Approaching Disability and Educational Inclusion from the “Trinity” Model Perspective

A K Tugli, E K Klu


Disability and inclusion should not be mutually exclusive events; rather they must be indivisible entity viewed from the stance of relevant conceptual frameworks and social justice point. Because of individual differences, needs and diversity, educational inclusion of people with disabilities has become a thorny issue and has raised debates from many quarters on how to ensure that educational accommodation is accomplished for all. Inasmuch as disability is a complex phenomenon that underpins the options available to students with disabilities, inclusion has equally been complex due to many associated and interwoven dynamics that come to the fore. Against this background, this paper examines the issue of disability and educational inclusion from a collectivity of three model fused into one model. Based on the assumption that any form of educational inclusion requires a multi-dimensional approach, the paper discusses Social Model of Disability, Inclusive Education Model and the Huitt’s Transactional Model of Teaching and Learning as one compact framework referred to as the “Trinity” model. In addition, it critically analyses the dynamics inherent in the model as they impact on the functioning of students with disabilities in the educational environment.

DOI: 10.5901/mjss.2014.v5n20p2954

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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