FSIED Week 1, 2, & 3 PDF

I. WEEK 1: Loden’s Diversity Wheel II. Understanding “Disability” Situation: Disability could be viewed on this picture....

I. WEEK 1: Loden’s Diversity Wheel II. Understanding “Disability” Situation: Disability could be viewed on this picture. Question: Do you think the person on a wheelchair is actually welcome to get in the building? What is the reason behind? Answers: There are two reasons. One, it is because the person in wheelchair not probably stand and climb up the stairs and second it is because the stairs is not accessible for persons with disability. If your initial answer is the first one and you are looking at disability in the medical model and two if your answer is the person cannot get in because of accessibility issue then you are looking at the social model of disability. Different Models of Disability: 1. The Medical Model of Disability Inner Embedded Sphere – such as the age, gender, physical ability, race, ethnicity, and sexual orientation are some things that we have no control over so that means we are born that way. Outer Embedded Sphere – the income, your education, you’re thinking style, your values, personal appearance, marital status, so on and so forth. Now, these aspects on the outer sphere explains that there are certain traits that we have control over and these may or may not change over time. This diversity wheel present that we have varied characteristics some we can control ⮚ sees disability as an individual problem. The person cannot enter or cannot access the and some we can't now what are the objectives of the day one is to demonstrate an in-depth understanding of concepts related to inclusive and special education and building because he has the handicapping situation. Those people with disabilities in second, define, compare, and contrast the two models of disability the medical model are those who cannot walk, who cannot hear, who cannot see, and Imagine if you have a disability now disability therefore is an inner or belonging to an those who cannot understand some areas. inner embedded sphere that means most likely we don't have control over the certain ⮚ It is also called as a "personal tragedy model." It is because this model regards the condition an example of this is intellectual disability; the same with people with autism difficulties that people experience, specifically those people with disabilities and the same with people that have physical handicapping situation. experience, has caused by the way the body and brain were shaped. ⮚ Therefore, this medical model of disability sees person with disability has the problem that needs to be fixed. ⮚ Medical model defines terminologies such as disability, impairment, and handicap. ⮚ The denial of opportunities, the restriction of choice and self- determination and the o According to the World Health Organization, disability is any lack of control over the support systems in their lives It is the society that disables restriction or lack of, resulting from an impairment of ability to people, through designing everything to meet the needs of the majority of people who perform any activity in the manner or within the range are not disabled. Therefore, it is the society that disables people. considered normal for a human being. ⮚ So, the problem here according to the social model of disability is the access that the o According from the WHO, impairment is any loss or abnormality society is not giving them and actually a social model of disability is created by people of psychological, physiological, or anatomical function. with disabilities themselves. o The World Health Organization define handicap is a disadvantage for a given individual resulting from an impairment ⮚ In the social model of disability, you will now see that this stair is the actual reason why or disability that prevents the fulfillment of a role that is normal they have disability. Now, a social model of disability is understood as an unequal depending on age, sex, social, and cultural factors for that relationship within a society in which the needs of people with impairments are often individual. Therefore, a handicap is whatever disadvantage, the given little or no consideration at all. PWDs are disabled by the fact that they are person with disability or impairment, will experience because of excluded from participation within the mainstream of society as a result of physical, their disability. organizational, and attitudinal barriers. o Implications: Policymakers might create some services that is ⮚ The issues are inaccessible transport, lack of support poverty, lack of accessible segregated for them; there will be segregated schools, hospitals, information, negative perceptions, too few sign language interpreters, lack of certain rehabilitation centers that are only targeting people with understanding from others, and poorly designed buildings disabilities. In the long run, people with disabilities themselves could feel or could have what we call as internalized oppression. ⮚ Now according to the Union of the Physically Impaired against Segregation, the definition of disability is the disadvantage or restriction of activity caused by a 2. The Social Model of Disability contemporary social organization which takes little or no account of people who have physical impairments and thus excludes them from participation in the mainstream of social activities. ⮚ MEDICAL MODEL SOCIAL MODEL The individual is the problem The barriers are problems created by the society. The individual needs to change. The barriers need to be removed.  