Identify How Medical & Social Model Can Influence Teaching Orgarnisation & Understanding of a Different Learners
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- Date Submitted: 11/11/2014 04:21 PM
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Medical and social models of disability have been the bedrock of educational provisions from the Victorian era to the present time. The way that society looked at the issues that are related to children with special educational needs (SEN) was basically dictated by these ideologies. This reflective essay will identify how the medical and the social models influence teaching, organisation and understanding of different learners, drawn from my personal experience. It starts by clarifying what segregation, integration and inclusion implies with regards to special educational needs (SEN). A cursory glance will be given to the historical development of SEN within past practice, the importance of the Warnock Report is crucial to any reflection on SEN, while the policy developments since 1981 set the pace on which the present milestone in SEN are reached or based.
Segregation started towards the middle and the late nineteenth century, when the rapid expansion of a segregated special school system where “children (with) particular difficulties were put together with other children who had similar needs” started (Frederickson and Cline, 2002). In fact, the foundation of segregated schools was firmly built on the assumption that children with SEN were different and could be put into ‘categories according to their difficulties’ (Thomas et al., 1998). The Egerton Commission 1889 also recommended that all school boards should provide an education for children with visual impairments from age five and those with hearing problems should be taught by specialist teachers who should earn better pay than their colleagues in mainstream schools. Children labelled as ‘feeble-minded, imbeciles or idiots’ should be educated in auxiliary schools which were to be separated from the mainstream (DES, 1978). Cyril Burt’s psychometrics and eugenics notion supports the legitimisation needed for a segregated special school system. The system of assessments used to categorise and segregate...
Segregation started towards the middle and the late nineteenth century, when the rapid expansion of a segregated special school system where “children (with) particular difficulties were put together with other children who had similar needs” started (Frederickson and Cline, 2002). In fact, the foundation of segregated schools was firmly built on the assumption that children with SEN were different and could be put into ‘categories according to their difficulties’ (Thomas et al., 1998). The Egerton Commission 1889 also recommended that all school boards should provide an education for children with visual impairments from age five and those with hearing problems should be taught by specialist teachers who should earn better pay than their colleagues in mainstream schools. Children labelled as ‘feeble-minded, imbeciles or idiots’ should be educated in auxiliary schools which were to be separated from the mainstream (DES, 1978). Cyril Burt’s psychometrics and eugenics notion supports the legitimisation needed for a segregated special school system. The system of assessments used to categorise and segregate...