EDU 537: FOUNDATIONS OF SPECIAL EDUCATION AND  To encourage people to talk and discuss with each other and

INCLUSIVE EDUCATION generate new points of view among each in the group.
 A person’s disability makes them a unique individual who is, at
What is Diversity? times, shunned from places and activities.
 The concept of diversity encompasses acceptance and respect. It  They have to be recognized as human beings who should not be
means understanding that each individual is unique, and discriminated against, but rather understood, accepted, and tolerated.
recognizing our individual differences such as:  Disabilities have to be seen as a natural part of life and natural
 Dimension of race, ethnicity, gender, sexual orientation, part of diversity.
socioeconomic status, age, physical abilities, religious beliefs,  People with disabilities have to be perceived and accepted as
political beliefs, or other ideologies. people with distinct abilities. They have to identify themselves as
LOODEN’S DIVERSITY WHEEL having disabilities so that the world can accept them and create
 The Diversity wheel pointed to the significance of our social avenues for them to live in.
characters and the ways in which people developed their identity MODELS OF DISABILITY
when they are able to establish connection with a specific group or  •hey provide definition of disability
people.  They offer “explanation for causal and responsibility attributions”
 They are based on “perceived needs”
The inner circle of the diversity wheel includes NINE PRIMARY  They inform policy
dimensions of diversity.  They are not “value-neutral
(1.) Spiritual beliefs (2.) class (3.) gender (4.) physical abilities &  They define academic disciplines that focus on disability
characteristics (5.) age (6.) ethnicity (7.) race (8.) income  They shape the self-identity of PWDs’
(9.) Sexuality.  They can provide insight on how prejudice and discriminators
occur.
 These nine primary dimensions are particularly important in
THE MORAL RELIGIOUS MODEL
shaping and individual’s values, self-image and identity,  sees disability as either a curse or blessing
opportunities, and perceptions of others. These primary  characterized by notions of charity and caretaking
dimensions are the core of an individual’s diverse identity.  considered as the oldest model of disability and is evident in many
religious traditions.
The outer circle of the diversity wheel includes SECONDARY
 The model uses biblical stories as negative or positive judgment to
dimensions.
a person with disability/ies.
(1.) Work experience (2.) communications style (3.) cognitive
THE BIOMEDICAL/INDIVIDUAL MODEL
style (4.) political beliefs (5.) education (6.) geographic location
 The model sees the child’s disability as an inborn medical
(7.) organization role & level (8.) military experience (9.) work
condition.
style (10.) first language (11.) family status.
 PWDs’ are seen as persons who are ill and meant to be treated or
 Each of these represents an essential dimension of an individual’s
“made more normal”
social identity.
Olin (1999) wrote: “Disability is seen as medical problem that
• These primary and secondary dimensions are the differences more likely
resides in the individual.”
to lead to culture clash and conflict when they are ignored, devalued, or
 It is a defect in or failure of a bodily system, is inherently abnormal
misunderstood by others.
and pathological.
How to use the diversity wheel?
  The goals of intervention are cure, amelioration of the physical  Built on the principle that education is a human right and
condition to the greatest extent possible. therefore, all must access to it.
 Person’s with disability are expected to avail themselves of the What is Special Education?
variety of services offered to them by the trained professionals.  Special education is specially designed instruction that addresses
THE FUNCTIONAL: REHABILITATION MODEL the unique needs of a student eligible to receive special education
 Quite similar to the biomedical model in that it sees the PWD as services.
having deficits.  In 1975, the Education for All Handicapped Children Act (EHCA)
 These deficits the justify the need to undergo rehabilitative mandated that states provide a “Free and Appropriate Public
intervention such as therapies, counseling, and the like aim to Education” (FAPE) to all students, including those with physical,
reintegrating the disabled into society. mental, or behavioral disabilities.
 Biomedical model often suggest habilitation, which refers to given Why Inclusive Education?
to those whose disabilities are congenital or manifested very early  Inclusive education is about looking at the ways our schools,
in life in order to maximize function. classrooms, programs, and lessons are designed so that all
 Function/rehabilitation model refers to the assistance given by the children can participate and learn.
professionals to those who have an acquired disability in the hope  Inclusion is also about finding different ways of teaching so that
of gaining back one’s functionality. classroom actively involve all children.
THE SOCIAL MODEL  Finding ways to develop friendships, relationships, and mutual
 The model says that people are disabled by barriers in society, not respect between children and teachers in the school.
by their impairment or difference.  Inclusive education is a way of thinking about how to be creative to
 Barrier can be physical, like buildings not having accessible toilets. make our schools a place where all children can participate.
 They can be caused by people’s attitudes to difference, like  Creativity may mean teachers learning to teach in different ways
assuming disabled people can’t do certain things. of designing their lessons so that all children can be involved.
 helps us recognize barriers that make life harder for disabled PHILIPPINE LAWS FOR PWDs
people.  BP 344 (1983) Accessibility Law
 Removing these barriers creates equality and offers disabled  RA 7277 (1992) Magna Carta for Disabled Persons
people more independence, choice, and control.  Equal rights and privileges for PWDs on employment, education,
THE MEDICAL MODEL health, telecommunications, auxiliary social services, accessibility,
 The medical model of disability says people are disabled by their political and civil rights.
impairments or differences.  Penalties for violation of law
 The medical model looks at what is ‘wrong’ with the person, not Administrative Order 35 (2002) National Disability Prevention
what the person needs. and Rehabilitation (NDPR) week every 3rd week of July.
 It creates low expectations and leads to people losing Guidelines in the administration of students with disabilities in higher
independence, choice, and control in their lives. education and post-secondary institution in the Philippines (2004)
RIGHT-BASED MODEL RA 9442 (2007) Amendment of RA 7277 (Privileges to PWDs)
 A framework that bears similarities with the social model.  20% discount privilege to PWDs
 recognizes the PWDs’ vulnerability and tries by upholding and  change name from Magna Carta for Disabled persons to Magna
safeguarding their identities and rights as human beings. Carta for PWDs.
 The rights-based approach to education ensures that all energies  Added a clause on deliverance from public ridicule and vilification.
are devoted to the realization of each learner’s right to education. 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, and 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 of Expanding the Benefits and Privileges of
PWDs
 Exemption of VAT on the following sales
 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
PhilHealth shall develop exclusive packages for PWDs that will
address their specific health and development needs.