CHAPTER 4

OVERVIEW :

BASES AND POLICIES OF SPECIAL AND INCLUSIVE EDUCATION

INTENDED LEARNING OUTCOME

At the end of the lesson, you will be able to;

1. Cite significant implications of philosophies, theories, and legal bases of special and inclusive
education including its application (BTI 1.1.1, 6.3.1; CLO 1); and
2. Determine the policies, guidelines, and procedures that provide safe and secure learning
environments for learners with special needs (BTI 2.1.1; CLO 5)

PREPARATION

What to do: Solve Me!

Instructions: Solve the jumbled words.

1. SESBA

2. OICELPSI

3. LACSEPI

4. NCUISVIEL

5. TCAOINEUD

PRESENTATION

What you will learn:

Bases and Policies of Special and Inclusive Education

A. Psychological Bases

B. Philosophical Bases

C. Historical/ Sociological Bases

D. Legal Bases
A. PSYCHOLOGICAL BASES

- It is the scientific study of human behavior in educational situations. It is concerned with learning
situations and the process by which learning can be more efficient and effective.

• Jean Piaget - Cognitive Development

• Albert Bandura - Social Learning

• Lev Vygotsky - Scaffolding

• Jean Lave - Situated Learning Theory

JEAN PIAGET OF COGNITIVE DEVELOPMENT THEORY

Jean Piaget

- born August 9, 1896, in Switzerland, was a Swiss psychologist who was the first to make a systematic
study of the acquisition of understanding in children.

- Piaget's theory of cognitive development suggests that children move through four different stages of
learning.

Piaget's Stages of Cognitive Development:

➢ Sensorimotor Stage (Object Permanence): Birth to 2 years

- Infants and toddlers acquire knowledge through sensory experiences and manipulating objects.

➢ Preoperational stage (Symbolic thought): Ages 2 to 7

- Begin to think symbolically and learn to use words and pictures to represent objects.

➢ Concrete operational stage (Logical Thought): Ages 7 to 11

- Begin to think logically about concrete events. Children become much more adaptable to using
logic.

➢ Formal operational stage (Symbolic Reasoning): Ages 12 and above

- the ability to use deductive reasoning and an understanding of abstract ideas.

ALBERT BANDURA'S SOCIAL LEARNING THEORY

Albert Bandura (1825-2021)

- was an influential social cognitive psychologist who was perhaps best known for his social learning
theory, the concept of self-efficacy, and his famous Bobo doll experiments.

- Bandura proposed that learning occurs through observation, imitation, and modeling and is influenced by
factors such as attention, motivation, attitudes, and emotions.

Core Concepts of Social Learning Theory:

1. People can learn through observation.

Bandura identified three basic models of Observational learning:

• Live Model - involves an actual individual demonstrating or acting out a behavior.

• Symbolic Model - involves real or fictional characters displaying behaviors in books, films,
television programs, or online media.

• Verbal Instructional Model - involves descriptions and explanations of behavior.

 2. Mental states are important to learning.
3. Learning does not necessarily lead to change.

Steps involved in the observational learning and modeling process:

1. Attention - To learn, you need to be paying attention. Anything that distracts your attention is going to
harm observational learning.
2. Retention - The ability to store information is also an essential part of the learning process.
3. Reproduction - Once you have paid attention to the model and retained the information, it is time to
perform the behavior you observed.
4. Motivation - for observational learning to be successful, you have to be motivated to imitate the behavior
that has been modeled.

LEV VYGOTSKY’S SCAFFOLDING

Lev Vygotsky (1896-1934)

- was a Soviet psychologist who coined the term "zone of proximal development" and conducted many
studies that led to instructional scaffolding. This is why the concept is often referred to as "Vygotsky
scaffolding".

- "Vygotsky scaffolding" is a teaching method that helps students learn more by working with a teacher or a
more advanced student to achieve their learning goals.

Scaffolding Teaching Techniques:

1. Activate Prior Knowledge - tap into student's prior knowledge of a subject to foster understanding and
confidence before introducing new topics.

