Special Education: From the Deficit Model to the Special Education Needs Model T
Special Education: From the Deficit Model to the Special Education Needs Model The evolution of Special Education is closely linked to changes in social attitudes towards people with disabilities. From the 19th century onwards, The deficit model conceived Special Education as a system parallel to the ordinary one, focused on the treatment and rehabilitation of people with disabilities through separate pedagogies and programs. This vision was based on the classification of students according to their deficits., with a strong belief in the immutability of disabilities. In the second half of the 20th century, These ideas began to be questioned, paving the way for a more inclusive model that considered social and cultural factors as determinants of learning difficulties. The focus shifted from segregating to integrating students with special needs into the mainstream education system., highlighting the importance of adapting educational resources and methods to meet diversity. the concept of "special educational needs" arises as a response to this evolution, highlighting that all students have the right to education and that those with particular needs require specific support, whether material or personal. This paradigm shift involves a more interactive and learning-focused approach., valuing individual differences not as pathologies, but as aspects that require appropriate educational responses. Finally, The transition towards Inclusive School reflects a broader movement that transcends mere integration, advocating for an educational model that values diversity, promote equality and profoundly transform school practices to include all students, regardless of their personal characteristics.
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Special Education: From the Deficit Model to the Special Education Needs Model The evolution of Special Education is closely linked to changes in social attitudes towards people with disabilities
.
From the 19th century onwards
,
The deficit model conceived Special Education as a system parallel to the ordinary one
,
focused on the treatment and rehabilitation of people with disabilities through separate pedagogies and programs
.
This vision was based on the classification of students according to their deficits
.,
with a strong belief in the immutability of disabilities
.
In the second half of the 20th century
,
These ideas began to be questioned
,
paving the way for a more inclusive model that considered social and cultural factors as determinants of learning difficulties
.
The focus shifted from segregating to integrating students with special needs into the mainstream education system
.,
highlighting the importance of adapting educational resources and methods to meet diversity
.
the concept of "special educational needs" arises as a response to this evolution
,
highlighting that all students have the right to education and that those with particular needs require specific support
,
whether material or personal
.
This paradigm shift involves a more interactive and learning-focused approach
.,
valuing individual differences not as pathologies
,
but as aspects that require appropriate educational responses
.
Finally
,
The transition towards Inclusive School reflects a broader movement that transcends mere integration
,
advocating for an educational model that values diversity
,
promote equality and profoundly transform school practices to include all students
,
regardless of their personal characteristics
.
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