問題一覧
1
Module 1: Understanding Diversity
The state or quality of being different or varied; a variety of assortment; appoint of difference; the inclusion of people of different races, genders, religions, etc.
Diversity
2
Module 1: Understanding Diversity
Latin word of Diversity
(Meaning of it)
Divertere (To turn away, separate, oppose)
3
Module 1: Understanding Diversity
Goal
• To capacitate people to make their voices heard by pointing to their diversity and its impact on their person, their rights, and their freedom
• Loden recognized the demand for an instrument that would help people better understand how group-based differences influence people's social identities
Diversity Wheel
4
Module 1: Understanding Diversity
• Inner Circle of the Diversity Wheel
• The characteristics we were born with or established by significant experiences we had or people we interacted with
• least likely to change
Primary or core dimension
5
Module 1: Understanding Diversity
• Outer Circle of the diversity wheel
• also part of our social identity, but they can change or be discarded as our life experiences impact us
• More like to change
Second Dimension
6
Module 1: Understanding Diversity
Examples of Primary or core dimension
Give 5
Age, Race, Sexuality, Income, Ethnicity
7
Module 1: Understanding Diversity
Examples of Secondary Dimension
Give 5
Work Experience, Work Style, Communications Style, Cognitive Style, Education
8
Module 1: Understanding Diversity
Refers to the possession of the qualities required to do something; necessary skill or competence, or power
Ability
9
Module 1: Understanding Diversity
Refers to the umbrella term for impairments, activity limitations, and participation restrictions, referring to the negative aspects of the interaction between an individual (with health condition) and that individual's contextual factors (environmental and personal factors)
Disability
10
Module 1: Understanding Diversity
A person who has a physical or mental impairment that substantially limits one or more major life activity
Person with disability
11
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
Models of Disability
Parents who bore children with disabilities were seen from within a spectrum where on one end, God was punishing them for a sin that needed to be atoned, and at the other extreme, he was blessing the family by giving them a precious gift that only they could care for
Moral/Religious Model
12
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
Models of Disability
• Disability is seen as a medical problem that resides in the individual. It is a defect in or failure of a bodily system and such, is inherently abnormal and Pathological
• The goals of intervention are cure, amelioration of the physical condition to the greatest extent possible, and rehabilitation (i.e. the adjustment of the person with the disability to the condition to the environment
Biomedical/Individual Model
13
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
Models of Disability
• Need to undergo rehabilitative intervention such as therapies, counseling, and the like in the aim of reintegrating the disabled into society
• often suggests habilitation, refers to help given to those whose disabilities are congenital or manifested very early in life in order to maximize function
Functional/Rehabilitation Model
14
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
Models of Disability
• PWDs are seen as disabled not because they are deficient but because society "insists" they are deficient and disadvantaged
• Norms are determined by society
Social Model
15
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
• This is a framework that bears similarities with the social Model
• It moves beyond explanation, offering a theoretical framework for disability policy that emphasizes that human dignity of PWDs
Right-Based Model and Twin Track Approach
16
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
• Combines the social model and the rights-based model
• It allows for holistic changes to occur, with the option of promoting individual needs whenever necessary
Twin Track Approach
17
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Has been regarded as "an attempt to increase the fairness of universal public education for exceptional learners" because there are "those with special difficulties or extraordinary abilities in learning"
Specific Education
18