2. Pre-Teach Vocabulary - when applicable, teachers can pre-teach vocabulary from a text before
students read the text.

3. Use Parts - break up a lesson into parts to make the whole of the information less overwhelming.

4. Time to Talk - give students time to talk and try to incorporate student suggestions into the solutions
when possible.

JEAN LAVE’S SITUATED LEARNING

- Situated learning is an instructional approach developed by Jean Lave and Etienne Wenger in the early
1990s, and follows the work of Dewey, Vygotsky, and others (Clancey, 1995) who claim that students are
more inclined to learn by actively participating in the learning experience.

Situated Learning Theory

- refers to a learning approach that emphasizes the social and contextual nature of knowledge acquisition.

THE THREE MAIN COMPONENTS

1. Authentic Context - How knowledge is presented

2. Legitimate Peripheral Practice - Learning embedded in culture, activity, and context.

3. Community Practice - Acquired through collaboration and social interaction.

B. PHILOSOPHICAL BASES

The general philosophy of special education is that all people can learn, regardless of their particular
disabilities.

I. INCLUSIVITY

- the practice or policy of including people who might otherwise be excluded such as those who have
physical and mental disabilities.

II. EQUALITY

- all people will be treated fairly, irrespective of their age, sex or race.

Inclusive Education

- allows children with special needs to receive a free and appropriate education along with non-disabled
students in the regular classroom.

Inclusion Philosophy

- rests on the idea that every individual, regardless of his/her disabilities, has the right to be incorporated
fully into the fabric of society.

Inclusion is the keystone of today's education which applies to accommodate or include all human beings.

Principles of Equality:

1. the right to recognition of the equal worth and equal dignity of each human being.

2. The right to equality before the law.

3. The right to equal protection and benefit of the law.

4. The right to be treated with the same respect.

C. HISTORICAL/ SOCIOLOGICAL BASES

Convention on the Rights of the Child

The Convention on the Rights of the Child represents a significant international commitment to ensuring
that every child’s needs and rights are met.

• life, survival and development;

• protection from violence, abuse, or neglect;

• an education that enables children to fulfill their potential;

• be raised by, or have a relationship with, their parents;

• express their opinions and be listened to;

• ensure children under the age of 18 are not forcibly recruited into their armed forces;
United Nations Educational Scientific and Cultural Organization (UNESCO)

It is through this dialogue that the world can achieve global visions of sustainable development
encompassing observance of human rights, mutual respect, and the alleviation of poverty by:

• attaining quality education for all and lifelong learning;

• mobilizing science knowledge and policy for sustainable development;

• addressing emerging social and ethical challenges;

• fostering cultural diversity, intercultural dialogue, and a culture of peace; and

• building inclusive knowledge societies through information and communication.

Education for All (EFA)

• Ensure that by 2015 all have access to complete, free, and compulsory primary education of good
quality;

• Ensure that the learning needs of all young people and adults are met through equitable access to
appropriate learning and life-skills programs;

• Achieve a 50% improvement in adult literacy by 2015, especially for women, and equitable access
to basic and continuing education for all adults;

• Eliminate gender disparities in primary and secondary education by 2005, and achieve gender
equality in education by 2015, with a focus on ensuring girls’ full and equal access to and
achievement in basic education of good quality; and

• Improve all aspects of the quality of education and ensure the excellence of all so that recognized
and measurable learning outcomes are achieved by all, especially in literacy numeracy, and
essential life skills.

K to 12 Inclusion Policy - 2013

• Responsiveness to rights

- Realizes DepEd commitments; quality, equitable, culture-based, and complete

- Rights-based Approach (RbA) recognition, promotion, and protection

• Sensitivity and responsiveness to context

- Recognizing and valuing the diversity of learners, schools, and communities

• Recognizes and respects learners’ rights to be relevant and responsive to context

- No learner left behind.

D. LEGAL BASES

THE 1987 PHILIPPINE CONSTITUTION

ARTICLE XIV-EDUCATION, SCIENCE, AND TECHNOLOGY, ARTS, CULTURE, AND SPORTS

The State shall protect and promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all.