Disabled people become the Disabled people have independence, victim, client, have no control, and choice. 6. The Cultural Model of Disability responsibilities and are ⮚ The cultural model of disability developed in the North American context, where disempowered. disability studies have been approached in an interdisciplinary manner by a number of Information on impairments is Information on access needs to know basis scholars working in the social sciences and humanities (cf. Michalko 2002; Titchkosky used to categorize people. to ensure inclusion. 2007). 7. Economic Model 3. The Moral/Religious Model of Disability ⮚ The economic model of disability approaches disability from the viewpoint of economic ⮚ The moral/religious model of disability is the oldest model of disability and is found in a analysis, focusing on ‘the various disabling effects of an impairment on a person’s number of religious traditions, including the Judeo-Christian tradition (Pardeck & capabilities, and in particular on labor and employment capabilities’ (Armstrong, Noble Murphy 2012: xvii). & Rosenbaum 2006:151, original emphasis). ⮚ According to one of the primary forms of moral and/or religious models of disability, 8. Charity Model disability should be regarded as a punishment from God for a particular sin or sins that ⮚ According to the charity model, PWDs are victims of circumstance who should be pitied. may have been committed by the person with disability. As Duyan (2007:71) explains, ‘The Charity Model sees people with disabilities as victims 4. The Identity Model of Disability of their impairment. Their situation is tragic, and they are suffering’. Able-bodied people should therefore assist PWDs in whatever way possible, as ‘they need special services, ⮚ Closely related to the social model of disability – yet with a fundamental difference in special institutions, etc., because they are different’ (Duyan 2007:71). emphasis – is the identity model (or affirmation model) of disability. ⮚ This model shares the social model’s understanding that the experience of disability is 9. Limits Model socially constructed, but differs to the extent that it ‘claims disability as a positive ⮚ According to the limits model of disability – a distinctly theological model of disability identity’ (Brewer et al. 2012:5). developed by Creamer (2009) – disability is best understood with reference to the notions of embodiment and ‘limitness’. 5. The Human Rights Model of Disability ⮚ Another model that bears close affinity to the social model of disability is the human III. Diversity Wheel rights model of disability. Although some researchers treat the social model and the human rights model as virtually synonymous, Degener (2017) highlights a number of important differences between them. ⮚ Firstly, while the social model helps people to understand the underlying social factors that shape our understanding of disability, the human rights model moves beyond explanation, offering a theoretical framework for disability policy that emphasizes the human dignity of PWDs (Degener 2017:43). ⮚ In 1990, Marilyn Loden and Judy Rosener developed a framework for thinking about the different dimensions of diversity within individuals and institutions. Depicted as concentric circles, this “Diversity Wheel” can be used in many different ways to encourage thinking about values, beliefs, and dimensions of identity for people and organizations. ⮚ This Diversity Wheel diagram represents the various dimensions of diversity. To truly be inclusive and welcoming to all, it is critical to understand the many factors that make up and influence a person’s individuality. If we hold exceedingly narrow a view of what constitutes diversity, we will miss opportunities to effectively engage, connect and serve ALL members of our communities. IV. WEEK 2: Historical Foundation of Special and Inclusive Education 1. Era of Extermination (Ancient Times) ⮚ The living conditions of people with disabilities were brutal in this era particularly in the ⮚ Meanwhile, John Calvin preached the notion of predestination stating that God has ancient times in China, they practice infanticide. already chosen those people who will be saved. He later on mention that people with disabilities are not among those who will be chosen. Because of this, disability was seen ⮚ In the ancient Greece and Rome, they valued physical and mental perfection and that is as a sin of the family or of the person with disability. why physical appearance, beauty, and intelligence are very much important on those times. So, if a person is born with a physical deformity, they were either killed or 3. Era of Asylum (Renaissance Period) abandoned. Others are kept as jesters or clowns for nobility in the roman court. ⮚ A gradual understanding of science leads to having more harmful and more painful way ⮚ The philosopher Aristotle just like the ancient Greeks believed that the men were the of treating people with disabilities. In the era of asylum, due to the advancements in highly evolved being while women is just a giant evolutionary step below along with medicine, people with disabilities are now regarded as an issue that needs