CHAPTER 2
ADDRESSING DIVERSITY
THROUGH THE YEARS:
SPECIAL AND
INCLUSIVE EDUCATION
Submitted to: Perlita S. Querela, PhD
Submitted by: Alexa Grace V. Telic
Mariss B. Vistal
Claire Angelie C. Branzuela
Jessa N. Pabellar
Michaella B. Sajelan
Justine Jade A. Vergara
Harley D. Soliano
Izahr Kinth F. Oreta
SUMMARY
The concept of disability has been present for a long time. Chapter 2 explores the
historical evolution of societal perspectives on disability, highlighting the shift from vie
inwing individuals with disabilities as threats or objects of pity to recognizing them as
individuals with rights and needs. Different models of disability have influenced how society
perceives and treats people with disabilities over time.
MODELS OF DISABILITY
1. Moral/Religious Model
The Medieval period, spanning from the fall of the Western Roman Empire in 476
AD to the early 1800s, saw the Church play a central role in shaping societal views on
disability. During this time, disability was often interpreted through a moral or religious lens,
with perspectives ranging from punishment for sin to divine blessing. The moral or religious
model characterized disability as either a blessing or a curse, underscored by concepts of
charity and caretaking. Many believed disability tested faith and offered an opportunity for
spiritual redemption through perseverance.
2. Biomedical/ Individual Model
The biomedical model, rooted in the 15th-century shift towards scientific thought
during the Copernican Revolution, views disability as a medical condition that resides in the
individual. It frames disability as a deviation from the norm that requires medical
intervention, treatment, and rehabilitation. This model emphasizes that persons with
disabilities (PWDs) need to be "fixed" or "made normal" to align with societal expectations.
Historically, this perspective led to the development of specialized schools that focused on
vocational training, reinforcing the idea that PWDs were different from the general
population. The model also promoted institutionalization for those whose disabilities were
seen as difficult to manage.
3. Functional/ Rehabilitation Model
The Functional Rehabilitation Model is an approach that focuses on restoring an
individual's ability to perform daily activities and tasks following injury, illness, or surgery.
Instead of only addressing the physical symptoms, it emphasizes improving functional
outcomes and quality of life. This model integrates physical rehabilitation with activities that
help the person regain independence and reintegrate into normal life.
4. Social Model
Disability occurs as a result of society’s lack of understanding of individual
differences. PWD seen as disabled not because they are deficient bit because society “insists”
they are deficient and disadvantaged. The underlying principle of the social of disability is
that disability is a social construct, where standards and limitations that society places on a
specific groups of people are what disable a person.
5. Rights- Based Model and Twin Track Approach
The rights- based model “moves beyond explanation offering a theoretical framework
for disability policy that emphasize the human dignity of PWDs (Degener 2017:43).It
immediately recognizes the PWDs vulnerability and tries to address this by upholding and
safeguarding their identities rights as human beings. A right- based approach education
ensures that all emerges are devoted to the realization of each learner’s right to education.
The Twin track approach is the combination of social model and the right -based
model. In education, this would mean allowing a PWD to join the mainstream, yet be given
opportunities for disability specific programs in case additional support needed.
WHAT IS SPECIAL NEEDS OF EDUCATION?
Special Needs Education is defined as the process of teaching someone, typically in a
formal setting like a school, college, or university, following a systematic progression
through home, elementary, secondary, and tertiary education. The normal distribution of
intelligence shows that not everyone fits into the standard educational framework, which has
led to the development of special education aimed at addressing the needs of learners with
disabilities or learning difficulties. The goal of special education is to provide an inclusive
and accessible learning environment, ensuring that all learners, regardless of their abilities,
can be educated in a manner that suits their specific needs.
WHY INCLUSION?
Inclusive education brings students with disabilities into regular classrooms with their
peers, based on the belief that all children deserve equal education. This idea started with
special education and has been strengthened by global efforts, such as the 1948 Universal
Declaration of Human Rights and the 1989 UN Convention on the Rights of the Child. Major
milestones like the 1994 Salamanca Statement and the 2006 UN Convention on the Rights of
Persons with Disabilities have pushed for inclusive classrooms. The 2030 Agenda for
Sustainable Development and UNESCO's Guidelines for Inclusion emphasize that inclusion
is an ongoing process, focusing on removing barriers and ensuring that all students can
participate and succeed.
THE 2030 AGENDA
The 2030 Agenda for Sustainable Development, a UN plan adopted in 2015, outlines
17 Sustainable Development Goals (SDGs) aimed at achieving a better and more sustainable
future for all by 2030. The Philippines, committed to these goals, has implemented various
policies and programs, including the Magna Carta for Persons with Disabilities (RA 7277),
amended in 2007 by RA 9442. This legislation directly addresses SDG 4: Quality Education
and SDG 10: Reduced Inequalities, demonstrating the country’s commitment to inclusivity.
