Week 2 Module 1

BASIC CONCEPTS ON SPECIAL AND INCLUSIVE EDUCATION

 
OVERVIEW
 - This module will cover introductory topics on Inclusive and Special
Education. The discussions will include the definitions and goals of special
and inclusive education; and concepts of mainstreaming, integration, inclusion
and special education.

OBJECTIVES
After Module 1, students are expected to:
- describe the policy and goals of special and inclusive education
explain the implementation of special and inclusive education
understand the concepts of inclusion, integration and special
education.

WHAT IS INCLUSIVE EDUCATION?

 Inclusive Education is a about putting the right to education into action by
including all learners, respecting their diverse needs, abilities and
characteristics and eliminating all forms of discrimination in the learning
environment.  (UNESCO 2009)
 It is the process of strengthening the capacity of Educational system to
reach out to all learners. (UNESCO, 2017)
 Inclusive education is the key standard and core principle in  DEPED
Order 21 series of 2019. As an inclusive curriculum, it is learner-centered,
developmentally appropriate, culture-sensitive, relevant, gender-
responsive and contextualized. Teachers shall be considered as the
primary implementers of inclusive education as they address the diverse
needs of learners.

GOAL OF INCLUSIVE EDUCATION

SPECIAL EDUCATION

WHAT IS SPECIAL EDUCATION?

 Special Education, also known as Special Ed or SPED, is a set of

educational programs or services specially designed to meet the unique
needs of learners with disabilities that cannot be sufficiently met using
traditional educational programs or techniques. Special education
services and programs may be provided individually (one-on-one setup)
or in a group with other learners with similar educational needs.

SPECIAL EDUCATION AIMS TO:

1. provide a flexible and individualized support system for children and youth
with special needs in a regular class environment in schools nearest the
students’ home,
2. provide support services, vocational programs and work training,
employment opportunities for efficient community participation and
independent living, 
3. implement a life-long curriculum to include early intervention and parent
education, basic education and transition programs on vocational training or
preparation for college, and
4. make available an array of educational programs and services: the Special
Education Center built on “a school within a school concept” as the resource
center for children and youth with special needs; inclusive education in regular
schools, special and residential schools, homebound instruction, hospital
instruction and community-based programs; alternative modes of service
delivery to reach the disadvantaged children in far-flung towns, depressed
areas and underserved barangays.

DIFFERENCE BETWEEN SPECIAL EDUCATION AND REGULAR

(GENERAL) EDUCATION

Special Education Regular Education

Kinds of Learners Children with special Regular learners

needs
Number of One-on-one, 3-4 in a Private School : 30-50
Learners group, 5-10 in a resource Public School: 50-60 or
group more
Emphasis On the given intervention On the curriculum and
mastery of the skills
established within the
curriculum
Curriculum Attention Skills (ADHD), English, Reading, Math,
Memory skills(ID), Sign Makabayan
Language (HI), Braille
 (VI),
Anger Management (ED),
Functional skills (ASD),
Critical thinking (Gifted)
Who dictates the Individual needs of a child School System (DepEd)
curriculum?

Instruction Intensive systemic Generalized instruction

instruction
Received SpEd teachers, Regular Teachers, Subject
instruction from? Occupational Therapist, teachers
Physical Therapist,
Speech Therapist
Primary Function SpEd Teacher: To meet Regular Teacher: To teach
the goals and objectives the curriculum
established in IEP
Type  of SpEd Classroom, Self- Regular Classroom
classroom contained room, Resource
room, maintenance room

CONCEPTUALIZATION OF INCLUSION, MAINSTREAMING AND

INTEGRATION

MAINSTREAMING INTEGRATION
INCLUSION

Placement of learners in Placement of learners in Placement of learners

the regular class is the regular class is based in the regular class in
based on age, on admission one or more subjects
regardless of abilities or requirements. or activities.
disabilities

There are no pullouts Provision of interaction Provision of

and no shadow with regular children with interaction with
teaching. regular class as child’s regular children with
station. SPED class as child’s
station.
Individualization within May include shadow May include tutorial
the class without teaching and provision and other learning-
pullout. for pullout and one-on- assistance programs.
one.
Focus on all students Focus on regular Focus on students
students with special needs

To accommodate The students adapt to To accommodate

students the school change. students with special
undergoes change. needs the subject is
changed.

Inclusive Education SPECIAL Education

All learners, regardless of the The learners with disabilities,

condition, participate in a giftedness, ang talents are
mainstream classroom  alongside accommodated in a Special Class
their age peers, . along
with other learners of the same
condition,
The learners adhere to a prescribed A special curriculum is structured on
curriculum and methodology with the learners’ condition (e.g.
some accommodations/ adaptations intellectual disability visual
and modifications to meet the needs impairments) but is based on the
of learners with disabilities, regular curriculum.
giftedness, and talents.

All students simply require good The learners with disabilities,

instruction, but different teaching giftedness, and talents are given
strategies may be employed to those specialized and intensive instruction
with low or very high education anchored on their curriculum.
needs.

The general education teacher The special education teacher

oversees the learning of students oversees the learning of the learners
and in some cases, with the help of a with disabilities, giftedness and
shadow teacher or a special  talents with the collaborative
education teacher. partnerships of other professionals
listed in the Individualized Education
Plan/Program(IEP).
Ideal number of learners is 30-35. for one-on-one: 1
 for group: 3-4
for resource group: 5-10

APPROACHES TO EDUCATION FOR CHILDREN WITH DISABILITIES

EQUALITY, EQUITY AND LIBERATION

EDUCATION FOR ALL (UNICEF 2014)

The six EFA Goals include:  
 Goal 1: Expand early childhood care and education. 
 Goal 2: Provide free and compulsory primary education for all. 
 Goal 3: Promote learning and life skills for young people and adults. 
 Goal 4: Increase adult literacy. 
 Goal 5: Achieve gender parity. 
 Goal 6: Improve the quality of education.