The social model dictates that disability is a reflection of the way society is organised, whereas the medical model looks at what is “wrong” with the person instead of the ”needs of the person”.
An example of the above would be a learner with visual impairment having to read something for the benefit of their studies, unfortunately under the medical model solutions are far and few between, an example of a social model solution would be giving access to a full- text audio recording.
Inclusive education is the practice of teaching disabled students alongside their non-disabled peers within regular classroom settings, instead of segregating them into special classrooms.
The principle of inclusion is based on the idea that every person has a right to belong and be included in the education community. This has benefits for both disabled and non-disabled learners as both can learn different skills from each other.
Inclusive learning promotes autonomy and personal growth, quality of life depending on their ability to exercise choice and self-determination, self-worth and esteem, the building of meaningful relationships and peer role models for academic, social and behavioural skills. Adaptations facilitate access to the general education curriculum (Fisher & Frey, 2001); for inclusion to be successful, it's essential to implement adaptations that meet individual student needs (Cross, Traub, Hutter-Pishgahi, & Shelton, 2004).
For the non-disabled learners it aids in developing other skills such as empathy, acceptance, skill acquisition and problem solving. It also encourages respect and acceptance for individual differences and preparation of a learner’s future in an inclusive society. Communication and Collaboration are at the heart of learning and change, between all those involved.
Practitioners have obligations under legislation including Part 4 of the Education Act 1996 and the Disability Discrimination Act 1995. They also have obligations including a...