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Diversity defined.

Diversity in literary terms means differences. It is generally understood to encompass race, ethnicity, class,
gender, sexuality, age, and political and religious beliefs. Though in the past, it has focused on strengthening
intercultural tolerance, new ideas about diversity and inclusion have developed, shifting the emphasis towards
enriching human learning and experience, so-called “unity in diversity’ (Köchler, n.d.).
Wellner (2000) conceptualized diversity as “representing a multitude of individual differences and similarities
that exist among people”.
Gomez-Mejia, Balkin, and Cardy (2007) define diversity as “human characteristics that make people different
from one another”.
Diversity means more than just acknowledging and/or tolerating difference (QCC, n.d.). It is a set of conscious
practices that involve:

 Understanding and appreciating the interdependence of humanity, cultures, and the natural environment
 Practicing mutual respect for qualities and experiences that are different from our own.
 Understanding that diversity includes not only ways of being but also ways of knowing.
 Recognizing that personal, cultural and institutionalized discrimination creates and sustains privileges
for some while creating and sustaining disadvantages for others.
 Building alliances across differences so that we can work together to eradicate all forms of
discrimination.

Understanding Diversities: Linguistic, Socio-Cultural, Economic, Gender and Disability

The scope of diversity widens as social groups that are identified as marginalized use a variety of strategies to
make their issues acknowledged and accepted by the society.
Let us see some of the different dimensions of diversity seen in our social groups around. Linguistic Diversity
• There are many languages that are used in social communication, which are often hybrids of other languages
• There are constant shifts from one language to another language
• There are several layered patterns of use of language among many communities, for example, use of the home
or regional language by parents with their children, while their ancestral language is used with their elders

Socio-Cultural Diversity
• The variety of human societies or cultures in a specific region, or in the world
• The variety of the makeup or the varied cultures of a group or organization or region
• Also called multiculturalism
• Includes the various social structures, belief systems, rituals, ways of living and strategies the cultures adhere
to, for adapting to life situations in various parts of the world

Economic Diversity
• The varied levels of social classes and the gap between these have been increasingly contributing to diversity
in our society.
• The money power and class gave rise to economic differences

Gender Diversity
• The difference in the societal outlook to people around vis a vis their sex.
Right from ancient times, a female has been considered as the weaker of the two. A female, as a child, is
to be protected by her Father, as a wife, by her husband and as an old mother, by her son.
From this social discriminatory position of males and females, the life experiences of a girl and boy have
been very different simply because of their sex. This difference immensely contributes to diversity in our
society to varying degrees across regions.
Disability
• Disability is a diversity classification that transcends all other indices like class, caste, race, religion and
language. It represents the only minority group that anyone can become a member, anytime in life (Slorach,
2011).
• Disability is a widely misused and misunderstood concept, as illustrated by the World Health Organization
(WHO) definition:
Disability is an umbrella term, covering impairment, activity limitations, and participation restrictions.
Impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an
individual in executing a task or action; while a participation restriction is a problem experienced by an
individual in involvement in life situations.
• Thus, disability is a complex phenomenon, reflecting an interaction between features of a person’s body and
features of the society in which he or she lives.

Developing sensitivities to diversities: Loden’s Diversity Wheel

Understanding diversity begins with understanding oneself. Simply, it means recognizing differences and
understanding that each individual is unique. Respecting each other and knowing how we are similar and
different will help us to develop better human relations. The Diversity Wheel created by Marilyn Loden gives
an overview of the dimensions of diversity that are present and active in one's environment.
Loden saw the need for a tool that would help people better understand how groupbased differences contribute
to people's social identities, thus, her model has become the lingua franca for defining what is meant by the
word "diversity” (Lou & Dean, 2020).
The wheel consists of what Loden called primary, or core, and secondary dimensions of diversity. The
categories suggest how much influence these differences exert on a person's beliefs, expectations and life
experience.
Primary, or core dimensions
Described as the most powerful and sustaining differences, ones that usually have an important impact on us
throughout our lives.
In the original model, Loden presented six primary dimensions that help shape our basic self-image and our
worldviews: age, ethnicity, gender, physical abilities/qualities, race, and sexual orientation.

Secondary dimensions
Defined as other important differences that are acquired later in life and presumably have less influence in
defining who we are. "They are more mutable differences that we acquire, discard, and/or modify throughout
our lives," Loden states.
In the original model, the secondary dimensions included: educational background, income, marital status,
work experience, military experience, religion and geographic location.

