of a particular culture can
strongly influence a person’s way of life.”

The underlying principle of the social model of disability is that disability is a social
construct, where standards and limitations that society places on specific groups of people
are what disable a person.

Clough & Corbett (2000) points out that the social (sociological) model became a society’s
reaction to how the biomedical perspective viewed disability. The medical field has been
reinforcing a disabling view of PWDs. According to the sociological response, disability
occurs as 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 deficient
and disadvantaged. Norms, after all, are determined by society.

The social model reiterates that impairment should be seen as a normal aspect of life, and
when it happens, it should not cause a stir. Instead , society must plan in anticipation of
possible impairment occurrences so as not to disable anyone. If disability were to be seen
 as something natural and expected, it could change the way we design our systems and our
environments (Kaplan, as cited in Halal, et. al., 2020)

5. Rights-based Model and Twin Track Approach

Perspective: The rights-based model of disability is framework that bears similarities with
social model. Although most practitioners see the tow as one and the same, Degener
(2017), argues their nuances. While the social model reiterates social factors and dynamics
that form our perceptions of disability, the rights-based model “moves beyond explanation,
offering a theoretical framework for disability policy that emphasizes the human dignity of
PWDs”. It immediately recognizes the PWDs vulnerability and tries to address this by
upholding and safeguarding their identities and rights as human beings. Moreover, while
the social model is mostly critical of public health policies that advocate the prevention of
impairment, the human rights model recognizes the fact that properly formulated
prevention policy maybe regarded as an instance of human rights protection for PWDs.

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 of the principle that “education is a basic
human right and therefore all must have access to it”. There are four key factors 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, as rights holders and duty-bearers. (Van Den Brule- & Balescut &
Sandkull, 2005)

At best, lobbyist and practitioners now promote a twin track approach which combines the
social model and the rights-based model. A marrying of two perspectives allows for
holistic changes to occur, with the option of promoting individual needs whenever
necessary.

Topic B: What Is Special Needs Education? Why Inclusion?

Specific Learning Objectives:

a. Define what is Special Education;

b. Explain the goals of special education;
c. Enumerate inclusive education practices.
d. Review laws governing PWds.

Merriam-Webster Online 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 educated at home by their
Parents; then they go through pre-school, 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 other 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.

The vision of education for humanity is noble and appropriate. However, for any given population,
statistical data shows that people possess different aptitude and skill levels depending on standards
or expectations that society ultimately dictates and holds as true.
This is what Clough refers to as “pathology of difference” (Clough & Corbett, 2000).

Historically, Special Education has been regarded as “an attempt to increase the fairness
of universal public education for exceptional learners” because there are “those with
special difficulties or extraordinary abilities in learning” (Kauffman & Hallalan, 2005).
Acknowledging learner differences, the essence of special education, lies in its goal to
educate a certain population of students, particularly those at the tail ends of a normal
statistical distribution of performance. In other words, special education tries to ensure
those perceived to have difficulties in learning will be taught, albeit in different way.

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 consistently vocal in its stand on children, persons with
disabilities, and education. In as early as 1948, there have alrady been worldwide
declarations on children and their right to be educated (Universal Declaration of Human Rights,
1948; United Nations Convention on the Rights of the Child, 1989). In 1990, many
countries banded together for the world declaration of Education for All (EFA), which
stated that all children must have access to complete, free, and compulsory primary
education.

These ground breaking directives eventually formed the foundation for other initiatives:
the World Education Forum Framework for Action and the Millenium Summit of the
United Nations, both of which happened in 2000; the EFA Flagship on the Right to Education for
PWDs in 2001; the UN Disability Convention in 2005; the UN Convention
of the Rights of Persons with Disabilities in 2006; and the Education 2030 Framework for
Action following the 2030 Agenda for Sustainable Development. All these were created
with the same goal in mind: Inclusion.

