Chapter 2: ADDRESSING DIVERSITY THROUGHT THE YEARS:

SPECIAL AND INCLUSIVE EDUCATION

REVIEW
1. What are the different models of disability? How would each one define disability?
The different models of disability are the medical, social and intentional. The Medical
disability is the person is disabled, person is identified and described in pathological terms, the
social disability is the person is impaired. Environment is disabled, person choose how they wish
to self-describe and share knowledge of impairments, and the last intentional disability the person
has intents. Disabilities in design block intent. Inclusive design enables intent and does not
require person to reveal impairments. Disability has shifted from a medical description of a
person to a description of how society and design block the intents of people with differing
capacities.

2. How are impairments different from disabilities?

Disability usually refers to difficulty carrying out tasks or activities of daily life. The
patient can’t take care of him or herself. For example, disability from a back injury might mean
the person can no longer get dressed or bathe without help.

Impairment describes problems at the tissue level. Impairment is any loss of normal physical or
mental abilities. Impairments are usually the result of disease, illness, or injury. Impairments
occur at the level of tissue, or organs. Impairment from a back injury might cause a disc to
rupture or ligament to tear.

3. What is special needs education? How different is it from inclusive education?

Special education is the practice of providing individualize instruction and support to
students with disabilities or learning difficulties. It is designed to be need-based and
individualize, which means that every student in special education will have a different plan
depending on their needs, abilities and goals. This field has historically been associated with
special/segregated schools or homeschooling, which were the options for students with
disabilities before integration became a practice. For the past few decades, schools in India have
integrated students with disabilities (typically mild to moderate) in mainstream schools, due to
which special ed has become an essential requirement within those schools. The purpose of
special ed is to provide support, to students with disabilities and to teachers. Its purpose is not
necessarily to teach class content, but to build the academic and developmental skills required to
be successful and independent learners. In a typical mainstream school, students with disabilities
who may not be performing at the grade level, and may exhibit a gap in their skills, will benefit
from special ed classes. For example, Coco who is in the 4th grade is still reading at a 2nd grade
level. She receives special education support to build upon her reading skills, while she continues
to learn the same content and participate in the mainstream classroom alongside her typically
developing peers.
Inclusive education, on the other hand, is the practice of educating students with
disabilities alongside their peers without disabilities, in the same classroom. It is meant for ALL
learners. Inclusive ed is based on the premise that all students develop and learn differently, and
therefore one fixed way of teaching and learning cannot ensure successful outcomes for all.
 Inclusive ed is not just limited to including students with disabilities, but is responsible for
ensuring that their needs are met in the mainstream classroom as well. Implementing inclusive
education requires flexible curricula that have been designed keeping in mind diverse learners.
This is to ensure that multiple pathways are provided to students to reach the same goal, as
opposed to the traditional ‘one size fits all’ methodology. There is evidence that suggests that
inclusive ed benefits not only learners with disabilities, but those without disabilities as well, and
helps build the capacity of teachers and school systems.

4. Which international treatises are directly involved in the pursuit of inclusive education?
The Universal Declaration of Human Rights was created to guarantee the rights of every
individual everywhere. The UNHR was the first international recognition that all people have
fundamental rights and freedoms. This declaration laid the groundwork for future instruments protecting
the specific rights of children and including education as a basic human. Ensuring that each individual has
an equal opportunity for educational progress remains a challenge worldwide. Sustainable Development
Goal 4 on Education and the Education 2030 Framework for Action emphasize inclusion and equity as
laying the foundations for quality education. The UNESCO Convention against Discrimination in
Education (1960) and other international human rights treaties.

REFLECT

1. How important are models of disability? How can they affect students and different stakeholders of
special needs and inclusive education?
It can help to identify the disability and to minimize the disorder of attitudes of others who is
advantage normal than those disabled person. It can help to the special needs to more open minded and
accept that there many consequences of the person’s diversity and it can help to broad the minds that
there are different models of disability but still to practice being fair. Special needs education is a means
and method by which children with learning difficulties and other disabilities are taught in a way and at a
level they can cope with by trained staff, rather than being expected to struggle learning alongside more
academically capable children,who will be able if taught separately to achieve what they can.

2. Is it possible for medical practitioner to embrace a social perspective of disability? How can
they marry two seemingly opposing concepts?
Maybe yes, because along this time they always know what to do, the best to do and the
right to do.
3. Special needs education is said to address the extreme ends of a normal distribution. However,
who determines the cut-off for either ends? To keep a narrow range at the tail ends would mean
less number of students might be in needs of special education programs and more “ low average
students” might be in danger of academic failure, bullying, or dropping out. To make segregated,
therefor negating the very idea of inclusion. Discuss your thoughts on how such a dilemma could
be resolved.

Federal special education laws specify the rules for eligibility for special education
services. States and local districts follow those rules because they get money from the
feds only if they do—based on the number of students identified. Special education
professionals such as psychologists and speech and language specialists administer the
tests to see if students are eligible. Once students are deemed eligible an Individualized
 Educational Plan is drafted to determine what services are needed for that student to
receive a free and appropriate education. The details can be adjudicated in court when it
gets sticky. Gifted and talented doesn’t get much federal money so who gets special
education services under gifted is decided by local districts.