Loden in Lou & Dean (2020) insisted that while the Diversity Wheel is useful in explaining how group-based
differences contribute to individual identities, it would be great to understand all the nuances of every culture
and the correct etiquette for negotiating the global terrain. She added that what we can do is keep in mind four
(4) principles for managing our own behavior in a global context and dealing effectively with people globally.
These four principles are respect, inclusion, cooperation, and responsibility - or RICR.
• RESPECT: treating others as they wish to be treated;
• INCLUSION: making certain everyone on the team is truly a part of the team
decision-making process;
• COOPERATION: actively helping others succeed rather than competing or
attempting to one-up someone;
• RESPONSIBILITY: managing personal behavior to maintain a diversitypositive environment and
questioning inappropriate behavior when it occurs.
Ability (and Disability) as a Dimension of Diversity
The concept of diversity encompasses acceptance and respect. It means understanding that each individual is
unique, and recognizing our individual differences. Understanding that everyone has their strengths and
limitations can help schools create a classroom environment that supports ability and disability among a diverse
team of learners.
Disability as a Diversity Issue
A disability is defined as a physical or mental impairment that substantially limits one or more major life
activities. Specifically, a qualified individual with a disability is someone who can perform the essential
functions of the job with or without reasonable accommodation (Disabled World, 2010).
Disability Diversity in Education. Including Disability as Diversity in teaching can involve any number of
factors, such as making classes accessible to students with disabilities, accommodating your own disability in a
class, and incorporating disability studies perspectives into your course content (Disabled World, 2010).
Why Diversity is Important
Boyle (2020) recognize the utility of diversity and enumerated its importance in the 21st century as follows:
1. Growing Acceptance, Diminishing Discrimination. Promoting diversity is the first step to not just
“tolerance” but true inclusion and acceptance. Through growing contact with, exposure to, and communication
between people who are not like us, we can learn how to relate to difference in a way where difference doesn’t
have to be a problem, a barrier, or a threat.
2. Becoming a Global Citizen. If you experience diversity in your everyday life, you will have regular
exposure to people, cultures, traditions, and practices that are unlike your own. This will prepare you to be a
part of a global society, whether you are traveling to a new country or working with people from diverse
backgrounds.
3. Perspective. Hearing about another’s experience can shed light on a life different than your own and provide
you a new perspective. When you contrast your struggles, needs, and values with someone else’s, you can really
begin to comprehend where an individual is coming from and empathetically understand their attitudes,
behaviors, and beliefs at a deeper level.
4. Richer Life Experience. We need new ideas, views, and practices to stimulate and inspire us, to show us the
way others eat, celebrate, and love.
5. Productivity. Bringing together people of various backgrounds with different life experiences can generate
ideas or perspectives that others may not have ever considered or been aware of.
When tackling an issue, a multitude of interpretations and approaches can generate creativity and innovation,
instead of everyone contributing the same thoughts and conclusions.

Diversity in Education
Diversity in the classroom is the understanding that each student brings unique experiences, ideas, and strengths
to the school.
Promoting diversity in schools is more than just encouraging students of different backgrounds to attend certain
schools. Not only does creating greater multicultural awareness and inclusion help students with different
backgrounds and needs succeed, but it reassures acceptance and helps prepare students to thrive in an
exponentially diverse world.

Diversity without equity considerations

Issues of equity are often the underlying causes for why we need diversity initiatives.
Equity in education - personal or social circumstances such as gender, ethnic origin or family background, are
not obstacles to achieving educational potential and that all individuals reach at least a basic minimum level of
skills.
Dimensions
1. Fairness. Making sure that personal and social circumstances – for example gender, socio-economic status or
ethnic origin – should not be an obstacle to achieving educational potential.
2. Inclusion. Ensuring a basic minimum standard of education for all – for example that everyone should be able
to read, write and do simple arithmetic.

According to Cochran (2018), equity considerations can be difficult to address because:

• they often relate to historical and longstanding structural systems of inequality, which are difficult to
dismantle.
• Yet, ignoring equity considerations dooms us to making little progress toward diversity and no progress
toward equity.
Diversity efforts are often concentrated on how we “fix” individuals from marginalized or minoritized
groups or what we can do to support them to pursue and persist despite inequity (Cochran, 2018). Henceforth, a
fair and inclusive system that makes the advantages of education available to all is one of the most powerful
levers to make society more equitable (OECD, 2008).