medical those with deformities or disabilities, he further recommended that there should be a assistance. This era sees people with disabilities as subjects’ clients as objects to be law to stop the rearing of children with deformities. In his book Politics he wrote and let experimented on who are locked down in a certain facility that's why it is called as an era me read, "As to the exposure and rearing of children let there be a law that no deformed of asylum. child shall live." ⮚ So, these pictures present how people with disabilities were given treatments on this 2. Era of Ridicule (Medieval Period) particular era. Therefore, these people with disabilities need to be cured otherwise they will be treated as social problems and public burden. ⮚ The end of the roman period marks the beginning of the Medieval Period or the Dark Ages in Europe. This era is the rise to Christianity which led to more humane practices ⮚ In 1601, Queen Elizabeth I of England passed several laws that require the state to take toward people with disabilities. care of their poor and disadvantaged in which people with disabilities are labeled to be a part of this category. ⮚ Jesus Christ showed compassion to those people with disabilities which led the church to provide refuge to those who are in need. Orphanages, hospitals, homes, charitable ⮚ In 1657, friends had separate services for females and males who are disadvantaged. facilities and others were provided to those with illnesses or mental illnesses, those who Luckily Philippe Pinel came, a leading French psychiatrist of his time who first mentioned are poor, those who are aged, and those with disabilities, specifically those who are that mental instability is actually an illness or a disease and not immorality or a sin he blind. later on introduce a more a gentle way of treating people with disabilities or illnesses in the hospitals instead of using chains and some physical abuse. In 1793 Pinel became ⮚ Fear and obsession with God during this period led the religion to provide basic services famous for removing the chains and restraints from the inmates and different asylums in to those who are in need and to reshape the attitudes of people towards people with France. disability. Because of this, infanticide was discontinued and more humane practices towards people with disabilities in sheltered communities and homes were provided. ⮚ This time people with disabilities were not killed but were exiled and are treated as a 4. Era of Education (Industrial Revolution) subhuman category whether or not given human rights. When Leprosy ended after the ⮚ In the area of education, social reforms and ideas in education provided opportunities crusades, the establishments they used were converted to other users and were given to for people with disabilities across a different condition. In this era, Pinel developed four those who are called as deviant such as those who are widow, the incurable, the mad mental classifications for mental illnesses and became one of the founding fathers of men, those with mental illnesses, criminal prostitutes, and others. psychiatry. From one founding father to the next, Jean Marc Gaspard Itard, a student of Pinel, studied the case of Victor the wild boy of Aveyron.  advocacies of the parents led to increased funding better, community services, and ⮚ Victor was found in the forest in his early teens and this led to the discovery that people larger institutions. This has also led for the development of policies such as IDEA or with severe mental retardation which is now called as intellectual disability can still have Individuals with Disabilities Education Act and the promotion of IEP or Individualized certain improvements at some extent. Education Program another policy is on EHA or Education for all Handicapped Children ⮚ Edouard Seguin, a student of Jean Marc Gaspard Itard migrated to the U.S. and there Act in which they promoted FAPE or Free Appropriate Public Education for PWDs. developed some strategies that is still used up to this moment. Dorothea Lynde Dix became an advocate for people with mental illnesses and other disabilities to have better services. V. The Philippine’s Timeline in Special and Inclusive Education ⮚ Louis Braille invented the braille alphabet and then Anne Sullivan became the famous tutor of Helen Keller. ⮚ Maria Montessori came and introduced her prepared environment. Soon people with disabilities are now regarded as the responsibility of the state and therefore training schools and larger schools are provided to them. 5. Modern Era (20th and 21st Century) ⮚ In the early 20th century, many public officials believe that those with disabilities or deficiencies are seen as a threat to the nation's health and therefore they believe and push for eugenics. And then social Darwinism came as promoted by Herbert Spencer stating that only the fittest will survive. This further justified the eugenics movement. ⮚ One positive event that happened in this era is the beginning of special education. Teachers in the public school become aware of the increasing number of learners with disabilities and so they call for special classes and special teachers to teach them. ⮚ Binet and Simon develop a scale in measuring intelligence and then in the 1930s holocaust came and the first victims are the people with disabilities. Year Description ⮚ Nazis sterilized 