Inclusion in Education involves, according to Booth & Ainscow, 2002:

A. Valuing all students and staff equally;

 B. Increasing the participation of students in and reducing their exclusion from the
cultures, curricula, and communities of local schools;
C. Restructuring the cultures, policies, and practices in schools so that they respond to te
diversity of students in the locality;
D. Reducing barriers to learning and participation for all students, not only those with
impairments or those who are categorized as “having special education needs”;
E. Learning from attempts to overcome barriers to the access and participation of
particular students to make changes for the benefit of students more widely;
F. Viewing the difference between students as resources to support learning rather than
problems to overcome;
G. Acknowledging the right of students to an education in their locality;
H. Improving schools for staff as well as for students;
I. Emphasizing the role of schools in building community and developing values, as well
as in increasing achievement;
J. Fostering mutually sustaining relationships between schools and communities;
K. Recognizing that inclusion in education is one aspect of inclusion in society.

Topic C: The 2030 Agenda

Specific Learning Objective:

a. State some laws, policies, and orders as bases in the formulation of the 2030 Agenda.

The goal of Inclusion is for every fabric of society to embrace diversity. It is for this reason that
all these treatise state the need for a paradigm shift to address the issues of inclusion in education.
Inclusive Education is not merely a call toward educational reform for those with additional needs.
It is simply a call to improve the quality of education for all learners, because, “every learner
matters and matters equally” (UNESCO, 2017). 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

➢ RA 7277 (1992) – Magna Carta for the Disabled Persons
o Equal rights and privileges for PWDs on employment, education, health,
telecommunications, auxiliary, social services, political, and civl rights
o Penalties for violation
➢ 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)
 o 20% discount privileges to PWDs
o Change name from “Magna Carta for Disabled Persons” to “Magna Carta
for PWDs”
o 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)
o 1% of all government agencies, offices, corps shall be reserved for PWDs
o Private companies with over 100 employees are encouraged to reserve at
least 1% for PWDs
➢ RA 10754 (2016) – An Act Expending the Benefits and Privileges of PWDs
o Exemption of VAT on the sale of goods and services
o Inclusion of Funeral Services
➢ Civil Service Commission MC No.20. s. 2017 – express lanes for PWDs in all
commercial and government establishments
➢ RA 11228 – 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.

Assessment
1. Plot the historical timeline of how the models of disability evolved.

2. Make a framework for special needs education and inclusive education.

3. Create an inforgraphic showcasing the differences among the different models of

disability.

Reflection
Special Education is said to address the extreme ends of a normal distribution. However, who
determines the cut-off for either end? To keep a narrow range at the tail end would mean less
number of students might be in need of Special Education programs and more “low average
students” might be in danger for academic failure, bullying, or dropping out. To make the tail ends
range wider, however, would mean more students will be segregated, therefore, negating the very
idea of inclusion. Discuss your thoughts on how such a dilemma could be resolved in the box
below.
 Very well done! Congratulations for doing this far!

References
Clough, P. & Corbett, J. (2000). Theories of Inclusive Education. A student’s Guide. Bonhill
Street, London: Paul Chapman Publishing

De Torres, M.S. (2008). “One Hundred Years of Special Education in the Philippines.
Unpublished Master’s Thesis. University of the Philippines, Diliman, Quezon City.

Kauffman, J.M. & Hallalan, D.P. (2005). Special Education. What It Is and Why We Need It.
Pearson Education, Inc: Boston, Massachussets

Pangalanan, R. & Litong, G. (2004). A Manuel for PWD Rights Advocates. Access to justice of
persons with disabilities in the Philippines, Vol I
Thomas, G. & Loxley, A. (2001). Deconstructing special education and constructing inclusion.
Buckingham: Open University Press

http://journals.upd.edu.ph/index.php/edq/article/viewFile/4471/4048

http://www.merriam-webster.com/dictionary/education

https://doi.org/10.3390/laws70100010

http://digitalcommons.law.umaryland.edu/jhclp/vole/iss2/5

http://disability-studies.leeds.ac.uk/files/library/Oliver-in-soc-dis.pdf

https://doi.org/104102//hts.v74i1.4738

https://www.sustainabledevelopment.org

https://www.refworld.org/docid/50854a322.html

https://slideplayer.com/slide/5883978