The Magna Carta guarantees equal access to quality education for PWDs, including
inclusive learning environments, support services, and reasonable accommodations. It also
promotes the full participation and integration of PWDs into society, ensuring equal
opportunities for them to develop their skills and potential. The law prohibits discrimination
against PWDs in various areas of life and mandates the establishment of a Persons with
Disability Affairs Office (PDAO) in every province, city, and municipality to ensure the
implementation of programs and services for PWDs. While the Magna Carta provides a
strong legal framework, its effective implementation and enforcement are crucial to achieving
the goals of the 2030 Agenda. This includes increased funding, stricter enforcement of
existing laws, improved accessibility, and greater representation of PWDs in decision-
making. By prioritizing the rights and well-being of PWDs, the Philippines can create a more
inclusive and sustainable future for all.
REFLECTION
It challenges us to consider the impact of historical events and cultural norms on
shaping our understanding of disability. It also raises questions about the role of prejudice
and discrimination in shaping societal responses to difference. The passage reminds us that
our current understanding of disability is not static, but rather a product of ongoing social and
cultural evolution.
The Moral/Religious Model of disability, common in the Medieval period, viewed
people with disabilities (PWDs) as objects of pity needing care and protection. Society saw
them as vulnerable, often keeping them on the outskirts, which only increased their isolation.
This model suggested that PWDs were a burden, making life harder for them and their
families. Religion also played a role, sometimes portraying disabilities as mystical, where
certain senses were lost but others might be stronger. While this idea aimed to give disability
a spiritual meaning, it often ignored the real challenges PWDs faced, treating them more as
curiosities than people deserving equal treatment and inclusion.
As a future educator, it is essential to recognize the influence of the biomedical model
on how society views and treats students with disabilities. While this model emphasizes
treatment and normalization, it often overlooks the importance of inclusion and diversity in
the learning environment. I must be aware of the limitations of this perspective, ensuring that
I view students with disabilities not just through a lens of deficiency but also as individuals
with unique strengths and needs. It's crucial to adopt an approach that integrates both support
and empowerment, recognizing that each learner deserves respect and equal opportunities in
education.
The social model of disability shifts the focus from individual impairments to societal
barriers that limit inclusion. It argues that disability is a result of the environment's failure to
accommodate diverse needs, not a personal shortcoming. This model promotes systemic
changes, like accessible transportation and communication formats, to remove barriers and
foster participation. Though it empowers individuals to advocate for their rights, it is
sometimes critiqued for overlooking the personal challenges of impairments.
The Functional Rehabilitation model focuses on helping people recover in a way that
prepares them for real-life tasks, not just exercises. It helps build their confidence and
independence, which makes recovery feel more meaningful. The model also cares about
mental well-being, recognizing that recovery isn't just physical. However, it can be hard to
apply in every situation because it needs time, resources, and a patient who is motivated to
participate.
The Rights-Based Model and the Twin Track Approach offer a powerful framework
for promoting disability inclusion. They remind us that disability is not just a medical
condition but a social issue, and that achieving true inclusion requires a multi-faceted
approach. While we must continue to advocate for the legal rights of individuals with
disabilities, we also need to address the societal barriers that prevent them from fully
participating in society. This requires a collective effort from all stakeholders, including
governments, organizations, and individuals, to create a world where everyone has the
opportunity to flourish.
The concept of special needs education emphasizes the importance of inclusivity in
education. Reflecting on this, it becomes clear that traditional education systems often fail to
address the diverse learning needs of students, especially those with disabilities or learning
difficulties. This gap highlights the necessity of creating adaptive learning environments that
cater to every individual, allowing for personal growth and development. Special needs
education is not just about helping those who struggle; it is about recognizing and valuing
diversity in intelligence and learning styles, and ensuring that education is accessible to all.
Inclusive education shows a strong belief that every child deserves the same chance to
learn, no matter their differences. Global efforts and guidelines remind us that education is
not just a right but also a part of human dignity. Inclusion is more than just placing students
with disabilities in regular classes; it means creating a supportive environment that meets the
needs of all learners. This approach encourages teamwork among teachers, families, and
communities, promoting acceptance and respect for everyone. UNESCO's guidelines also
highlight the need for schools to constantly adapt to ensure everyone is included, challenging
old ideas about ability and creating a more just and empowering education system for all.
I’ve learned that the 2030 Agenda is a big plan to make the world a better place for
everyone. It has 17 goals to help solve problems like poverty, hunger, and climate change.
The Philippines wants to be part of this plan and has made laws like the Magna Carta for
Persons with Disabilities. This law helps people with disabilities get a good education and
have equal opportunities.
Making this plan work needs more than just laws. We need to change how people
think and make sure there are no barriers stopping people with disabilities from doing things.
This means everyone needs to work together, including the government, groups that help
people, schools, and all of us. Only then can we make a world where everyone can succeed
and make the world a better place.