400 000 Germans and exterminated 200 000 persons with disability. Established the Insular School for the Deaf and 1907 Services slowly become available to people with physical disabilities most especially to Blind the soldiers in war while those people with intellectual disabilities, known before as Passed the Batas Pambansa 344 or the 1983 Accessibility Law mental retardation, were largely abandoned in institutions. Then we have proclamation declaring the ⮚ In the 1950s, in the U.S, parents started to organize (and) develop courses and programs 1990 to 1999 period 1990 to 1999 as a decade of EFA or in behalf of their children with disabilities this provided greater acceptance of Education for All. differences, opportunities, ability, and willingness to provide services for PWDs. The 1990 World declaration on Education for All 1992 Passing of Magna Carta for Disabled Persons. R.A. 10533 on 2013 on the Basic Salamanca statement on the education of 2013 Education (K-12 Act). 1994 children with disabilities in 1994. R.A. 10361 or Batas Kasambahay Act Four Pillars in Learning (learning to know, 1996 learning to do, learning to live together and R.A. 10665 or the Open-system High School 2016 learning to be.) System Act Institutionalization of SpEd programs in Inclusive Education for children and all schools. youth with special needs act. 1997 Indigenous people's rights act in 1997. Philippine professionalization 2017 standards for teachers D.O. 42 s. 2017 Creation of Dakar Framework for Education for then PSGs for BEEd, BSEd, and BSNEd 2000 All requiring ProfEd course on foundations Passing of R.A. 9155 or the Governance of of special and inclusive education. 2001 Basic Education Act 2001. Redeeming of Bureau of Non-formal Education DepEd Order 21 on Policy Guidelines on the on the Bureau of Alternative Learning System K-12 Basic Education Curriculum in which the 2004 2019 under D.O. 51 s. 2004 on the standard framework on inclusive education is based on curriculum for Elementary and Private Madaris. annex 5. Establishment of United Nations Convention on An act instituting services for learners with 2020 2006 the Rights of Persons with Disabilities or the disabilities in support of inclusive education. UNCRPD. United Nations Declaration and the Rights of Indigenous People; for Peace 2008; and Inclusive education strategy 2007-2009 for increasing participation rate of children in year 2009. Establishment of Mother Tongue Based – Multi-lingual Education or MTB-MLE. Mainstreaming and Institutionalization 2010 of Madrasah Program IP education policy framework DepEd order 103 series of 2011 in the creation VI. Other points in the Week 2 Topics 2011 of indigenous people's education office R.A. 10157 on the kindergarten education act ⮚ Special Education, according to UNESCO is defined as classes or instruction designed for 2012 2012. We have implementing guidelines on the Learners with Disabilities and Gifted and Talented Learners or LDGTL. revised school-based management. ⮚ Inclusive Education is a process intended to respond to students’ diversity by increasing their participation and reducing exclusion within and from education. ⮚ Accommodation refers to changing how the learners learn the same material and meet ⮚ Mainstreaming is the practice of educating students with learning challenges in regular the same expectations as their age peers. Therefore, for those blind students, we will classes during specific time periods based on their skills. In which there are two types: provide audio materials in our PowerPoint presentations and we have to make sure that o Part-time mainstreaming- There are certain subjects that they enjoy in SpEd our materials are accessible, most especially during this time of the pandemic. and also, there are subjects that they enjoy in the regular classroom. ⮚ Another one is the concept of modification. If accommodation changes the "how," so for o Full-time mainstreaming- Refers to placement of persons with disabilities in modification, it changes the "what." So, we just learned to assess the needs of the child the full access along with the peers or their same age peers or typically for example a gifted student and then if that person requires higher level of topics in developed peers. your subject, we can provide learning materials that are advanced compared to young ⮚ Integration, according to UNESCO 2017, learners with disabilities gifted and talented same age peer. learners are placed in mainstream education. VII. WEEK 3: Universal Design for Learners ⮚ Not just because we saw the terms "mainstreaming" or "placement" or "integration of LDGTL in regular classrooms," it will automatically be called "inclusion." Because inclusive education according to article 24 of CRPD refers to education environments that adapt the design and physical structures, teaching methods and curriculum as well as the culture policy and practice of education environments so that they are accessible to ALL students without discrimination. Placing students with disabilities within mainstream classes without these adaptations does not constitute inclusion. ⮚ So, how will we know if we are already doing inclusion? Well, UNESCO made mention that you have to check on these three things: o PRESENCE that means there are diversity inside the classroom; o PARTICIPATION therefore those students are not only seated in one corner of the room but they are participating well in the classroom; and o ACHIEVEMENT therefore these students regardless of abilities physical abilities and other cultural or social context, learn and gain knowledge inside the regular classroom. ⮚ Therefore, in these circles, inclusion can only happen when these PWDs are placed in their regular classroom and they learn side by side with their same age peer. ⮚ How can we make sure that learners with disabilities have achievement in the regular classroom? Well, we can do accommodation and modification.  