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Is an educational practice that places students with disabilities in the general education classroom along with typically developing children under the supervision and guidance of a general education teacher
Inclusive Education
19
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
In 1948, there have already been worldwide declarations on children and their right to be education
Universal Declaration of Human Rights 1948; United Nations Convention on the rights of the child 1989
20
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Stated that all children must have access to complete, free and compulsory primary education
Education for All (EFA, 1990)
21
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
• It is in this standard set of rules that each child's right to education was affirmed
• It is also directive that importance of providing education in integrated and general school setting was first specified
The UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993)
22
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Reiterated that schools should accommodate all children, including the disabled, the gifted, and the marginalized
The Salamanca Statement and Framework for Action on Special Education (1994)
23
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
The goal of inclusion is for every fabric of society to embrace diversity
The 2030 Agenda
24
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
BP 344 (1983)
Accessibility Law
25
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Accessibility Law
BP 344 (1983)
26
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
RA 7277 (1992)
Magna Carta for Disabled Persons
27
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Magna Carta for Disabled Persons
RA 7277 (1992)
28
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
• Equal rights and privileges of PWDs on employment, education, health, telecommunications, auxillary social services, accessibility, political, and civil rights penalties
• penalties for violations of law
RA 7277 (1992) Magna Carta for Disabled Persons
29
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
National Disability Prevention and Rehabilitation (NPDR Week) Every 3rd week of July
Administrative Order 35 (2002)
30
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Administrative Order 35 (2002)
National Disability Prevention and Rehabilitation (NPDR Week) Every 3rd week of July
31
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Amendment of RA 7277 (Privileges to PWDs)
RA 9442 (2007) (20% discount privileges for PWDs, change from Magna Carta for Disabled Persons to Magna Carta for PWDs)
32
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Issuance of PWD ID cards relative to RA 9442
NCDA Administrative Order No. 001, s 2008
33
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Amendment of RA 7277 (Programs and Services for PWDs, PDAO Law)
RA 10070 (2010)
34
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Polling places for PWDs and senior citizens
RA 10366 (2013)
35
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Declaring the period of 2013-2022 as the Philippine decade of "Make the Right Real" for PWDs
Proclamation No.688, S. 2013
36
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Amendment of RA 7277
(1% government agencies, offices, corps reserved for PWDs)
Private companies with over 100 employees are encouraged to reserve at least 1% for PWDs
RA 10524 (2013)
ED3 PRELIM EXAM
ED3 PRELIM EXAM
Antinero, Hayah Agatha A. · 100問 · 11ヶ月前ED3 PRELIM EXAM
ED3 PRELIM EXAM
100問 • 11ヶ月前ED3 PRELIM EXAM PART 2
ED3 PRELIM EXAM PART 2
Antinero, Hayah Agatha A. · 58問 · 11ヶ月前ED3 PRELIM EXAM PART 2
ED3 PRELIM EXAM PART 2
58問 • 11ヶ月前ED4 PRELIM EXAM
ED4 PRELIM EXAM
Antinero, Hayah Agatha A. · 42問 · 11ヶ月前ED4 PRELIM EXAM
ED4 PRELIM EXAM
42問 • 11ヶ月前GE ELEC 2
GE ELEC 2
Antinero, Hayah Agatha A. · 50問 · 11ヶ月前GE ELEC 2
GE ELEC 2
50問 • 11ヶ月前PATHFIT 4 REVIEWER
PATHFIT 4 REVIEWER
Antinero, Hayah Agatha A. · 71問 · 11ヶ月前PATHFIT 4 REVIEWER
PATHFIT 4 REVIEWER
71問 • 11ヶ月前EL113: SURVEY OF PHILIPPINE LITERATURE IN ENGLISH
EL113: SURVEY OF PHILIPPINE LITERATURE IN ENGLISH
Antinero, Hayah Agatha A. · 54問 · 11ヶ月前EL113: SURVEY OF PHILIPPINE LITERATURE IN ENGLISH
EL113: SURVEY OF PHILIPPINE LITERATURE IN ENGLISH
54問 • 11ヶ月前問題一覧
1
Module 1: Understanding Diversity
The state or quality of being different or varied; a variety of assortment; appoint of difference; the inclusion of people of different races, genders, religions, etc.
