Page 194 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
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r aziskovanje v vzgoji in izobr aževanju
children usually ignore their peers with special needs (Rillotta & Nettle-
beck, 2007; Tavares, 2011). According to the collected data, nearly fifty per-
cent of children with disabilities feel lonely, isolated and unsafe, moreover,
they feel that they do not belong within their class (Lindsay & Edwards,
2012).
Disability conception
Disability is a word often used in daily conversations and holds different
meanings for different people. It is a complex phenomenon, and there are
historical, social, legal and philosophical influences on its interpretation.
In order to understand the complexity of disability concept, it is neces-
sary to acquaint ourselves with the various models of disability that shape
people’s perceptions and ideas about people with disabilities. According
to Smart (2004), these models provide definitions of disability and pres-
ent clear explanation of causal attribution and responsibility. Furthermore,
models are based on perceived needs, guide the formulation and imple-
mentation of policy, and shape the self-identity of people with disabilities
(Retief & Letšosa, 2018). There are several different models of disability. In
this research we focused on the four basic models: the moral model, which
describes disability as the punishment of God, the medical model, which
interpret disability as the deviation of normality, the social model, which
reflects disability as a consequence of society’s lack of awareness and the
human rights model, which focuses on the inherent dignity of the human
being (Smeltzer, 2007).
Why do we teach about disability in public schools?
Cultural adaptation of disability is not self-generated; it develops gradually
over a long period of time affected by a number of different factors. Among
other factors, beliefs and misconceptions about disability contribute to this
process. These beliefs could be reinforced by educational institutions by
not receiving attention and emphasis in the curriculum so that they can-
not be clarified (Ware, 2001). Children’s attitudes towards their peers with
disabilities are often firmly determined by their degree of knowledge about
disability, which stems from their social environments (Ison et. al., 2010).
Children’s lack of knowledge about disabilities often comes from negative
attitudes towards their disabled peers and social exclusion of children with
disabilities (Lindsay & McPherson, 2012). Considering that the perception
194
children usually ignore their peers with special needs (Rillotta & Nettle-
beck, 2007; Tavares, 2011). According to the collected data, nearly fifty per-
cent of children with disabilities feel lonely, isolated and unsafe, moreover,
they feel that they do not belong within their class (Lindsay & Edwards,
2012).
Disability conception
Disability is a word often used in daily conversations and holds different
meanings for different people. It is a complex phenomenon, and there are
historical, social, legal and philosophical influences on its interpretation.
In order to understand the complexity of disability concept, it is neces-
sary to acquaint ourselves with the various models of disability that shape
people’s perceptions and ideas about people with disabilities. According
to Smart (2004), these models provide definitions of disability and pres-
ent clear explanation of causal attribution and responsibility. Furthermore,
models are based on perceived needs, guide the formulation and imple-
mentation of policy, and shape the self-identity of people with disabilities
(Retief & Letšosa, 2018). There are several different models of disability. In
this research we focused on the four basic models: the moral model, which
describes disability as the punishment of God, the medical model, which
interpret disability as the deviation of normality, the social model, which
reflects disability as a consequence of society’s lack of awareness and the
human rights model, which focuses on the inherent dignity of the human
being (Smeltzer, 2007).
Why do we teach about disability in public schools?
Cultural adaptation of disability is not self-generated; it develops gradually
over a long period of time affected by a number of different factors. Among
other factors, beliefs and misconceptions about disability contribute to this
process. These beliefs could be reinforced by educational institutions by
not receiving attention and emphasis in the curriculum so that they can-
not be clarified (Ware, 2001). Children’s attitudes towards their peers with
disabilities are often firmly determined by their degree of knowledge about
disability, which stems from their social environments (Ison et. al., 2010).
Children’s lack of knowledge about disabilities often comes from negative
attitudes towards their disabled peers and social exclusion of children with
disabilities (Lindsay & McPherson, 2012). Considering that the perception
194
