ADDRESSING DIVERSITY THROUGH THE YEARS :SPECIAL AND

INCLUSIVE EDUCATION

MODELS OF DISABILITY

Moral or religious model of disability

-which sees disability as either a blessing or a curse. It is characterized by notions of
charity and caretaking. However, Jackson (2018) adds that 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. It is considered the oldest model of disability and is evident in many religious
traditions.

The biomedical/individual model disability

- is seen as a medical problem that resides in the individual.It is a defect in or failure of a
bodily system and as such, is in herently abnormal and pathological. The goals of intervention
are cure, amelioration of the physical condition to the greatest extent possible, and
rehabilitation.

The functional/rehabilitation model

- is quite similar to the biomedical need to undergo rehabilitation such as therapies,
counseling, and the like in the aim of reintegrating the disabled intosociety. The main different-
between the two mode is in the concept and rehabilitation. 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 together with the
dawn.

The social model

- clough (Clough & Corbett 2000) points out that the social (sociological) model became
society’s reaction to how the biomedical perspective viewed disability. In fact, Mike Oliver,
lecturer in the 1980s who coined the term “social model” and is considered one of its main
proponents, wrote a position paper directly reacting against how 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 are deficient and
disadvantaged.
The rights-based model & Twin Track Approach
- is a framework that bears similarities with the social model. Although most practitioners
see the two as one and the same, Degener (2017 in Retief & Letsosa2018) 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” (Degener 2017:43). It
immediately recognizes the PWDS’ vulnerability and tries to address this by
upholding and safeguarding their identities and rights as human beings.

What is Special Needs Education?

- Merriam-Webster Online(n.d.) 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 are educated at home by their
parents; then they go through preschool, 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
others choose to 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.

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. 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 tosociety.The global arena has been
consistently vocal in its stand on children, persons with disabilities, and education. In as early as
1948, there have already been worldwide declarations on children and their right to be
educated. 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.

The 2030 Agenda

- Goal of inclusion is for every fabric of society to embrace diversity. It is for this reason
that all these treatises 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”. This is also reflected in the current framework
being followed for the implementation of inclusive practices, which is the Sustainable
Development Goals (SDGS). The SDGs are considered road maps or blueprints that were
developed by the United Nations to ensure a better and sustainable future for everyone. It
consists of 17 global goals set by the United Nations for the year2030, each addressing one
specific area of development. Of particular interest to the global education community,
however, is SDG 4: “Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all” (United Nations General Assembly). Therefore, the need to
remove all barriers to inclusion by addressing all forms of exclusion and marginalization is of
utmost importance.

“The Philippine Laws For PWDs” (Pangalangan and Litong, 2014)

• BP 344 (1983)- Accessibility Law
• RA 7277 (1992)-Magna Carta for Disabled Person’s
• Administrative Order 35 (2002)-National Disability Prevention and Rehabilitation
• Guidelines in the Admission of (NPDR WEEK) every 3 rd week of July students with
Disabilities in Higher Education and Post-secondary Institution in the Philippines (2004)
• RA 9442 (2007)- Amendment of RA 7277 (Priveleges to PWDs)
• NCDA Administrative Order No. 001,s.2008-Guidelines on the Issuance of PWD ID card
relative to RA 9442
• RA 10070 (2010)- Amendment of RA 7277 (Implementation of programs and service for
PWDs in every province, city and municipality – PDAD Law)
• RA 10366 (2013)- Accessible Polling places for PWD, 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 (expanding the position reserved for PWDs)
• RA 10754 (2016)- An Act Expanding the Benefits and privilege of PWDs
• Civil Service Commission MC No. 20,s.2017-express lanes for PWDs in all commercial
and government establishment
• RA 11228 (2019)- Amendment of RA 7277