Krismarie M.
Daguplo
BTVTED-GFDT 3
EDUC 4 EF1
Review
Let us check if you are able to understand the key concepts central to developing the competencies
stated at the start of this chapter. On your own, answer the following questions by using what you
have learned from the chapter. When you are ready, discuss your answers with a partner.
1. What are the different models of disability? How would each one define disability?
–Different models of disability offer varying perspectives on the concept. The medical model views
disability as a medical condition requiring treatment, focusing on the individual's impairment. The
social model, on the other hand, shifts the focus to societal barriers, arguing that disability is a result
of social exclusion. Lastly, the human rights model emphasizes the rights of individuals with
disabilities to full participation in society, advocating for equal opportunities and the removal of
barriers.
2. How are impairments different from disabilities?
–Impairments and disabilities are distinct concepts. An impairment refers to a loss or abnormality of
physical or mental function. It is a medical condition that affects an individual's abilities. Disability,
however, is a social construct that arises from societal barriers and attitudes towards individuals
with impairments. It is the restriction or lack of ability to engage in life activities on an equal basis
with others.
3. What is special needs education? How different is it from inclusive education?
–Special needs education and inclusive education differ in their approaches to educating students
with disabilities. Special needs education provides specialized instruction and support services to
students with disabilities in separate settings or classrooms. This approach focuses on addressing the
specific needs of individual students. Inclusive education, on the other hand, aims to include all
students, regardless of their abilities or disabilities, in regular classrooms. It emphasizes creating a
supportive learning environment where all students can learn and thrive together.
4. Which international treatises are directly involved in the pursuit of inclusive education?
–Several international treaties directly support inclusive education. The Convention on the Rights of
the Child (CRC) emphasizes the right of every child to education, including children with disabilities.
The Convention on the Rights of Persons with Disabilities (CRPD) specifically addresses the rights of
persons with disabilities, including the right to inclusive education. These treaties provide a strong
legal framework for advocating for inclusive education policies and practices worldwide.
Reflect
1. How important are models of disability? How can they affect students and the different
stakeholders of special needs and inclusive education?
–Models of disability significantly influence our understanding of disability, shaping policies,
practices, and attitudes towards individuals with disabilities. They impact students and stakeholders
by informing policy and practice, shaping attitudes and beliefs, influencing student outcomes, and
engaging various stakeholders. A positive and inclusive model can promote well-being and academic
achievement, while a negative or restrictive model can limit opportunities.
2. Is it possible for medical practitioners to embrace a social perspective of disability? How can they
marry two seemingly opposing concepts?
–Yes, medical practitioners can absolutely embrace a social perspective of disability alongside the
medical model. While the medical model focuses on diagnosing, treating, and managing the physical
or psychological aspects of disability, the social model emphasizes how societal barriers—such as
stigma, lack of accessibility, and discrimination—restrict people with disabilities. By integrating both
perspectives, practitioners can provide more holistic care that not only addresses the medical needs
of patients but also acknowledges the social factors that impact their quality of life.
3. Special needs education is said to address the extreme ends of a normal distribution. However,
who determines the cut-off for either end? To keep a narrow range at the tail ends would mean less
number of students might be in need of Special Education programs and more "low average
students" might be in danger of academic failure, bullying, or dropping out. To make the tail ends
range wider, however, would mean more students will be segregated, therefore negating the very
idea of inclusion. Discuss your thoughts on how such a dilemma could be resolved.
—The challenge of defining the cut-off for special needs education lies in balancing support with
inclusion. A narrow cut-off may leave at-risk students without help, while a broader range could lead
to over-segregation. A solution is a needs-based approach, like Response to Intervention (RTI),
offering tiered support to all students, not just those who fit a specific category. Universal Design for
Learning (UDL) can create flexible classrooms that accommodate diverse needs, while ongoing
assessments address academic, social, and emotional factors. Collaboration between educators and
personalized IEPs ensure that support is both effective and inclusive, allowing every student the
opportunity to succeed.
4. How can a paradigm shift from a medical standpoint to a social perspective happen?
—A paradigm shift from the medical model to the social model of disability involves educating
medical professionals, educators, and society to view disability not as an individual impairment but
as a result of social, environmental, and attitudinal barriers. This can be achieved by integrating the
social model into medical practice, where healthcare providers not only address medical needs but
also advocate for societal changes, such as better accessibility and inclusion. Collaboration across
disciplines—such as healthcare, social work, and education—ensures that people with disabilities
receive comprehensive support.
5. Study the case of Manuel and Julian below. Answer the question that follows.
MANUEL AND JULIAN
Manuel was born in 1925 in a small barangay in Manila. He was the third of four children. As a
baby, he displayed extreme behaviors. He would be silent for most of the day but when he started
crying, he could last for hours. He learned to walk at fourteen months and by the time he was
three, his parents sensed that he might have some developmental concerns. He exhibited delays
in speech and seemed to have difficulty with comprehension as well. Relatives thought he was
deaf. But a visiting pediatrician from the United States who saw Manuel at ten years old said he
might have some form of mental retardation based on his brief assessment and his observations.
