FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

“Divertere”: Latin word for Diverse which -​ and secondary dimensions of

means to turn away, separate, oppose. diversity.
-​ Core: inside the circle, stronger one,
-​ The state or quality of being different
characteristics we were born with
or varied
(inherent and least likely to change)
-​ Appoint of difference
Age, ethnicity, gender, physical,
-​ The inclusion of people of different
abilities/qualities, race, income,
races, genders, religions, etc.
sexual orientation, class, and
-​ It is an issue we have to face and
spiritual beliefs.
conquer, so each difference is
-​ Secondary: established by
important.
significant experiences we had or
-​ Accepting and celebrating the
people we interacted with.
uniqueness of each individual
-​ Can change or be discarded through
(solves problems and innovates.)
life experiences.
It is important to understand differences and -​ Geographical locations, marital
how these could be used to harness status, religious beliefs, parental
tolerance, cooperation, and unity that will status, income, education, work
lead to productivity. experience, military experience,
first language, family status, and
Loden’s Diversity Wheel work and communication styles.
Marilyn Loren (American) and Judy
Rosener (Professor in University of
California, Irvine) developed framework Ability and Disability as a Dimension
about divergence in America’s labor force of Diversity

Goal: To make their voices heard by Diversity;

pointing out their diversity.
-​ Covers the limitless domains
-​ Loden recognized the demand for an -​ Encompasses respect and tolerance
instrument that would better of differences that leads to
understand the influence of celebration of uniqueness
group-based differences on people’s
Ability: possession of the qualities required
social identities.
to do something.
-​ Their framework led to maximizing
the workforce (productivity) of a Disability: impairment, activity limitations
diverse group of people. etc. refers to negative aspects of the
-​ In 1996, the model was revised. interaction between an individual.
Diversity Wheel: -​ Affects a person’s state in life
-​ Builds character and possibly Person with a disability: person with
forming stereotypes. physical or mental impairments that limits
-​ Pointed the significance of social certain activity.
characters and the ways in which
people develop their identity. -​ Affects senses or mobility
-​ Two Dimension: Primary (core)​ -​ Static or progressive
-​ Congenital or acquired
-​ Formal (affects the shape of the
body) or functional
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

-​ Visible or invisible -​ Philippine History: Apolinario

-​ They should be acknowledged as Mabini, he was unable to
part of the spectrum of diversity. walk due to a physically
-​ Should be recognized as human impairing condition called
beings who should not be poliomyelitis.
discriminated against.. ●​ Resistance treatment on PWDs
when people are met with situations
-​ Accorded by rights
that they are unfamiliar with.
-​ Perceived and accepted as people
●​ As soon as the “Deviants” were
with distinct abilities identified, segregation, exclusion,
The Dilemma of Diversity isolation and other forms of violence
and cruelty followed.
-​ Discrimination issues (race, gender, -​ Those are the common
age, and intellect.) practices highly accepted by
-​ Women and people of color (not society during the Age of
given positions in management or Enlightenment (1700s).
admin) -​ Such practices are now
considered discriminatory
-​ Stereotyped to be of a specific
and a violation of human
character
rights.
-​ Unmarried and same-sex couples ●​ In earlier times, PWDs were seen as
-​ In school children with special needs social threats capable of
are shunned (avoided or rejected). contaminating an otherwise pure
-​ Children from indigenous groups human species.
undergo the educational system -​ Some saw them as
without considering their ethnic menaces, treated them as
background. objects of dread, pity,
entertainment etc.
-​ Diverse ways of thinking bring ●​ At best, PWDs were put on a
creativity and productivity pedestal and perceived as Holy
Innocents (eternal children).
-​ Innovative thinking and collaboration ●​ At worst, they were killed or treated
are encouraged when working with as subhumans devoid of any rights.
others

-​ Diversity is an integral component of Smart’s study in 2004: emphasizes that

life and of living. models of disability are important as
they serve several purposes:

ADDRESSING DIVERSITY THROUGH 1.​ they provide definitions of disability

YEARS: SPECIAL AND INCLUSIVE 2.​ offer “explanation of causal and
EDUCATION (Part 1) responsibility attributions”
3.​ are based on perceived needs
Models of Disability 4.​ inform policy
5.​ not value-neutral
●​ Cultural narratives like “The
6.​ define the academic disciplines that
Hunchback of Notre Dame” and
focus on disability
“Kampanerang Kuba” depict
7.​ “shape the self-identity of PWDs”
disability as a source of fear and
8.​ provides insight on how prejudices
ridicule.
and discrimination occur.
●​ Records of Disability
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