Diversity
2
Module 1: Understanding Diversity
Latin word of Diversity
(Meaning of it)
Divertere (To turn away, separate, oppose)
3
Module 1: Understanding Diversity
Goal
• To capacitate people to make their voices heard by pointing to their diversity and its impact on their person, their rights, and their freedom
• Loden recognized the demand for an instrument that would help people better understand how group-based differences influence people's social identities
Diversity Wheel
4
Module 1: Understanding Diversity
• Inner Circle of the Diversity Wheel
• The characteristics we were born with or established by significant experiences we had or people we interacted with
• least likely to change
Primary or core dimension
5
Module 1: Understanding Diversity
• Outer Circle of the diversity wheel
• also part of our social identity, but they can change or be discarded as our life experiences impact us
• More like to change
Second Dimension
6
Module 1: Understanding Diversity
Examples of Primary or core dimension
Give 5
Age, Race, Sexuality, Income, Ethnicity
7
Module 1: Understanding Diversity
Examples of Secondary Dimension
Give 5
Work Experience, Work Style, Communications Style, Cognitive Style, Education
8
Module 1: Understanding Diversity
Refers to the possession of the qualities required to do something; necessary skill or competence, or power
Ability
9
Module 1: Understanding Diversity
Refers to the umbrella term for impairments, activity limitations, and participation restrictions, referring to the negative aspects of the interaction between an individual (with health condition) and that individual's contextual factors (environmental and personal factors)
Disability
10
Module 1: Understanding Diversity
A person who has a physical or mental impairment that substantially limits one or more major life activity
Person with disability
11
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
Models of Disability
Parents who bore children with disabilities were seen from within a spectrum where on one end, God was punishing them for a sin that needed to be atoned, and at the other extreme, he was blessing the family by giving them a precious gift that only they could care for
Moral/Religious Model
12
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
Models of Disability
• Disability is seen as a medical problem that resides in the individual. It is a defect in or failure of a bodily system and such, is inherently abnormal and Pathological
• The goals of intervention are cure, amelioration of the physical condition to the greatest extent possible, and rehabilitation (i.e. the adjustment of the person with the disability to the condition to the environment
Biomedical/Individual Model
13
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
Models of Disability
• Need to undergo rehabilitative intervention such as therapies, counseling, and the like in the aim of reintegrating the disabled into society
• often suggests habilitation, refers to help given to those whose disabilities are congenital or manifested very early in life in order to maximize function
Functional/Rehabilitation Model
14
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
Models of Disability
• PWDs are seen as disabled not because they are deficient but because society "insists" they are deficient and disadvantaged
• Norms are determined by society
Social Model
15
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
• This is a framework that bears similarities with the social Model
• It moves beyond explanation, offering a theoretical framework for disability policy that emphasizes that human dignity of PWDs
Right-Based Model and Twin Track Approach
16
Module 2: Addressing Diversity through the years: Special and Inclusive Education (Part 1)
• Combines the social model and the rights-based model
• It allows for holistic changes to occur, with the option of promoting individual needs whenever necessary
Twin Track Approach
17
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Has been regarded as "an attempt to increase the fairness of universal public education for exceptional learners" because there are "those with special difficulties or extraordinary abilities in learning"
Specific Education
18
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Is an educational practice that places students with disabilities in the general education classroom along with typically developing children under the supervision and guidance of a general education teacher
Inclusive Education
19
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
In 1948, there have already been worldwide declarations on children and their right to be education
Universal Declaration of Human Rights 1948; United Nations Convention on the rights of the child 1989
20
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Stated that all children must have access to complete, free and compulsory primary education
Education for All (EFA, 1990)
21
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
• It is in this standard set of rules that each child's right to education was affirmed
• It is also directive that importance of providing education in integrated and general school setting was first specified
The UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993)
22
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Reiterated that schools should accommodate all children, including the disabled, the gifted, and the marginalized
The Salamanca Statement and Framework for Action on Special Education (1994)
23
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
The goal of inclusion is for every fabric of society to embrace diversity
The 2030 Agenda
24
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
BP 344 (1983)
Accessibility Law
25
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Accessibility Law
BP 344 (1983)
26
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
RA 7277 (1992)
Magna Carta for Disabled Persons
27
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Magna Carta for Disabled Persons
RA 7277 (1992)
28
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
• Equal rights and privileges of PWDs on employment, education, health, telecommunications, auxillary social services, accessibility, political, and civil rights penalties
• penalties for violations of law
RA 7277 (1992) Magna Carta for Disabled Persons
29
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
National Disability Prevention and Rehabilitation (NPDR Week) Every 3rd week of July
Administrative Order 35 (2002)
30
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Administrative Order 35 (2002)
National Disability Prevention and Rehabilitation (NPDR Week) Every 3rd week of July
31
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Amendment of RA 7277 (Privileges to PWDs)
RA 9442 (2007) (20% discount privileges for PWDs, change from Magna Carta for Disabled Persons to Magna Carta for PWDs)
32
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Issuance of PWD ID cards relative to RA 9442
NCDA Administrative Order No. 001, s 2008
33
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Amendment of RA 7277 (Programs and Services for PWDs, PDAO Law)
RA 10070 (2010)
34
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Polling places for PWDs and senior citizens
RA 10366 (2013)
35
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Declaring the period of 2013-2022 as the Philippine decade of "Make the Right Real" for PWDs
Proclamation No.688, S. 2013
36
Module 3: Addressing Diversity through the years: Special and Inclusive Education (Part 2)
Amendment of RA 7277
(1% government agencies, offices, corps reserved for PWDs)
Private companies with over 100 employees are encouraged to reserve at least 1% for PWDs
RA 10524 (2013)