Manuel eventually did learn to talk but could not express himself beyond short sentences. His
understanding of the things around him are simplistic and he is assisted in most of his chores at
home. Manuel grew up not being able to go to school. He was ridiculed for most of his life because
of the way he would speak and behave. There were also rumors of his family being cursed by a
nuno sa punso, his mother being a victim of kulam, and of him being pinaglihi sa asong ulol
because whenever Manuel got frustrated, he would scratch his ears until they bled, and then he
would cry loudly and howl endlessly. At eighteen, his daily contribution at home was to gather
soiled clothes, throw the trash, and to set the table.
Julian, on the other hand, was born in 2001. Like Manuel, he manifested extreme behaviors as an
infant and language delays as a toddler. At a year and a half, his pediatrician identified several red
flags. Julian was referred to a developmental specialist, who suspected him to have intellectual
disability (what used to be known as mental retardation) and immediately advised him to go
through occupational therapy (OT). By two years old, he was receiving once a week OT sessions
and early intervention in a special education (SPED) school. He remained in the SPED school for
four years following an individualized program created specifically for his needs. He eventually
learned to talk in short sentences though he would tend to mispronounce words.
Recommendations to undergo speech therapy also followed. At six, he was recommended to
enroll in a small school where the student-teacher ratio was only at 5:1. All of his classmates were
typically developing and his teacher, Teacher Jan, who was SPED-trained, always made sure he
would be able to participate in class activities. Teacher Jan realized that shortening some of the
instructions and lessening some of the items in Julian's paper helped him to focus on his work
more. Julian also started to gain confidence in himself and gained friends. His vocabulary
eventually grew and both his receptive and expressive language skills improved.
Julian's diagnosis of intellectual disability was confirmed at eleven years old. Despite him gaining
success during his preparatory and first two years in elementary, the reality of having an
intellectual disability eventually started to weigh him down. Julian was not able to go beyond
third grade but now at eighteen, he is enrolled in a transition class where his functional skills are
being maximized. His current school sees the possibility of him being employed in a small café
given the abilities he was able to develop throughout the years.
Drawing from lessons you have learned from the previous chapters as well as this, what factors do
you think led to Manuel and Julian's different
experiences and life trajectories?
—The differences in Manuel and Julian's experiences and life trajectories can be attributed to
several key factors, including access to early diagnosis and intervention, advancements in special
education, and societal attitudes towards disability. Manuel grew up in an era with limited resources
and awareness, leading to delayed diagnosis and a lack of supportive services. His condition was
misunderstood, and cultural stigmas, such as myths about curses, further isolated him. In contrast,
Julian had early access to professional diagnoses and interventions, including occupational therapy
and special education, which allowed for a tailored learning experience. The evolution of special
education meant Julian could benefit from individualized support in a school environment, fostering
his academic and social development. Additionally, societal attitudes toward disability had evolved
by the time of Julian's birth, with a greater emphasis on inclusion and rights, which helped him gain
confidence and opportunities. Finally, Julian's family was proactive in seeking help, ensuring he
received the necessary support, while Manuel's family lacked the resources to provide similar care,
leading to his social and educational neglect.
Practice
1.Plot the historical timeline of how the models of disability evolved.
Historical Timeline of How the Models of Disability Evolved
Pre-20th Century: Disability was often viewed through a supernatural or religious lens
(e.g., punishment for sins, curses). People with disabilities were often hidden away or
institutionalized.
Early 20th Century: The Medical Model became dominant, focusing on diagnosing,
treating, and "curing" disabilities. Disabilities were seen as individual pathologies that
needed to be fixed or controlled.
Mid-20th Century: The Social Model of disability emerged, focusing on how society
creates barriers that prevent people with disabilities from fully participating in life. This
shift emphasized accessibility, rights, and inclusion.
Late 20th Century: The Human Rights Model gained traction, with global movements
advocating for the rights of people with disabilities to live independently, access
education, and participate fully in society. Disability is viewed as a part of human
diversity.
1st Century: The Capability Model and Intersectionality frameworks further
evolved, considering how disability intersects with other social categories (e.g.,
gender, race, and class) and how people with disabilities can be supported to achieve
full participation in society.
2. Make a framework for special needs education and inclusive education.
Assessment Identification
Understanding the Early diagnosis
Special
Needs
Educatio
Curriculum
Modification
Intervention Adaptation of
Providing tailored
Universal Differentiated
Design for Instruction
Learning Adjusting
(UDL) teaching
Designing strategies to
Inclusive
Education
Framework
Collaboration Peer Support
Teamwork Promoting
between general social inclusion
education by creating
teachers, special opportunities for
education students with
3.Create an infographic showcasing the differences among the different models of disability.
Infographic: Differences Among the
Medical Model
Views disability as an individual
problem to be fixed through medical
Social Model
Sees disability as the result of
societal barriers and advocates for
Human Rights Model
Focuses on the rights of people with
disabilities to have the same
Capability Model
Emphasizes developing the abilities
and potential of individuals with
Intersectionality
Considers how disability interacts
with other aspects of identity (e.g.,