instructors to consider how they can reduce the barriers or impediments in their classrooms and increase access so that all students have greater opportunities to ⮚ UDL refers to the design of instructional materials and activities to make the content succeed. information accessible to all children. UDL has three elements; the first one is multiple representation; the second one is multiple means of action and expression; and the third ⮚ Universal Design for Learning comes out of the architectural and physical design one is multiple means of engagement. principle of universal design. In this way of designing space, architects and planners make an environment accessible for those on the margins and this actually helps reduce ⮚ Universal Design for Learning is an approach to curriculum that minimizes barriers and the barriers to access or entry to everyone! maximizes learning for all students. Woah! That's a fancy term - Universal Design for Learning. o "Universal" means a curriculum that can be used and understood by everyone. ⮚ Whether we recognize them or not, our students encounter barriers to learning -- by Each learner in a classroom brings her own background, strengths, needs, and proactively considering what those barriers might be before a learning interaction takes interests. Curriculum should provide genuine learning opportunities for each place or a class starts, we can increase the opportunities students have to see academic and every student. success. o Learning is not one thing. Neuroscience tells us that our brains have three broad networks, one for recognition (The "What" of learning), one for skills and ⮚ Provide Multiple means of Representation. Present content and information in multiple strategies (The "How" of learning) and one for caring and prioritizing (The "Why" media and provide varied supports. Use graphics and animations, highlight the critical of learning). Students need to gain knowledge, skills, and enthusiasm for features, activate background knowledge, and support vocabulary so that students can learning and a curriculum needs to help them do all three. But every learner is acquire the knowledge being taught. Representation means having varied ways of unique and one size does not fit all. So how do we make a curriculum that presenting your lesson. For example, you can go multi-sensorial by using infographics, challenges and engages diverse learners? videos, audio, recordings, podcasts, and readings instead of plain texts. o "Universally designed" building is planned to be flexible and to accommodate all kinds of users -with and without disabilities. It turns out that if you design for those "in the margins," your building works better for everyone. Curb cuts and ⮚ Provide Multiple means of Action and Expression. Give students plenty of options for ramps are used by people in wheelchairs, people with strollers, and people on expressing what they know and provide models, feedback, and supports for their bikes. Captioning on TV serves people who are deaf, people learning English, different levels of proficiency. Action and expression are the way in which students will people in gyms, and spouses who get to sleep at different times! UDL takes this give their responses to us. An example of this is allowing creative output, transforming idea and applies it to the design of a flexible curriculum. UDL goes beyond rubrics, and engaging students metacognitively. access because we need to build in support and challenge. ⮚ Provide multiple means of Engagement. What fires up one student won't fire up ⮚ Universal Design for Learning, or UDL, is a design framework that focuses on supporting another! Give students choices to fuel their interests and autonomy. Help them risk student success for all students with diverse learning and life needs -- not just those with mistakes and learn from them. If they love learning, they will persist through challenges! exceptional abilities or who need special help. I have three ways; in doing the class. I have independent study, a group study, or a small group discussion, and I have the synchronous class. So, there are three practices or three ⮚ This concept, which has been developed and advanced by the National Center on times that you can learn the topic of the week which by the way, the topic or the entire Universal Design for Learning and the Center for Applied and Special Technology, asks  topics in the toolkit are only the essential topics expected to be learned by our students; so, it is not a whole syllabus that we usually do pre-COVID. ⮚ This teacher needs to meet a curriculum goal and she's got a very diverse group of students. And so does this teacher. And this one. Most do. In fact, research shows that the way people learn is as unique as their fingerprints. What does this mean for teachers of today?