MODELS OF DISABILITY
Clearly, disability cuts across countries, cultures, and timelines. But perhaps, it is part of human nature to react
negatively to anything perceived as different or out of the ordinary. There is often resistance, especially when
people are met with situations that they are unfamiliar with. Persons with disabilities (PWDs) are not exempted
from this type of treatment.
Sociology reminds us that human behavior must always be studied in relation to cultural, historical, and socio-
cultural contexts. In fact, the best way to understand why people think or act the way they do is by looking at
what was happening to their community at a certain point in time. Events tend to shape one’s beliefs and values
system. As such, it is important that we examine historical highlights to appreciate man’s perspectives on
disability (see figure below).
Smart’s study in 2004 (as cited in Retief and Letsosa, 2018) emphasizes that models of disability are important
as they serve several purposes:
• they provide definitions of disability
• they offer “explanations of casual and responsibility attributions”
• they are based on “perceived needs”
• they inform policy
• they are not “value-neutral,”
• they define the academic disciplines that focus on disability,
• they “shape the self-identity of PWDs,”
• they can provide insight on how prejudices and discriminations occur.

A. The Moral/Religious Model

• The Medieval age is said to have started from AD 476, the year the Western Roman Empire fell, and ended
toward the early 1880s, eventually ushering in the Renaissance age and Age of Discovery. This period saw
the church as one of the most influential figures in Europe.
• The idea of God as an all-powerful being was so strong in man’s consciousness that it affected the way
society treated PWDs at the time.
• Parents who bore children with disabilities were seen from within a spectrum where on one end, God was
punishing them for a sin that needed to be atoned.
• The middle ground was to see disability as a test of faith and an opportunity to redeem oneself through
endurance, resilience, and piety (Niemann 2005 as cited in Retief and Letsosa 2018).
• It is considered the oldest model of disability and is evident in many religious traditions.
• For instance, biblical scripture would refer to persons with chronic illness like leprosy as unclean, while
those considered demonically possessed may actually have had mental illnesses (McClure 2007 as cited in
Retief and Letsosa 2018) or seizure disorders.
• Disability is equated with the sin, evilness, or spiritual ineptness of either the PWD or of a PWDs family
member. Such a belief can then cause not just the PWDs isolation but also the exclusion of the entire family
unit from communal events (Rimmerman 2013 as cited in Retief and Letsosa 2018).
In addition, some cultures who ascribe to a moral/religious model of disability may also lean toward a type
of mystical narrative. Their belief is that disabilities may impair some senses yet heighten other, thereby
“granting him or her ‘special abilities to perceive, reflect, transcend, be spiritual” (Olkin 1999 as cited in
Retief and Letsosa 2018).