The State shall:

 1. Establish and maintain a system of free public education at the elementary and high school levels
Without limiting the natural right of parents to rear their children, elementary education is
compulsory for all children of school age;

2. Encourage non-formal, informal, and Indigenous learning systems, as well as learning independent,
and out-of-school study programs particularly those that respond to community needs; and

3. Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational
efficiency, and other skills.

I. RA 10533 ENHANCED BASIC EDUCATION ACT

Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act, inclusiveness of

enhanced basic education shall mean the implementation of programs designed to address the physical,
intellectual, psychosocial, and cultural needs of learners, which shall include, but shall not be limited to the
following:

8.1. Programs for the Gifted and Talented.

8.2. Programs for Learners with Disabilities.
8.3. Madrasah Program.
8.4. Indigenous Peoples (IP) Education Program.
8.5. Programs for Learners under Difficult Circumstances.

II. RA 8371 INDIGENOUS PEOPLE'S RIGHTS ACT

AN ACT TO RECOGNIZE, PROTECT, AND PROMOTE THE RIGHTS OF INDIGENOUS CULTURAL

COMMUNITIES/INDIGENOUS PEOPLES, CREATING A NATIONAL COMMISSION ON INDIGENOUS
PEOPLES, ESTABLISHING IMPLEMENTING MECHANISMS, APPROPRIATING FUNDS THEREFOR,
AND FOR OTHER PURPOSES

Section 26 Women.

ICC/IP women shall enjoy equal rights and opportunities with men, as regards the social, and economic.
Political and cultural spheres of life. The participation of Indigenous women in the decision-making process
at all levels, as well as in the development of society, shall be given due respect and recognition.

Section 27 Children and Youth.

The State shall recognize the vital role of the children and youth of ICCs/IPs in nation-building and shall
promote and protect their physical, moral, spiritual, intellectual, and social well-being. Towards this end, the
State shall support all government programs intended for the development and rearing of the children and
youth of ICCS/IPs for civic efficiency and establish such mechanisms as may be necessary for the
protection of the rights of the Indigenous children and youth.

Section 28 Integrated System of Education.

The State shall, through the NCIP, provide a complete, adequate, and integrated system of education,
relevant to the needs of the children and young people of ICCs/IPs.

PD 603-THE CHILD AND YOUTH WELFARE CODE

Article 3 Rights of the Child. All children shall be entitled to the rights herein set forth without distinction
as to legitimacy or illegitimacy, sex, social status, religion, political antecedents, and other factors.

Article 12 Education. The school and other entities engaged in non-formal education shall assist the
parents in providing the best education for the child.
CHILD AND YOUTH WELFARE AND EDUCATION CHAPTER

- Access to Educational Opportunities

• Article 71 Admission to Schools

• Article 72 Assistance.

• Article 74 Special Classes

III. RA 7610 SPECIAL PROTECTION AGAINST CHILD ABUSE AND EXPLOITATION

AN ACT PROVIDING FOR STRONGER DETERRENCE AND SPECIAL PROTECTION AGAINST CHILD
ABUSE, EXPLOITATION, AND DISCRIMINATION, PROVIDING PENALTIES FOR ITS VIOLATION AND
FOR OTHER PURPOSES.

• ARTICLE IX - Children of Indigenous Cultural Communities

• Sec. 17 Survival, Protection, and Development.

• Sec. 18 System of and Access to Education.

IV. RA 9344 JUVENILE JUSTICE AND WELFARE ACT

AN ACT ESTABLISHING A COMPREHENSIVE JUVENILE JUSTICE AND WELFARE SYSTEM,

CREATING THE JUVENILE JUSTICE AND WELFARE COUNCIL UNDER THE DEPARTMENT OF
JUSTICE, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

TITLE III - PREVENTION OF JUVENILE DELINQUENCY

CHAPTER 1 - THE ROLE OF THE DIFFERENT SECTORS

SEC. 12. The Family. The family shall be responsible for the primary nurturing and rearing of children
which is critical in delinquency prevention. As far as practicable and by the Procedures Act, a child in
conflict with the law shall be maintained in his/her family.

