Name: Cherry M.

Sidon
Course and Year Level: BA History – 4th Year
Subject and Schedule: CPE 107 –
Instructor: Mr. Paul Olvis

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.

1. How are impairments different from disabilities

When a person finds it difficult to conduct daily activities to a level that is considered
normal for most humans, that person is regarded as having a disability. Disability
also refers to the fact that a person may be unable to care for himself and may
require the help and assistance of others to complete daily tasks such as dressing or
bathing. On the other hand, Impairment is defined as a loss or abnormality of
psychological, physiological, or anatomical structure or function, according to the
World Health Organization. This demonstrates that impairment is more of a medical
concern because it deals with abnormalities in bodily components that contribute to
incapacity, such as a leg or foot deformity that prevents a man from walking
properly. It could be blindness, deafness, or any other handicap that is inherited or
acquired as a result of an accident.

 Disability is a generic term whereas impairment is specific.

 Disability is at a non-medical level whereas impairment is at a medical level.
 Impairment is an abnormality in the structure or function of an organ.
 Impairment takes place at the level of the organ or tissue whereas disability could
be the difficulty experienced by the person in performing daily activities to a level
that is considered normal for all human beings.

2. What is special needs education? How different is it from inclusive education?

The process of providing individualized instruction and support to kids with

impairments or learning challenges is known as special education. It is designed to
be need-based and customised, which means that each special education student
will have a unique plan based on their unique needs, talents, and aspirations. The
goal of special education is to help students with disabilities as well as teachers. Its
goal is to develop the academic and developmental skills needed to be successful
and independent learners, rather than to teach class content. On the other hand,
Name: Cherry M. Sidon
Course and Year Level: BA History – 4th Year
Subject and Schedule: CPE 107 –
Instructor: Mr. Paul Olvis

Inclusive education, on the other hand, is the practice of educating kids with
disabilities in the same classroom as their peers who do not have disabilities. It is
intended for all students. Inclusive education is based on the idea that all students
develop and learn in various ways, and that a single method of teaching and
learning cannot assure that all students achieve their goals. Inclusive education isn't
only about including children with disabilities; it's also about making sure their needs
are met in the general classroom.

3. Which international treatises are directly involved in the pursuit of inclusive

education?

There are three main treaties involved in education, namely: International Covenant on
Economic, Social and Cultural Rights (1966), the Convention on the Elimination of All
Forms of Discrimination against Women (1979), and the Convention on the Rights of
the Child (1989). It is the treaty of the Convention on the Elimination of All Forms of
Racial Discrimination (1965) that requires the states parties to eliminate "racial
discrimination in all its forms" in regard to "the right to education and training."

Reflect

1. How important are models of disability? How can they affect students and the
different stakeholders of special needs and inclusive education?
The different models of disability are the:
-Moral/Religious Model
-Biomedical/Individual Model
-The Functional/Rehabilitation Model
-The Social Model
-Rights- Based Model and Twin Track Approach

Disability models are an extremely valuable tool for allowing society to gain a better
understanding of disability. Positive attitudes toward people, particularly those with
disabilities, can be achieved using these models. This will have a significant impact on
students and many stakeholders in special needs and inclusive education, as they will
have a better understanding of the issue and be able to assess the requirements of
students with disabilities in order to assist them. Although there are some variations
between the two models that may cause misunderstanding, both models help us better
understand their disabilities and should continue to serve the aim of assisting persons
with special needs.
Name: Cherry M. Sidon
Course and Year Level: BA History – 4th Year
Subject and Schedule: CPE 107 –
Instructor: Mr. Paul Olvis

2. Is it possible for medical practitioners to embrace a social perspective of disability?

How can they marry two seemingly opposing concepts?

I believe that medical practitioners can embrace a social view on disability, but it will
be difficult. It will require a lot of research and insight to figure out how to reconcile
two competing ideas. However, this should not prevent them from continuing to
examine the requirements of persons with disabilities while also improving their
methods of caring for these patients using medical models.

