welcome to my virtual classroom Good day, teachers. Good day, everyone and welcome to Ma'am Z's virtual classroom.
[Applause] If you haven't watched episode three
on disability and its models i suggest that you special and inclusive education historical and legal foundations. To begin with i would like to show you these pictures. I would like you to
think of one word that will describe all these and whatever that word would be will actually describe the first few eras of the development or history of disability. To make it easy for us, I would divide the era into five and as we do that we intend to reach the objectives of the day and so the era that we are going to talk
about today, first is the era of extermination that is on the ancient period second is the era of radicule that is in the medieval period third one is in the era of asylum that is under renaissance period fourth is the era of education that is on the industrial revolution and finally we have the
modern period which will be divided in the 20th and 21st century. Throughout history people
with disabilities have been treated differently from those who conform to or
those who fit in societal norms The living conditions of people
with disabilities were brutal in this era particularly in the ancient
times in china, they practice infanticide in the ancient greece and rome they valued physical and mental perfection and that is 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 abandoned. Others are kept as jesters or clowns
for nobility in the roman court. The philosopher aristotel just like the ancient greeks believed that the men was the highly evolved being while women is just a giant evolutionary step below along with those with deformities or disabilities he further recommended that there should be a law to stop the rearing of children with deformities in his book politics hear thought and let me read "As to the exposure and rearing of children let there be a law that no deformed child shall live." 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 toward people with disabilities. 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 facilities and others were provided
to those with illnesses or mental illnesses, those who are poor, those who are aged, and those with disabilities specifically those who are blind. Fear and obsession with god
during this period led the religion to provide basic services to those who are in need and to reshape the attitudes of people towards people with 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 subhuman category whether or not given human rights. When Leprosy ended after the crusades, the establishments they used were converted to other users and were given to those who are called as deviant such as those who are widow, the incurable, the mad men, those with mental illnesses,
criminal prostitutes, and others. Meanwhile, John Calvin preached the notion of predestination stating that God has 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 as a sin of the family or of the person with disability. So in the Philippines, it is also how people see people with disabilities that, "Oh, the family committed a sin that's why they had a child with disability," or in other religion they
believe in the law of karma that whatever previous generations did will be a punishment to the current generation. While others see disability
as punishment, others see that it is a blessing from God. Others perceive that disability is holy that it provides a certain divine purpose for the
family and therefore in our country, they are called "luck" to the family. A gradual understanding of science leads to having more harmful and more painful way of treating people with disabilities. In the era of asylum due to the advancements in medicine, people with disabilities are now regarded as an issue that needs medical assistance This era sees people with disabilities as subjects clients as objects to be experimented on who are locked down in a certain facility that's why it is called as an era of asylum. So these pictures present how people with disabilities were given treatments on this particular era. Therefore these people with disabilities need to be cured otherwise they will be treated as social problems and public burden. In 1601, Queen Elizabeth of england passed several laws that require the state to take care of their poor and disadvantaged in which people with disabilities are labeled to be a part of this category. In 1657, friends had separate services for females and males who are disadvantaged. Luckily Philippe Pinel came, a leading french psychiatrist of his time who first mentioned that mental instability is actually an illness or a disease and not immorality or a sin he 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 famous for removing the chains and restraints from the inmates and different asylums in france. Going back to the timeline from the ancient times to the medieval period you will see a red logo there which explains the model of disability which is called as the religious model or moral model. In this model, disability is seen as either a sin on the part of persons with disabilities or their families or an act of God for some divine purposes. The influence of the church is not seen as evident as compared to the medieval period. In the blue bar you will see the scientific approach becoming more and more prominent which means that they probably challenge
the ideas provided by the church. In the area of education social reforms and ideas in education provided opportunities for people with disabilities across a different condition. In this era, Pinel developed four mental classifications for mental illnesses and became one of the founding fathers of psychiatry. From one founding father to the next, Jean Marc Gastard Itard, a student of Pinel, studied the case of Victor the wild boy of aveiron. Victor was found in the forest in his early teens and this led to the discovery that people with severe mental retardation which is now called as intellectual disability can still have certain improvements at some extent. Edouard Seguin, a student of Jean Marc Gastard Itard migrated to the U.S. and there 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. And then Louis Braille invented the braille alphabet and then Anne Sullivan became the famous tutor of Helen Keller. And then 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 Now going back to our timeline, the development of the medical model emerged around 18th to 19th century which defines disability as any one of the series of biological deficiencies located in the body. In this model disability is no longer seen as a divine intervention but is a disease that needs to be cured and therefore PWDs are now seen as clients and/or subjects that are to be treated. And with the advancements of science in education, Eugenics happened or the science of improving human race wherein people with developmental disabilities had this involuntary sterilization to prevent the passing of inferior traits. 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. And then 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. Nazis sterilized 400 000 germans and exterminated 200 000 persons with disability. Services slowly become available to people with physical disabilities most especially to the soldiers in war while those people with intellectual disabilities , known before as mental retardation, were largely abandoned in institutions. In the Philippines, as seen as the in this framework, special education started in year 1907 with the establishment of the insular school for the deaf and blind. In the 1950s, in the U.S, parents started to organize (and) develop courses and programs in behalf of their children with disabilities this provided greater acceptance of differences, opportunities, ability, and willingness to provide services for PWDs. The advocacies of the parents led to
