Nature of Special and Inclusive Education

Nature of Special
and Inclusive
Education
Ed106- Foundations of Special
and Inclusive Education
Everyone has a right to education. Having a disability should not be an excuse for being deprived
access to schools; neither should poverty, religion, nor race.
Inclusive education is an inevitable direction to take and must be properly understood,

appreciated, and prepared for within the context of society being accepting of individual
differences.
For a nation to be fully inclusive, one must start from a humane perspective of disability and a
transformative mindset on inclusion. Thus, the success of inclusive education starts with an
appreciation and acceptance of diversity, reinforced by a supportive and genuinely inclusive
mindset among our general education teachers.
Also known as special-needs
education, aided education,
exceptional education, special ed or
SPED
Special A wide variety of instructional services

based on a child’s individual needs
Education
Designed to help individuals with
special needs achieve a higher level of
self-sufficiency
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This Photo by Unknown Author is licensed under CC BY-ND
This Photo by Unknown Author is licensed under CC BY

Inclusive Education
Anchored on the philosophy

that every child has an
An educational practice that
inherent right to be educated
places students with
equally with his peers, no
disabilities in the general
matter how different he or
education classroom
she may appear to the
society.
This Photo by Unknown Author is licensed under CC BY
This Photo by Unknown Author is licensed under CC BY This Photo by Unknown Author is licensed under CC BY
Models of Disability
Moral/Religious Model
Biomedical/Individual Model
Functional/Rehabilitation Model
Social Model
Rights-Based Model and Twin Track Approach

Moral/Religious Model
Developed during the Medieval age (AD476- early 1800s)
Greatly influenced by the Church; parents who bore children with disabilities are either
considered a blessing or a curse
Such belief can cause not just the PWD’s isolation but also exclusion of the entire family unit from
communal event
Some cultures lean toward a type of mystical narrative wherein disabilities may impair some
senses yet heighten others
Biomedical/Individual
Model
Functional/Rehabilitation Model
A model quite like the biomedical model that sees PWDs as having deficits
Disabilities justify the need to undergo rehabilitative intervention such as

therapies, counseling, and the like in the aim of reintegrating the disabled
into society
The difference between functional and biomedical model is the concept

of habilitation and rehabilitation
Habilitation Rehabilitation
Refers to help given to those whose Refers to assistance given by

disabilities are congenital or manifested professionals to those who have an
very early in life in order to maximize acquired disability in the hope of gaining
function back one’s functionality
Social Model
Rights-Based Model
A framework that bears similarities with the social model
It moves beyond explanation, offering theoretical framework for

disability policy that emphasizes the human dignity of PWDs
It recognizes the PWDs’ vulnerability and tries to address this by

upholding and safeguarding their identities and rights as human beings
This model recognizes that properly formulated prevention policy may

be regarded as an instance of human rights protection for PWDs
Rights-Based Approach to Education
Ensures all energies Built on principle that

There are four key
are devoted to the education is a basic
actors directly
realization of each human right and
involved in such
learner’s right to therefore all must
model:
education have access to it
parents as duty
teachers as rights-
the government as the child as the bearers and
holders and duty
duty bearers rights-holder representatives of
bearers
the child
A combination of the social model and the
rights-based model
Twin Track Allows for holistic changes to occur, with the

option of promoting individual needs
Approach whenever necessary
In education, this allows a PWD to join the

mainstream, yet provided with opportunities
for disability-specific programs in case
additional support is needed

Nature of Special and Inclusive Education

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Nature of Special

Inclusive education is an inevitable direction to take and must be properly understood,

Special A wide variety of instructional services

This Photo by Unknown Author is licensed under CC BY-ND

This Photo by Unknown Author is licensed under CC BY

Anchored on the philosophy

Rights-Based Model and Twin Track Approach

Developed during the Medieval age (AD476- early 1800s)

Disabilities justify the need to undergo rehabilitative intervention such as

The difference between functional and biomedical model is the concept

Refers to help given to those whose Refers to assistance given by

A framework that bears similarities with the social model

It moves beyond explanation, offering theoretical framework for

It recognizes the PWDs’ vulnerability and tries to address this by

This model recognizes that properly formulated prevention policy may

Ensures all energies Built on principle that

Twin Track Allows for holistic changes to occur, with the

In education, this allows a PWD to join the

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