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.

I feel that this problem may be remedied if educators strived to comprehend the
situation and discover what should be done to address it. As a tutor, I'll also strive to
help by recognizing children who demand more attention than others. Recognize
that each child has his or her own set of skills; some children are natural learners,
while others aren't. Help, support, and be patient with them; I keep a close eye on
how the students change and develop so that I can spot if someone in my class is
falling behind. As a result of this technique, academic failure, bullying, and dropping
out will all be avoided.

4. How can paradigm shift from a medical standpoint to a social perspective happen?

Apart from the fact that PWDs are regarded as sick and in need of treatment, the
medical paradigm can shift to a social one. It's also important to consider what
they're going through socially. Despite the existence of legislation protecting the
rights of people with disabilities, discrimination against them still exists. Because
science and technology have yet to explain or cure certain diseases and
impairments, it is possible that the medical perspective will shift to one of social
responsibility.

5. Study the case of Manuel and Julian below. Answer the question that follows.
Name: Cherry M. Sidon
Course and Year Level: BA History – 4th Year
Subject and Schedule: CPE 107 –
Instructor: Mr. Paul Olvis

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 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 batang 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 dally 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 year old.

Despite him gaining success during his preparatory and first two years in elementary,
Name: Cherry M. Sidon
Course and Year Level: BA History – 4th Year
Subject and Schedule: CPE 107 –
Instructor: Mr. Paul Olvis

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?

 As in the example of Manuel and Julian, who displayed abnormal behaviors

as infants and linguistic deficits as toddlers, we don't often notice that
disabilities are invisible because they aren't only physical. Manuel and Julian
are both mentally ill. I believe that Manuel and Julian's individual
experiences and life paths began the moment they were born. Manuel was
born in 1925, during a time when science and technology were only getting
started. People didn't understand Manuel's situation, and those closest to
him had no idea how to help him. Even the pediatrician's mental retardation
diagnosis was solely based on assessment and observation. Due to his
condition and, at the same time, the acts of people around him, he was
denied access to basic schooling. Julian, who was born in 2001, received
his diagnosis before Manuel. In other investigations, the similar pattern has
been observed. He even attends speech therapy to help him communicate
better.

Practice

1.Plot the historical timeline of how the models of disability evolved.

According to the biopsychosocial model of disability (Figure 1 BM), "disability is a complex

phenomenon that is both a problem at the level of a person's body and a complex and
primarily social phenomenon." Disability is always the result of the interaction of features of
the person and features of the larger context in which the person lives.
 
      According to the website of the Disability History Exhibit, "response to disability:
abandonment, exposure, and mutilation." D.H. Alaskan and S.S. A disability was a sign of
God's wrath. In many cases, whether a disabled child lived or died was entirely up to the
father. The disabled child was frequently abducted and left naked in the woods.
 
Key Legislation
1845 Lunacy Act
Name: Cherry M. Sidon
Course and Year Level: BA History – 4th Year
Subject and Schedule: CPE 107 –
Instructor: Mr. Paul Olvis

