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Educating Learners With Disabilities

The document discusses the concept of disability, outlining four models: Moral, Medical, Rehabilitation, and Social models, with the Social model emphasizing societal responsibility for the integration of individuals with disabilities. It highlights various types of disabilities and suggests strategies for educators to accommodate and support students with disabilities effectively. Key strategies include inviting private discussions about accommodations, providing accessible materials, and fostering an inclusive classroom environment.

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lexi4thyear
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9 views12 pages

Educating Learners With Disabilities

The document discusses the concept of disability, outlining four models: Moral, Medical, Rehabilitation, and Social models, with the Social model emphasizing societal responsibility for the integration of individuals with disabilities. It highlights various types of disabilities and suggests strategies for educators to accommodate and support students with disabilities effectively. Key strategies include inviting private discussions about accommodations, providing accessible materials, and fostering an inclusive classroom environment.

Uploaded by

lexi4thyear
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Educating Learners with

Disabilities

DR. LOLIT H. AVANZADO


Disability

— A complex phenomenon reflecting an interaction


between features of a person’s body and features of
the society in which he or she lives. (WHO).
— Is any condition of the body or mind (impairment)
that makes it more difficult for the person with the
condition to do certain activities (activity limitation)
and interact with the world around them
(participation restrictions).
Four Models of Disability

1. Moral Model
2. Medical Model
3. Rehabilitation Model
4. Disability (social) Model
Moral Model

— This was view that disability is a sin, is an old model


that unfortunately persists in some culture.
— The moral model of disability refers to the attitude
that people are morally responsible for their own
disability.
— For example, the disability may be seen as a result of
bad actions of parents if congenital, or as a result of
practicing witchcraft if not.
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 health condition which
therefore requires sustained medical care provided in the
form of individual treatment by professionals.
— Problems requiring intervention, with the goal of being
cure normalcy or reduction of the perceived deficiency
— The management of the disability is aimed at a "cure," or
the individual's adjustment and behavioral change that
would lead to an "almost-cure" or effective cure.
— Medical care is viewed as the main issue, and at the
political level, the principal response is that of modifying
or reforming health-care policy.
Disability model or social model

— Disability model or social model—a framework that has


had the most influence on current thinking.
— It embraces disability as a normal part of life and views
social discrimination rather than the disability itself as
the problem.
— The social model of disability sees the issue of "disability"
as a socially created problem and a matter of the full
integration of individuals into society.
— In this model, disability is not an attribute of an
individual, but rather a complex collection of conditions,
many of which are created by the social environment.
Disability model or social model

— Hence, the management of the problem requires


social action and is the collective responsibility of
society at large to make the environmental
modifications necessary for the full participation of
people with disabilities in all areas of social life.
— The issue is both cultural and ideological, requiring
individual, community, and large-scale social
change. From this perspective, equal access for
someone with an impairment/disability is a human
rights issue of major concern.
Rehabilitation Model

— Sees disability as deficiency


— Less invasive and can fix or alleviate a disability
through less expensive procedure such as physical
therapy, counseling and training services
Types of disabilities may include:

— Hearing loss
— Low vision or blindness
— Learning disabilities, such as Attention-Deficit Hyperactivity
Disorder, dyslexia, or dyscalculia
— Mobility disabilities
— Chronic health disorders, such as epilepsy, Crohn’s disease,
arthritis, cancer, diabetes, migraine headaches, or multiple
sclerosis
— Psychological or psychiatric disabilities, such as mood,
anxiety and depressive disorders, or Post-Traumatic Stress
Disorder (PTSD)
— Asperser's disorder and other Autism spectrum disorders
— Traumatic Brain Injury
Strategies

— A statement in the syllabus inviting students with


disabilities to meet with the teacher privately is a
good step in starting a conversation with those
students who need accommodations and feel
comfortable approaching you about their needs. Let
the student know times s/he can meet the educator
to discuss the accommodations and how soon the
student should do so.
— Provide an easily understood and detailed course
syllabus. Make the syllabus, texts, and other
materials available before registration.
— If materials are on-line, consider colors, fonts, and
formats that are easily viewed by students with low
vision or a form of color blindness.
— Clearly spell out expectations before the course
begins (e.g., grading, material to be covered, due
dates).
— Make sure that all students can access your office or
arrange to meet in a location that is more accessible.
— On the first day of class, you can distribute a brief
Getting to Know You questionnaire that ends with the
question ‘Is there anything you’d like me to know about
you?’ This invites students to privately self-disclose
important challenges that may not meet the EAD
accommodations requirements or that may be
uncomfortable for the student to talk to you about in
person upon first meeting you.
— Don’t assume what students can or cannot do with
regards to participating in classroom activities. Think of
multiple ways students may be able to participate
without feeling excluded. The next section on “Teaching
for Inclusion” has some ideas for alternative
participation.

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