SEC. 13. The Educational System. Educational institutions shall work together with families, community
organizations, and agencies in the prevention of juvenile delinquency and the rehabilitation and
reintegration of children in conflict with the law. Schools shall provide adequate, necessary, and
individualized educational schemes for children manifesting difficult behavior and children in conflict with
the law. In cases where children in conflict with the law are taken into custody or detained in rehabilitation
centers, they should be provided the opportunity to continue learning under an alternative learning system
with a basic literacy program or non-formal education accreditation equivalency system.

V. RA 9442 MAGNA CARTA FOR DISABLED PERSONS

An Act Amending Republic Act No. 7277 Magna Carta for Persons with Disability as Amended, and For
Other Purposes

Article 6.7 Educational Privileges-provision of scholarships, grants, financial aids, subsidies, and other
incentives to qualified persons with disability, including support for books, learning materials, and uniform
allowance.
VI. RA 10665 OPEN HIGH SCHOOL SYSTEM

AN ACT ESTABLISHING THE OPEN HIGH SCHOOL SYSTEM IN THE PHILIPPINES AND
APPROPRIATING FUNDS THEREFOR

SEC. 2. Declaration of Policy. It is hereby declared the policy of the State to broaden access to relevant
quality education through the employment of an alternative secondary education program that will enable
the youth to overcome personal, geographical, socioeconomic, and physical constraints, to encourage
them to complete secondary education. This is in line with the constitutional policy that mandates the State
to "encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent,
and out-of-school study programs particularly those that respond to community needs", as stated in Article
XIV, Section 2, paragraph 4 of the 1987 Constitution.

VII. RA 7277 REHABILITATION, AND INTEGRATION OF DISABLED PERSONS IN MAINSTREAM

SOCIETY

An Act Providing for The Rehabilitation, Self-Development, And Self-Reliance of Disabled Persons and
Their Integration into The Mainstream of Society and For Other Purposes.

PRACTICE

What will you write:

In the 4 bases and policies of special and inclusive education, choose 1 and provide a brief
definition of where it focuses. (minimum of 2 sentences)

PERFORMANCE

What you will perform:

The class will be divided into 4 groups. Each group will present a short role-play that shows special
and inclusive education. Each group will be given 3 minutes to prepare and 1 minute to perform.

Criteria Points Description

Clarity 10 The role-play is easy to understand.

Relevance 10 The role-play is connected to the topic.

Teamwork 10 All the members participated and contributed.

TOTAL 30
 ASSIGNMENT

What will you do: Research and study in advance the Typology of Learners with Special Needs and
Atypical and Typical Development of children.

REFERENCES

Cherry (2024) What is Piaget's Cognitive Development? and what is social learning theory? Retrieved from
[Link]

[Link]

Alber, (2014) [Link]

Dyack, E-Learning Essentials (2020) Retrieved from

[Link]

Galut, M. N. (2024, October 7). [Link] [Slide show].

SlideShare. [Link]
pptx/272228480?fbclid=IwY2xjawIio5BleHRuA2FlbQIxMAABHS3CXZAVbK8IWEw3w1Bp83lIcUuLUb6jNKL
dxusYyMzVZQfGwGpwATve5w_aem_ynHLxPDNVbN3iWDzTVXdZg

Save the Children. (n.d.). UN Rights of the Child. Retrieved from [Link]
we-do/childrens-rights/united-nations-convention-of-the-rights-of-the-child

UNESCO: United Nations Educational, Scientific and Cultural Organization. (2013, August 16). Retrieved
February 21, 2025, from [Link]
scientific-and-cultural-organization/

Noynay, I. M. (2025). ED124-G1. Scribd. [Link]

THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES - ARTICLE XIV GOVPH. (2019)
Container: Official Gazette of the Republic of the Philippines | URL:

[Link]
1987-constitution-of-the-republic-of-the-philippines-article-xiv/