1886 Idiots Act

1890 Lunacy Act 
1847 The Charity for the Asylum of Idiots - established in London.
1850s and 60s Along with Earlswood Asylum in Surrey
1902 Mary Dendy's Sandlebridge Colony opened.
1907 Formation of Eugenics Education Society.
1908 Report of Royal Commission on Care and Control of the Feeble-Minded.
1908 Tredgold 1st edition of Mental Deficiency which was the main reference text (with
revisions) for the next 50 years. 
1913 Mental Deficiency Act. 
1914 Elementary Education Act
1910 Mary Dendy - The Problem of the Feeble-Minded
1927 Mental Deficiency (Amendment) Act
1920s-1940s major local authority colony (hospital) building
1929 Wood report published.
Central Association of Mental Welfare (CAMW) major voluntary organisation active in field
of 'mental deficiency'.
1930-1940  Campaign for Voluntary Sterilisation.
Eugenics Movement at its height.
1931 South Ockendon colony admitted its first 'mental defectives'.
1931 the average number of patients in the 98 'County, County Borough and City Asylums'
was 1,221 (Jones, 1972, p. 357).
1934 Brock Report recommends sterilisation
1934: Alva and Gunnar Myrdal's Crisis of the Population.
1937 Cyril Burt's The Backward Child published.
1938 Lionel Penrose's Colchester Report (a clinical and genetic study of 1280 cases on
Mental Defect)
1940 First Camphill Community founded in Aberdeen.
1944 Education Act.
1944 Disabled Persons' Employment Act.
1948 National Health Service began
Eugenics discredited after World War II, but eugenicist agenda still in evidence in local and
national policies.
1946 National Association of Parents of Backward Children founded (later Mencap); Local
Mencap Societies established.
CAMW voluntary organisation still active.
1948 NHS took over hospital services.
1948 Mental Welfare Officers appointed to work outside hospitals.
Beveridge establishes framework for Welfare State.
Development of Occupation Centres.
Mental Health Subcommittees replaced Mental Deficiency Committees
'Ineducable' label, introduced by 1944 Education Act, used with regard to people with
learning disabilities
Name: Cherry M. Sidon
Course and Year Level: BA History – 4th Year
Subject and Schedule: CPE 107 –
Instructor: Mr. Paul Olvis

1959 Mental Health Act (England and Wales; 1960 Scotland) repealed the Mental
Deficiency Acts
1951 National Council for Civil Liberty's 50,000 Outside the Law highlighted affront to civil
liberties represented by detention of 'mental defectives'.
1953 Nearly half the National Health Service's
1954-7 Royal Commission on the Law Relating to Mental Illness and Mental Deficiency
(under Lord Percy)
1955 Botton Village Camphill Community founded.
1955 Guild of Teachers of Backward Children founded.
1958 NAPBC's 'Brookland's Experiment'.
'Little Stephen' logo adopted by NAPBC - representing pathos instead of fear.
'Subnormal' 'and 'severely subnormal' terms used in 1959 Act.
'Backward' came into vogue as a descriptive term.
1956 Tizard and O'Connor's The Social Problem of Mental Deficiency.
1961 Enoch Powell, Minister of Health, says mental hospitals to close in 15 years.
1962 Ministry of Health Report: A Hospital Plan for England and Wales - a 10-year report
that included the development of hostels.
Hospital scandals - Ely, Farleigh, South Ockendon, Normansfield
1961 Erving Goffman's Asylums critiques institutions.
1964 Tizard's Community Services for the Mentally Handicapped argues for small
residential units.
1967 Stanley Segal's No child is ineducable paved the way for education for all.
1969 earliest publications on normalisation by Bank-Mikkelson & Bengt Nirje (Sweden);
Pauline Morris's Put Away put case against hospitals.
1970 Education (Handicapped Children) Act made education universal.
1970 Local Authority Social Services Act: new Social Services Departments to assume
responsibility for Local Authority health and welfare services.
1970 Chronically Sick and Disabled Persons Act
Late 1960s to early 1980s major hostel building era.
1971 White Paper Better Services for the Mentally Handicapped advocated care in the
community.
1974 NHS reorganisation.
1975 National Development Group founded to advise on policy and practice
1971 Maureen Oswin's The Empty Hours showed the deprived lives led by children in long
stay hospitals.
1972 Wolf Wolfensberger's The Principal of Normalisation in Human Services published in
Toronto
1971 Maureen Oswin's The Empty Hours showed the deprived lives led by children in long
stay hospitals.
1972 Wolf Wolfensberger's The Principal of Normalisation in Human Services published in
Toronto
1981 Education Act laid down that children should be educated in mainstream schools or
classes wherever possible.
Name: Cherry M. Sidon
Course and Year Level: BA History – 4th Year
Subject and Schedule: CPE 107 –
Instructor: Mr. Paul Olvis