4. how can paradigm shift from a medical standpoint to a social perspective happen? Being
labeled as disabled because you are deaf automatically places you in the medical model, even
though that’s not how you see yourself. The first step in shifting society’s perspective from a
medical model to a social model is by making people aware of these models and their differences.
5. Study the case of Manuel and Julian below. Answer the question that follows.
PRACTICE
1. Plot the historical timeline of how the models of disability evolved.
They believed beauty and intelligence were intertwined. This may have laid the ground
work for future beliefs. Societies attempted to rationalize disabilities with ideas such as Meggie
Shreve wrote in her research: “people who were deaf could not learn because communication was
essential to learning.” (para 3) Roman Empire: Developed a similar attitude to the
Greeks.Romans considered the disabled inferior. There was no Latin word for “disabled”, so the
Romans used the word “monstrous” which was the word used for mythical monsters according to
the Disability History Exhibit web site: “response to disability: Abandonment, Exposure,
Mutilation.” (Alaskan D.H. & S.S. 2011). A disability was a mark of the god’s wrath. In many
cases it was up to the father if a disabled child was to live or die. The disabled child was often
taken and left naked in the woods. The attitude was to kill quickly. In Sparta, children were the
property of the state, not the parents and by law abandonment of a disabled child was mandatory.

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

Inclusive Education Framework

• Encourage whole-school and individual reflective engagement and discussion on
the development of inclusion
• Support school professionals to plan, implement and review inclusive policies
and practices
• Outline and demonstrate processes of individual and organizational planning and
implementation
• Document schools’ current and developing inclusive practices and record
constraints and resources associated with inclusion
• Foster an ongoing individual and organization commitment to inclusive practices
 and policies.

3. Create an info graphic showcasing the difference among the different models of disability.

MODELS OF DISABILITY
The medical model of disability is
presented as viewing disability as a
problem of the person, directly caused by
disease, trauma, or other health condition
MEDICAL MODEL
The medical model of disability is
presented as viewing disability as a
problem of the person, directly
caused by disease, trauma, or other
IDENTITY MODELS
Disability as an identity model is
closely related to the social model
of disability - yet with a fundamental
difference in emphasis - is the
identity model (or affirmation
model) of disability.

CHAPTER 3: MAKING SCHOOL INCLUSIVE

REVIEW FIGURE 3.3

1. What is the different between mainstreaming and inclusion? Answer in terms of philosophy, teaching
practices, services available, and student placement? Mainstreaming refers to children with an
IEP attending a regular classroom for their social and academic benefit. These students are
expected to learn the same material as the rest of the class but with modifications in the course
and adjustments in the assessment, while Inclusion refers to children with an IEP attending a
regular classroom for their social and academic benefit, but these children are not expected to
learn the same material as the rest of the class. They have their own individualized material,
and they are not expected to show improvement as per the class. They are basically “included”
in the class so that they have the opportunity to be with the students of their same age and
have the chance to get the same education.

2. What is differentiation? How different are accommodations from modifications? When should
we accommodate and when do we modify?
Accommodations can help kids learn the same material as their peers. This allows them
to meet the same expectations. A student with dyslexia, for example, might listen to an audio
version of a book. But it’s still the same book that the rest of the class is reading. Likewise, a
 student who has trouble focusing might get seated next to the teacher, but still has to do all the
regular class assignments. Modifications Kids who are far behind their peers may need changes to
the curriculum they’re learning. These are called modifications. For example, a student could be
assigned shorter or easier reading assignments, or homework that’s different from the rest of the
class. Kids who receive modifications are not expected to learn the same material as their
classmates.

3. Explain the process of UDL?

The process of UD requires a macro view of the application being considered as well as a
micro view of subparts of the application. Following is a process that can be used to apply UD:
a) Identify the application.
b) Define the universe.
c) Integrate UDHE with best practices in the field.
d) Plan for accomodations
e) Evaluate

4. Explain differentiation?
Differentiation refers to a wide variety of teaching techniques and lesson adaptations that
educators use to instruct a diverse group of students, with diverse learning needs, in the same
course, classroom, or learning environment. Differentiation is commonly used in “heterogeneous
grouping”—an educational strategy in which students of different abilities, learning needs, and
levels of academic achievement are grouped together. In heterogeneously grouped classrooms,
for example, teachers vary instructional strategies and use more flexibly designed lessons to
engage student interests and address distinct learning needs—all of which may vary from student
to student. The basic idea is that the primary educational objectives—making sure all students
master essential knowledge, concepts, and skills—remain the same for every student, but teachers
may use different instructional methods to help students meet those expectations.

PRACTICE
Making sure to follow the UDL framework, create two lesson plan(one good for one week and
other good for a day of that particular week) for a subject and topic of your choice in the:
A) Elementary
B) Junior High School level
C) Senior high School level
CHAPTER 4: COMPONENTS OF SPECIAL AND INCLUSIVE EDUCATION

REVIEW

1. What are the different processes as well as strategies used in the pre-referral system in an inclusive
school?
The different process of pre referral is Initial concern regarding a student's
progress, Information gathering, Information sharing and team discussion,
Discussion of possible strategies, Implementation and monitoring of strategies,
Evaluation and decision making. The strategies used in the pre referral system in
an inclusive school is observation,interview, and analysis.

2. What are the different assessment methods and tools used to identify the strengths, abilities,
needs, and placement of children with disabilities?
The different assessment methods is assessment purpose, methods of assessment, and
assessment principles.

3. How are accommodations different from modifications?

Accommodation are supports provide to students to help gain full access to class content
and instruction, without altering the curriculum standards and competencies expected and to
demonstrate accurately what they know. And modification provide for students with significant
or serve disabilities where content expectations are altered, and the performance outcomes are
changed in relation to what are expected of typically developing students of the same age.

4. Why should parents of children with disabilities be involved in the process of planning and
decision making?
Because planning and decision making is not easy and not good for children
because they do not know what will happen specially children with disability, we need
parents or guardian in planning and making decisions. we need their approval.