The Moral/Religious Model bodily system and as such, is

inherently abnormal and
Medieval Age (AD 476 - early 1800s) pathological.
-​ The Western Roman Empire fell, -​ Intervention: cure,
steering the Renaissance age and amelioration, and
Age of Discovery. rehabilitation (adjustment of
-​ Church was one of the influential the PWDs to the condition to
figures in Europe in which the idea the environment)
of God as an all-powerful being -​ The Biomedical Model
affected the way society treated considers disability as a
PWDs. “glitch” the PWD is born into,
-​ It is a belief that parents who bore which needs assessment
children with disabilities means that and fixing.
God was punishing them for a sin -​ often suggests habilitation:
that needed to be atoned. refers to help given to those
-​ It sees disability as a test of faith whose disabilities are
and an opportunity to redeem congenital.
oneself through endurance, The Functional/Rehabilitation Model
resilience and piety.
-​ Simply, this model sees disability as -​ It also sees the PWD as having
either a blessing or a curse and as deficits and justify the need to
something permanent. rehabilitative intervention (therapies,
-​ Disability is equated with the sin, counseling)
evilness or spiritual ineptness of -​ Concept of habilitation and
PWDs and/or PWD’s family rehabilitation.
members. -​ Functional/rehabilitation: refers to
-​ Some who believe in this model, assistance given by professionals to
attributed it to a type of mystical those who have acquired disability to
narrative. gain back functionality.
-​ Disabilities may impair some senses
yet heightened others, granting The Social Model
him/her special abilities to perceive, ●​ Mike Oliver (1980s) coined the term
reflect, transcend and be spiritual. “social model”, wrote a position
(This means that while disabilities paper against the medical field that
may create challenges, they also has been reinforcing a disabling
offer unique opportunities for view of PWD.
individuals to develop extraordinary ●​ Sociological response: disability
abilities) occurs as a result of society’s lack of
The Biomedical/Individual Model understanding of individual
differences. Which means PWDs are
●​ People shift mind-sets from a seen as disabled because society
religious perspective to a more insists they are deficient and
evidence-based model of disability disadvantaged.
due to the discovery of Nicolaus ●​ Norms are determined by society
Copernicus (Heliocentric) or due to ●​ Underlying principle of this model is
scientific and technological that disability is a social construct,
advancements. where standards and limitations that
●​ Disability seen as a medical problem society places on specific groups of
in which; people are what disabled a person.
-​ a defect in or failure of a
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

Professor David Pfeiffer: a theoretical framework that

emphasizes human dignity of PWDs.
​ “Norms depend on the concept of ●​ It tried to address the vulnerabilities
norms. That is, being a person with a of PWDs through upholding and
disability which limits my mobility means safeguarding their identities and
that I don’t move about in a normal way.” rights.
Difference of Disability and impairment ●​ Social model is more on advocating
according to the WHO (1980): prevention of impairment while
Human rights model recognizes the
Impairment: any loss or abnormality of “any fact that properly formulated
restriction or lack of ability to perform prevention policy may be regarded
activity in the manner or within the range as an instance of human rights
considered normal for human beings. protection of PWDs.
●​ was built on the principle: “Education
A loss or abnormality of a body structure or
is a basic human right and therefore
function, either temporary or permanent.
all must have access to it.”
This is at the biological or physiological
level. Four Key Actors of this Model:
Additional Info: 1.​ The government as duty bearers
2.​ The child as the rights-holder
Impairment(kakulangan): A loss or
3.​ The parents not only as duty
abnormality of a body structure or function,
learners but also as representatives
either temporary or permanent. This is at
of the child.
the biological or physiological level.
4.​ The teachers, both as right-holders
examples: Loss of a limb or paralysis of a and duty bearers.
leg. Sensory Impairment: Loss of vision or
Twin Track Approach:
hearing
●​ combines social and rights-based
Disability(Kapansanan): A restriction or
model
lack of ability to perform an activity in the
●​ It allows PWDs to join the
way that is considered normal due to the
mainstream but with additional
impairment. This is at the level of the
support.
individual’s functioning.
example: unable to walk due to
poliomyelitis. WHAT IS SPECIAL NEEDS EDUCATION?
Handicap(balakid): A disadvantage for a The vision of education for humanity is
given individual resulting from an noble and appropriate. However, for any
impairment or disability that limits or given population shows that people possess
prevents the fulfillment of a role that is different aptitude and skills levels depending
considered normal (depending on the on standards or expectations that society
individual's environment and society). ultimately dictates and holds as true in
which Clough refers to as a “Pathology of
example: a person in a wheelchair
difference”
(disability due to paralysis) experiences a
handicap when a building lacks an Special Education: regarded as “an
accessible entrance. attempt to increase the fairness of universal
public education for exceptional learners
Rights-Based Model and Twin Track
(those with special difficulties or
Approach
extraordinary abilities in learning)
●​ Similar to the Social model but offers
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