1988 Disabled Persons (services Consultations and Representation) Act

1980s-1990s Group Home era.
1981 Three residents of Calderstones Hospital (for people with learning difficulties)
successfully campaign for the right to vote in General Elections.
1982 Three residents of Gogarburn Hospital Edinburgh also successfully campaign for the
right to vote in General Elections.
1984 The first People First group founded in England.
1986 The first closure of a large long-stay institution for people with learning difficulties -
Starcross, Exeter.
1989 Caring for People White Paper set out principles for shift to community care in NHS
and Community Care Act.
1989 Sandlebridge Colony closed
1980 Kings Fund An Ordinary Life advocated 'an ordinary life' i.e. normalisation.
1986 Open University's Mental Handicap: Patterns for Living course published
c.1980 'People with Mental Handicap' became the preferred term.
1985 'People with learning difficulties' adopted by self advocacy groups
1990 National Health Service and Community Care Act.
1995 Disability Discrimination Act
Ideal model became the mixed economy of care: state, voluntary organisations, private
sector and family.
1994 South Ockendon, St. Lawrence's Hospitals closed.
1994 First 'England People First' Conference.
1996 Open University's Equal People published.
1996 Mencap's 50th anniversary
c1990 Department of Health official term:  'people with learning disabilities
2001 Special Educational Needs and Disability Act (SENDA): removed two of three caveats
for mainstream education; made educational discrimination unlawful.
2005 Mental Capacity Act: People with learning disabiities have the right to make their own
decisions if they have the capacity to do so.
2001 White Paper Valuing People. Revised Code of Practice (DfES); emphasis on
consultation with parents. Principles of rights, independence, choice and inclusion.
2007 UN Convention on Rights of Persons with Disabilities: UK a signatory to this
Convention which commits states to uphold human rights for disabled people.
2007 Putting People First: Department of Health's commitment to making individual budgets
a choice for anyone receiving social care.
2007 Mencap publishes Death by Indifference report exposing the fatal consequences of
inequalities in NHS healthcare for peoplewith learning difficulties.
2008 Department of Health's report Healthcare for All: The Independent Inquiry into Access
to Healthcare for People with Learning Disabilities. Emphasises need for urgent change to
improve grossly inadequate NHS healthcare.
2009 Valuing People Now: Re-iterated Valuing People's principles and urging more rapid
implementation.
Name: Cherry M. Sidon
Course and Year Level: BA History – 4th Year
Subject and Schedule: CPE 107 –
Instructor: Mr. Paul Olvis

2011 Winterbourne View Hospital scandal: BBC Panorama programme in May revealed
widespread abuse by staff of people with learning disabilities.
2012 Mencap's Death by Indifference: 74 Deaths and counting highlights continuing critical
inequalities in NHS health care for people with learning difficulties.

2. Make a framework for special needs education and inclusive education.

The National Council for Special Education (NCSE) created this Inclusive Education
Framework to allow every school to discuss and evaluate how students with special
educational needs are included in their classrooms. We know that schools are actively
looking for ways to improve how they support and educate students.
framework in order to be most useful to teachers who work with students with disabilities.
The framework is now divided into three sections: (I) general special education information;
(II) writing IEPs. Other significant enhancements include a component for writing
development.
   
     The National Council for Special Education (NCSE) created this Inclusive Education
Framework to allow every school to discuss and evaluate how students with special
educational needs are included in their classrooms. We know that schools are actively
looking for ways to improve how they support and educate students.
framework in order to be most useful to teachers who work with students with disabilities.
The framework is now divided into three sections: (I) general special education information;
(II) writing IEPs. Other significant enhancements include a component for writing
development.
Frame work of Inclusion
Inclusion
State
Home School
Knowledge Administrators and staff who value education
Communication allocate resources to support inclusion
Involvement Inclusive opportunities through out school(ie plays, sports & club)