B. The Biomedical/Individual Model

• Historians and scientists alike consider the Copernican Revolution, that is, the discovery of Nicolaus
Copernicus that the center of the universe was the sun and not the Earth, is one of the most controversial yet
significant discoveries of all time.
• It was revolutionary and bold because it dared to contradict the Bible as well as then-considered
fundamental truths.
• Paved the way for people shift mind-sets from a religious perspective to a more evidence-based model of
disability called the biomedical (medical) model
Here, PWDs are seen as persons who are ill and meant to be treated or “made more normal.” Olkin (1999 as
cited in Retief & Letsosa 2018: 2-3) wrote:
“Disability is seen as a medical problem that resides in the individual. It is a defection or failure of a
bodily system and as such, is inherently abnormal and pathological. The goals of intervention are cure,
amelioration of the physical condition to the greatest extent possible, and rehabilitation (i.e., the adjustment
of the person with the disability to the condition and to the environment). Persons with disabilities are
expected to avail themselves of the variety of services offered to them and to spend time in the role of patient
or learner being helped by trained professionals” (p. 26).
While Oliver (1990) refers to the model as the individual model, Nankervis, 2006 as cited in Jackson,
2018, p.3 describes it to be a normative model based on a person’s levels of deficiency “compared to a
normative state” (Jackson 2018).
 Such a perspective pushes forth the idea that PWDs have problems. It also reinforces the notion that
those “without disabilities” (i.e., the able-bodied or typically developing) are superior to those with
disabilities, and that they have a primary responsibility over the welfare of the disabled.
It was during the 15th century when more schools for PWDs started to emerge in Europe - built by private
philanthropic institutions.
• Interestingly, the curriculum for such educational institutions was different from that of public schools (Kisanji
1999).
• In special schools, the main focus was on building the vocational skills of students – a clear sign that the
biomedical model sees PWDs to asylums or hospitals for custodial care when they have become too difficult to
manage also reached its peak with the reinforcement of the biomedical model (Jackson, 2018; Pritchard, 1960
and Bender, 1970 as cited in Kisanji, 1999)
C. The Functional/Rehabilitation Model
 The scientific breakthroughs experienced from the time of Copernicus up until the early 1900s brought
about changes in all aspects of life, including warfare and the concept of power.
 When World War I happened, communities witnessed perfectly healthy people leave to serve the country
only to come back disabled physically, neurologically, or mentally. It was then that people started to
realize not all disabilities are inborn.
 Physical and Occupational Therapies soon became prevalent modes of rehabilitation for much of the
service-related injuries the soldiers sustained (Shaik & Shemjaz 2014; National Rehabilitation
Information Center, 2018).
The main difference between the two models is in the concept of habilitation and rehabilitation.
Habilitation - refers to help given to those whose disabilities are congenital or manifested very early in life
in order to maximize function
Functional/rehabilitation - refers to the assistance given by professionals to those who have an acquired
disability in the hope of gaining back one’s functionality.
The biomedical and rehabilitative models, together with the dawn of clinic-based assessments in the 1950s
and its proliferation during the 1960s onward, show how much society has placed value on convention,
performance, and achievement.
• Anyone whose performance does not fall within the norm of a population is automatically deemed
different and deficient.
• In living spaces, such persons were shunned by society. In educational settings, such students were advised
to transfer schools for a more specialized type of education (Clough in Clough & Corbett 2000). In
workplaces, they were segregated or refused opportunities. • Moreover, both promote an expert-client type
of relationship between the “non-disabled” and the “disabled,” where the PWD is automatically perceived
as inferior.

D. 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.
 • Oliver (1980) 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 new of
PWDs.
PWDs are seen as disabled not because they are deficient but because society “insists” they are deficient and
disadvantaged. Norms, after all, are determined by society.
The underlying principle of the social model of disability is that disability is a social construct, where
standards and limitations that society places on specific groups of people are what disabled a person.
With this perspective, everything from government laws to education to employment opportunities to access
to communal facilities takes on a different meaning.
The social model of disability asserts that what is truly disabling is not the physical condition the way the
medical model would adhere to, but the lack of opportunities and restrictions given to a person, as the social
model would push for (see figure below)

The World Health Organization (1980) differentiates between disability and impairment.
Impairment
 as “any loss or abnormality of psychological or anatomical structure or function”
Disability
 “any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner
or within the range considered normal for human being.”
The social model, however, reiterates that impairment should be seen as a normal aspect of life and
when it happens, it should not cause a stir. Instead, society must plan in anticipation of possible impairment
occurrences so as not to disable anyone.
Kaplan (2000) agrees that if disability were to be seen as something natural and expected, it could
change the way we design our systems and our environments.

E. Rights-Based Model and Twin Track Approach

• The rights-based model of disability is a framework that bears similarities with the social model.
• While the social model reiterates social factors and dynamics that from 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.
• Moreover, while “the social model is mostly critical of public health policies that advocate the
prevention of impairment, the human rights model recognizes the fact that properly formulated
prevention policy may be regarded as an instance of human rights protection for PWDs” (Degener
2017:52).

A rights-based approach to education ensures that all energies are devoted to the realization of each
learner’s right to education.

Four key actors directly involved (Van den Brule-Balescut & Sandkull, 2005)
 (1) the government as duty-bearers
(2) the child as the rights-holder
(3) the parents not only as duty bearers but also as representatives of the child
(4) the teachers, both as rights-holders and duty-bearers
Twin track approach - combines the social model and the rights-based model. A marrying of the two
perspectives allows holistic changes to occur, with the option of promoting individual needs whenever
necessary.
For instance, in education, this would mean allowing a PWD to join the mainstream, yet be given opportunities
for disability-specific programs in case additional support is needed (Chassy & Josa 2018).