Special Education; 2000: The World Education Forum

Framework for Action and the Millennium
●​ acknowledge learner differences Summit of the United Nations.
●​ The goal is for education on a
certain population of students that 2001: EFA flagship on the Right of
are at the tail ends. Education for PWD
●​ ensure that those perceived to have
difficulties learning will be taught, 2005: UN Disability Convention
albeit in different ways. 2006: UN Convention on the Rights of
WHY INCLUSION? Persons with Disabilities

Inclusive Education: an educational The Education 2030 Framework for Action

practice that places students with disabilities following the 2030 Agenda for Sustainable
in the general classroom along with typically Development.
developing children under the supervision All these are created with the goal of
and guidance of a general education INCLUSION in mind.
teacher.
“Every child has an inherent right to be
educated equally with his peers, no matter Guidelines for Inclusion by UNESCO
how different he or she may appear to (2005):
society”
1.​ Inclusion is a process, that is, a
1948: Worldwide declaration on children never ending search to find better
and their right to education. (Universal ways to respond to diversity.
Declaration of Human Rights) 2.​ Inclusion involves a preventive
dimension. Identifying and removing
1990: World declaration of Education for all potential barriers to this process
(EFA) stated that “all children must have through “collecting, collating, and
access to complete, free and compulsory evaluating information”.
primary education. 3.​ Inclusion is all about the “presence,
1993: The UN Standard Rules on the participation and achievement or
Equalization of Opportunities for Persons learning outcomes of all types of
with Disabilities was created. students.
4.​ Inclusion puts “particular emphasis
-​ A standard set of rules that each on learners who may be at risk of
child’s right to education was marginalization, exclusion, or
affirmed. underachievement.” they must be
-​ directive the importance of providing represented in the inclusive process.
education in integrated and general
school settings was first specified. The 2030 Agenda

1994: Landmark policy on special ●​ For every fabric of society to

education, The Salamanca Statement and embrace diversity.
Framework for Action on Special ●​ The Sustainable developments
Education. Goals (UN) are considered as road
maps or blueprints.
-​ It reiterated (repeated) that school ●​ SGD 4: “Ensure inclusive and
should accommodate all children, equitable quality education and
including the disabled, the gifted, promote lifelong learning
and the marginalized. opportunities for all”
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

Philippines Laws for PWDs -​ Exemption of VAT on the following

sale of goods and services
BP 344 (1983): Accessibility LAw -​ Inclusion of funeral services
RA 7277 (1992): Magna Carta for Disabled Civil Service Commission MC No. 20, s.
Persons 2017: express lanes for PWDs in all
-​ Equal rights and privileges of PWDs commercial and government
on employment education, health etc establishments.
-​ Penalties for violations of law RA 11228 (2019): Amendment of RA 7277
Administrative Order 35 (2002): National -​ All PWDs shall be automatically
Disability Prevention and Rehabilitation covered by the National Health
(NPDR week) every 3rd week of july. Insurance Program (NHIP) of
Guidelines in the Admission of Students PhilHealth.
with Disabilities in Higher Education and -​ PhilHealth shall develop exclusive
Post-Secondary Institutions in the packages for development needs.
Philippines (2004)
RA 9442 (2007): Amendment of RA 7277
(Privileges to PWDs)
-​ 20% discount privileges to PWDs
-​ Change Magna Carta for Disabled
Persons to Magna Carta for PWDs.
NCDA Administrative Order No. 001, s
2008: Guideline 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