increased funding better, community services, and larger institutions. This has also lead for the development of policies such as IDEA or Individuals with Disabilities Education Act and the promotion of IEP or Individualized Education Program another policy is on EHA or
Education for all Handicapped children Act in which they promoted FAPE or Free
Appropriate Public Education for PWDs. In the philippines, key developments include batas pambansa 344 or the accessibility law in 1983. Then we have proclamation declaring the period 1990 to 1999 as a decade of EFA or education for all, world declaration on education for all in 1990, magna carta for disabled persons in 1992 Salamanca statement on the education of children with disabilities in 1994 four pillars in 1996, institutionalization
of sped programs in all schools in 1997 indigenous people's rights act in 1997, the dakar framework for action education for all 2000 R.A. 9155 or the governance
of basic education act 2001. redeeming of bureau of non-formal education of bureau of alternative learning system D.O. 51 s. 2004 on the standard curriculum for Elementary and private madaris UN convention on the rights of persons with disabilities or the uncrpd 2006 the Philippine EFA 2015, U.N declaration and the rights of IPs 2007, for peace 2008 inclusive education strategy for increasing participation rate of children in year 2009, mother tongue MLE 2009 mainstreaming and institutionalization of madrasa program 2010, IP education policy framework 2011 DepEd order 103 series of 2011 in the creation of indigenous people's education office R.A. 10-157 on the kindergarten education act 2012. We have implementing guidelines on the revised school based management on 2012, R.A. 10 533 on 2013 on the basic education to continue, 2013 Batas Kasambahay R.A. 10 361, 2015 open system high school system act R.A. 10665 2016 the individuals with
disabilities education act IE for children and youth with special needs act 2017 Philippine professionalisation standards for teachers D.O. 42 s. 2017 then PSGs for BEEd, BSEd, and BSNEd requiring ProfEd course on foundations of special and inclusive education year 2017 2019 is the DepEd order 21 policy
guidelines on the k-12 basic education curriculum in which the framework on inclusive education is based on annex 5 and 2020 is an act instituting services for learners with disabilities in support of inclusive education Now going back to our timeline, in the 1960s and 1970s a social model of disability was developed as a reaction to the limitations brought about by the medical model of disability and so according to the social model it is society which disables people with impairments and therefore any meaningful solution must be directed at societal change rather than individual adjustment and rehabilitation a closely related model is the
identity model however the fundamental difference of this model is in the emphasis of
identity or affirmation model of disability This model shares the social model's understanding that the experience of disability is socially constructed but differs to the extent that it claims disability as a positive identity another model that bears close affinity to the social model of disability is the human rights model of disability while the social model helps people to understand the underlying social factors that shape our understanding of disability the human rights model moves beyond the explanation offering a theoretical framework for disability policy that emphasizes the human dignity of PWDs There are other disability models such as the charity model, the economic model, the limits model, and the cultural model but for the sake of this discussion we are going to end the foundations of legal and historical foundations with this timeline now since we've been talking about special and inclusive education countless times in this episode, let me just define those two areas first special education according to
unesco is defined as classes or instruction designed for Learners with Disabilities
and Gifted and Talented Learners or LDGTL while inclusive education is a process intended to respond to students diversity by increasing their participation and reducing exclusion within and from education other terminologies that we need to define are mainstreaming and integration. Now according to unesco 2017, mainstreaming is the practice of educating students with learning challenges in regular classes during specific time periods based on their skills. In which there are two types: part time mainstreaming and full time mainstreaming. Full-time refers to placement of persons with disabilities in the full access along with the peers or their same age peers or typically developed peers. When we say part-time, there are
certain subjects that they enjoy in SpEd and also, there are subjects that they enjoy in the regular classroom. Integration, according to unesco 2017, learners with disabilities gifted and talented learners are placed in mainstream education Now, 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; one is PRESENCE that means there are diversity inside the classroom; next is PARTICIPATION therefore those students are not only seated in one corner of the room but they are participating well in the classroom; and third is 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. Accommodation refers to changing how the learners learn the same material and meet the same expectations as their age peers. Therefore, for those blind students, we will provide audio materials in our powerpoint presentations and we have to make sure that our materials are accessible, most especially during this time of the pandemic. Another one is the concept of modification. If accommodation changes the "how," so for modification, it changes the "what." So we just learned to assess the needs
of the child for example a gifted student and then if that person requires higher
level of topics in your subject, we can provide learning materials that are advanced compared to young same age peer. You see here in this picture that inclusive education does not need to do therapy rehabilitation just to accept learners in that classroom because inclusive education is a flexible system that acknowledge that children are different and all children can learn. Now different abilities, ethnic group, size, age, background, gender, does not matter. So therefore it is not a one-size-fits-all program. Well inclusive education could
also be seen in this picture, you'll see there are three kids and all of them are given a block (referring to the first photo) in which the third person who is the shortest can't see the field. Is it really what the kid needs? The answer is no so when
you see inclusive education inclusive education gives or provides the need of a certain person. And that's what we can see in the second block (photo). If you're tall enough, of course you no longer need a certain block but if you are smaller then you have to be provided with more blocks which is equivalent to providing more services to person who are in need. I hope that you learned a
lot on this on this episode and please hit the subscribe button so you'll be notified on the upcoming lesson have a nice day and let's all
be a blessing to one another