Diversity in Disabilities and Special Educational Needs (DST103)

This course explores the diverse conceptions of disability and the recognition of individual differences, needs, and strengths in the context of support systems and service provision. It critically examines how the disciplines of medicine, psychology, and education have shaped the ways disability is understood, assessed, and addressed. Students will investigate the processes and tools used to identify and assess disability, and the implications these have on access to services, support, and inclusion. The course also discusses the ethical and practical dilemmas in determining thresholds for eligibility and resource allocation. Key classification systems—including the International Classification of Functioning, Disability and Health (ICF) and the Diagnostic and Statistical Manual of Mental Disorders (DSM) — are introduced and analysed for their theoretical foundations and impact on policy, practice, and lived experiences of persons with disabilities. Emphasis is placed on interdisciplinary collaboration and the need for coherent frameworks or codes of practice to guide professionals and families in navigating disability-related decisions and supports. Participants will be encouraged to engage in reflective inquiry around how classification systems, professional practices, and policy frameworks influence perceptions of disability, access to support, and social inclusion.

• Medical and Educational Frames of Disabilities and Special Educational Needs
• The Plurality of Disabilities and Special Educational Needs
• The International Classification of Functioning (ICF)
• The Diagnostic Statistical Manual (DSM)
• Systems of Classification of Disabilities and Special Educational Needs
• Main Categories of Disabilities and Special Educational Needs
• Needs and Interests in the Context of Educational and Disabilities Provision
• Informal Complements to Learning
• Placement in Special Education and Disabilities Settings
• Meeting Disabilities and Special Educational Needs: Processes and Practices
• Meeting Disabilities and Special Educational Needs: Theoretical Approaches and Models
• Meeting Disabilities and Special Educational Needs: Code of Practice

• Explain how definitions of disability are shaped by historical, cultural, medical, and social perspectives.
• Discuss the major systems used to classify disability, such as the ICF and DSM, and their implications for practice and policy.
• Identify and describe the main categories of disability commonly recognised in service provision and policy, including physical, sensory, intellectual, developmental disabilities.
• Describe the dominant perspectives on how disability is conceptualised, including medical, social, biopsychosocial, and rights-based models.
• Discuss key processes involved in identifying, assessing, and supporting individuals with disabilities, including multidisciplinary collaboration and person-centred planning.
• Illustrate how a Code of Practice or national guidelines are applied in supporting persons with disabilities, using specific examples from education, healthcare, or social services