As a future educator, we inspired by the evolving understanding of disability and the
importance of inclusion in education. Individuals with disabilities have historically faced
discrimination due to societal misconceptions, but learning about various models of disability
has helped me recognize their value and dignity. Inclusion is not just about placing students
with disabilities in general classrooms; it involves providing the necessary support and
resources for them to thrive alongside their peers. We believe that every learner brings unique
strengths that enrich the classroom experience, and by implementing inclusive practices, we
can create a supportive atmosphere for all students. Ultimately, we aim to contribute to a
more just and inclusive society by advocating for change and promoting equitable access to
education for all learners.
IMPLICATION
Understanding the evolution of models of disability is crucial for promoting
inclusivity and challenging discriminatory practices. By recognizing the historical roots of
prejudice and discrimination, we can work towards creating more equitable and just societies
for all. The passage emphasizes the importance of embracing a rights-based approach to
disability, recognizing the inherent worth and dignity of all individuals, regardless of their
abilities.
The implication of the Moral/Religious Model of disability is that it perpetuates a
cycle of exclusion and marginalization for people with disabilities (PWDs) by framing their
condition as either divine punishment or blessing. This perspective reinforces societal
barriers, as it encourages viewing PWDs as dependent and in need of protection rather than as
individuals capable of contributing to society. It also promotes a paternalistic attitude, where
PWDs are denied agency and equality, often leading to segregation rather than inclusion.
Additionally, by romanticizing disabilities through mystical narratives, this model can hinder
genuine understanding and access to practical support systems for PWDs.
For future educators, this historical perspective highlights the importance of shifting
away from merely "fixing" disabilities to fostering inclusive classrooms where all students
can thrive. While medical interventions may be necessary in some cases, the focus should be
on creating learning environments that accommodate diversity and promote equity. This
involves not only adapting the curriculum to meet diverse needs but also challenging the
assumptions that place PWDs in a separate category. Instead of pushing students to conform
to societal norms, we should work towards embracing their differences as part of a more
inclusive and supportive educational system.
The Social Model of Disability is a powerful tool for promoting social justice and
inclusion. By shifting the focus from individual impairment to societal barriers, it empowers
individuals with disabilities and advocates for a more equitable and accessible world. It
reminds us that disability is not a personal failing but a societal responsibility. The
implications of the social model are far-reaching, requiring systemic change and a
fundamental shift in how we perceive and interact with individuals with disabilities.
The Functional model is important in occupational therapy because it helps people
with disabilities do everyday activities and live more independently. It teaches them to adapt
to their environment and use strategies to overcome their challenges. This model started after
the world wars, helping soldiers recover. Today, it still focuses on improving a person's life
by making sure therapy is personalized and useful for their daily needs, though it can be
harder to apply when resources are limited.
The Rights-Based Model and Twin Track Approach have important implications for
improving the lives of people with disabilities (PWDs). They call for major changes in laws
and policies to prevent discrimination, promote inclusive education, and ensure public spaces
are accessible. By focusing on systemic change, these approaches seek to address the root
causes of exclusion and create a more accepting society through universal design and
inclusive job opportunities. Additionally, they empower PWDs by recognizing their rights
and encouraging them to participate in decisions that affect their lives, while also aiming to
shift societal attitudes by challenging stereotypes and promoting positive images in media.
Overall, these models raise awareness about the challenges faced by PWDs and encourage
advocacy for equality and inclusion in all areas of life.
The implications of this are far-reaching. Schools, teachers, and educational
policymakers must rethink their approaches to education, ensuring that curricula, teaching
methods, and resources are flexible enough to accommodate different learning abilities.
Inclusive education also requires a cultural shift, where society at large acknowledges that
intelligence and learning capacity cannot be standardized. Providing specialized support and
resources to learners who need them helps foster a more equitable and supportive educational
system, which in turn produces more well-rounded and empathetic citizens.
Inclusive education has wide-reaching effects, not only in schools but also in society.
It promotes a culture of acceptance, helping students value and respect each other, which can
reduce stigma and discrimination. By celebrating diversity, it encourages understanding and
empathy, leading to better social relationships among students. For schools, inclusion means
teachers need the right skills and resources to support all learners, requiring professional
development and collaboration. This can lead to better academic and social outcomes for
everyone. In the bigger picture, inclusive education influences policy, engages communities,
and helps change how people view individuals with disabilities in society.
The 2030 Agenda and the Philippines’ Magna Carta for Persons with Disabilities
offer a roadmap for a more inclusive and equitable future, but their success hinges on a
fundamental shift in societal attitudes and a commitment to breaking down barriers. This
requires a collective effort from government, civil society, educational institutions, and
individuals to ensure that the promise of inclusion is realized for all PWDs, empowering
them to participate fully in all aspects of society. This shift would not only benefit PWDs but
also contribute to a more sustainable and equitable future for all, demonstrating the
interconnectedness of individual well-being and societal progress.
The shift toward inclusive education has important implications for teachers, schools,
and society as a whole. It means they need to develop new skills to support all students,
including those with disabilities, for teachers. This requires them to adapt their teaching
methods and materials to ensure that everyone can participate and succeed in the classroom.
Training and professional development will be essential for educators to learn how to create
inclusive environments that meet the diverse needs of their students.