SPECIAL NEEDS EDUCATION

• Regarded as “attempt to increase the fairness of universal public education for exceptional learners” because
there are “those with special difficulties or extraordinary abilities in learning” (Kauffman & Hallahan 2005)
• Acknowledging learner differences, the essence of special education lies in its goal to educate a certain
population of students, particularly those at the tail ends of a normal statistical distribution of performance
(Thomas & Loxley 2001)
• Also called Special education - the education of children who differ socially, mentally, or physically from the
average to such an extent that they require modifications of usual school practices (Britannica, n.d.)
• Serves children with emotional, behavioral, or cognitive impairments or with intellectual, hearing, vision,
speech, or learning disabilities; gifted children with advanced academic abilities; and children with orthopedic
or neurological impairments. See also deafness; blindness; speech disorder; mental disorder; gifted child;
childhood disease and disorder; learning disabilities.
INCLUSIVE EDUCATION
• 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 (Del Corro-
Tiangco 2014).
• 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 to society.
• Means all children in the same classrooms, in the same schools. It means real learning opportunities for groups
who have traditionally been excluded – not only children with disabilities, but speakers of minority languages
too (UNICEF, n.d.)
• Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow
diverse groups to grow side by side, to the benefit of all.
The global arena has been consistently vocal in its stand on children, persons with disabilities, and education.
Universal Declaration of Human Rights (1948)
• the first international legal instrument that recognizes education as a human right.
• Article 26 states: 'Everyone has the right to education'. It is a non-legally binding instrument but with a
great political and moral force.
• Since its adoption, the right to education has been reaffirmed in numerous human rights treaties and
declarations adopted by the United Nations
• A list of declarations related to the right to education is also provided.

United Nations Convention on the Rights of the Child (1989)

• a legally-binding international agreement setting out the civil, political, economic, social and cultural rights of
every child, regardless of their race, religion or abilities.
Four principles of the Convention on the Rights of the Child (UNICEF)
These four principles contribute to a general attitude towards children and their rights. They are based on the
notion that children too are equal as human beings. The affirmation of the rights to play underlines that
childhood has a value in itself; these years are merely a training period for life as an adult.

1. Non-Discrimination
• One general principle as identified by the committee on the rights of the child is that all children
should enjoy their rights and should never be subjected to any discrimination. • The obligation to
provide equality of opportunities among children is expressed in Article 2, the first paragraph of which
reads: "States parties shall respect and ensure the rights set forth in the present convention to each child
within their jurisdiction without discrimination of any kind, irrespective of the child's parents or legal
guardian, race, color, sex, language, religion, political or other opinion, national, ethnic or social origin,
poverty, disability, birth or other status."

2. Best interests of the child Children

• Best interests of the child Children, especially when they are very young, are vulnerable and need
special support to be able to enjoy their rights fully.
• Article 3:1. "In all actions concerning children whether undertaken by public or private social welfare
institution, courts of law, administrative authorities or legislative bodies, the best interest of the child
shall be a primary consideration."

3. The right to survival and development

• The principle most directly related to children's economic and social rights is formulated in the right to
life article.
 • The article goes further than just granting children the right not to be killed; it includes the right to
survival and development which is formulated in Article 6:2 and states thus: "State parties shall ensure
to the maximum extends possible the survival and development of the child."

4. The views of the child

 A crucial dimension of the convention is expressed through another principle, the one about
respecting the views of the child. In order to know what is actually in the interest of the child it is
logical to listen to him or her.
 The principle is formulated in Article 12:1 which states that "States parties shall assure to the child
who is capable of forming his or her own views the rights to express those views freely in all matters
affecting the child, the view of the child being given due weight in accordance with the age and
maturity of the child.
In 1990, many countries banded together for the world declaration of Education for AII (EFA), which stated that
all children must have access to complete, free, and compulsory primary education.
UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993)
• It is in this standard set of rules that each child’s right to education was affirmed.
• It is also in this directive that the importance of providing education in integrated and general school settings
was first specified.
The UNESCO Salamanca Statement and Framework for Action on Special Needs Education (1994)
• the landmark policy on special education which reiterated that schools should accommodate all children,
including disabled, the gifted, and the marginalized.
The Guidelines for Inclusion (2005) published by UNESCO enumerates four key elements:
(1) that inclusion is a process, that is, “a never-ending search to find better ways to respond to diversity,”
(2) that inclusion involves a preventive dimension, specifically in identifying and removing potential barriers to
this process through “collecting, collating, and evaluating information” for improving policy and practice,
(3) that inclusion is all about the “presence, participation, and achievement” or
learning outcomes of all types of students; and
(4) that inclusion puts “particular emphasis on learners who may be at risk of
marginalization, exclusion, or underachievement,” and therefore, they must be
consistently monitored and represented in the inclusive process.