Foundations of Special and Inclusive Education • Flexible Learning Options

Inclusion – is used interchangeably w/ mainstreaming &

integration
Inclusive Education (IE)
– “A process where all types of learners w/ diverse needs are
– right to education including all learners, respecting diverse given equal opportunities for a meaningful life in non-
needs, abilities, characteristics and eliminating all forms of discriminatory environments. These environments foster
discrimination in the learning environment. (UNESCO, 2009) belongingness through culturally or spiritually sensitive,
Special Education (SpEd) learner- centered curriculum, learning processes, delivery
modes, and settings”.
– class or instruction designed for students with disabilities,
giftedness, and talents. • Type of learners’ = gifted, talented, Muslim people, and
those w/ disabilities.
– also referred as SEN in some countries.
• Students w/ disabilities are placed along with their age
Mainstreaming mates that has access to general education program for
social inclusion/in an Alternative Learning System(ASL)=
• Practice of educating students w/ learning challenges in
educational inclusion.
regular classes
• In practice, students w/ disabilities in the Philippines are
• Least restrictive environment based on their skills.
either in an inclusive regular setting or in a special education
Integration setting.

• Creation of spaces (regular classrooms, special education What do they say about SpEd?
classrooms, or pull-out services for diverse learners.
• Programs’ that cater to the educational needs of earning
Inclusion (UNESCO) with disabilities, giftedness, and talents apart from their
same-aged peers.
– process of addressing and responding to the diverse needs
of all learners through increasing participation in learning, • Involves planning, implementing, monitoring, and
cultures, and communities, and reducing exclusion from evaluating a specially designed and coordinated set of
education. services through an individualized Education Plan/Program

– involves changes and modifications in content, approaches, • IEP designed to identify and address specific strengths and
structures and strategies, w/ a common vision which covers limitations towards their educational social, behavioral, and
all children of the appropriate age range and a conviction physical development.
that is the responsibility of the regular system to educate all
EQUALITY
children (UNESCO, 2005).
• Everyone is given w/ the same support
– Child w/ autism spectrum disorder—Officially enrolled to
a regular class; participates actively w/o being excluded; • Assumes that equal care = properly catered
seen to increase achievement; pupil undergoes inclusion.
• Not everyone is able to access the opportunity to see over
Furthermore, Inclusion.. the fence.
– We comes diversity by providing varied responses to the • Equality is NOT equity!
diverse needs of learners in the formal and informal settings.
• Every child is different.
– Provide opportunities/equal participation of persons
w/disabilities(physical, social, and/or emotional) EQUITY

– Make general education possible but also considers • Fairness in every situation.
personal choice and options for special assistance. (UNESCO, • The boxes represent supports varies; individualized; or
2005) personalized.
Latest DepEd Order(DO 21, s. 2019)! Accommodation
Inclusiveness is expressed through exist programs, they are: – Change how the learners w/ disabilities, giftedness, and
• Special Education talents learn the same material and meet the same
expectations as their age peers.
• Indigenous Peoples Education

• Madrasah Education
Example: A person w/ visual impairments using audio 4. VOCATIONAL PROGRAM
books, highlighted texts or large print materials 5. MAINSTREAMING

Modifications SIX PRINCIPLES GOVERNING THE EDUCATION OF

STUDENTS WITH DISABILITIES:
– it is the changes what a student is taught or expected to
learn. 1. Zero reject
2. Non-discriminatory evaluation
Example: A person with intellectual disability use less 3. Appropriate education
complicated text materials of different content topic, than 4. Least restrictive environment
their age peers) 5. Procedural due process
Who is an exceptional child? 6. Parental and student participation

Mental characteristics DIMENSIONS OF SPED:

Sensory abilities 1. It is individualized.

2. It is specialized.
Communication abilities 3. It is intensive.
4. It is goal-oriented.
Behavior and emotional development
5. Research-based.
SPECIAL EDUCATION 6. Time-tested.
7. Guided for students.
– is an individually planned, systematically implemented and
carefully evaluated instruction to help exceptional children VIEWS OF SPED
achieve the greatest possible personal self-sufficiency and
1. Sped is legislatively governed.
success in the present and future environment.
2. Sped is part of the country’s educational system.
– the education of students with special needs in a way that 3. Sped is teaching in LRE.
addresses the students’ individual differences and needs. 4. Sped is purposely a school intervention, dealing
with handicap, disabilities, and impairments.
– also refers to the arrangement of teaching procedures,
adapted equipment and materials, accessible settings, and ASSESSMENT:
other interventions designed to address the needs of
Medical Assessment–Professional
students with learning differences, mental health issues,
physical and developmental disabilities, and giftedness. School Assessment –Collaborate team
Special education is characterized by the following: THE GOAL OF SPECIAL EDUCATION:
• Follows the IEP or the Individualized Educational Plan or a “To provide children with special needs appropriate
Modified Curriculum educational services within the mainstream of education.”
• Specialized and intensive instruction ANCIENT VIEWS (BC)
• Needs-based √ Seriously affected seldom survived birth
• Usually held in a self-contained class or in a resource room. √ Mildly disabled survived and contributed
• Multidisciplinary team √ Belief in supernatural
BASIC PHILOSOPHY OF SPECIAL EDUCATION √ Those with disabilities were isolated
• Every individual is valuable in his/her own right and ETHICAL DILEMMA
should be afforded equal opportunities to develop his/her
potential. √ Over 400,000 babies are born in the US premature

• Every child, even with the most severely handicapped √ They are at risk for lifelong disabilities
should be given equal educational opportunities. √ Policy to resuscitate all babies weighing 1 lb. or more
FIVE (5) PROGRAMS OF SPED GREEK AND ROMAN
1. EARLY CHILDHOOD SPECIAL EDUCATION √ Early years: away from supernatural to natural causes
2. BEHAVIOR MODIFICATION TECHNIQUE (Home
Management Program) √ Holistic interventions
3. PRE-VOCATIONAL PROGRAM
√ Later years: need for military superiority
√ Called as the Era of Extermination 1952 – Pilot school for special education at Philippine
Normal College of mentally handicapped children started
√ Individual is what he is, now and forever
1957 – All children from PNC were transferred to the Special
✓ Punishment: Chaining Child Study Center in Cubao, Quezon City
✓ Left on hills to die RA 5250 – An act establishing a 10-year training program for
teachers of special and exceptional children in the
✓ Thrown off cliffs Philippines and authorizing the appropriation of funds
✓ Drown Article 1, Sec. 5 of Child and Youth Welfare Code (PD 603)
✓ Father had right to terminate child’s life – states that the ultimate goal of special education shall be
integration of mainstreaming of learners with special needs
MIDDLE AGES
into the regular school system and eventually in the
√ Rigid caste system community. To meet the individual educational needs of the
learners and, to extent possible, prepare them for going to a
√ Era of ridicule more regular classroom setting.
√ Those with disabilities were used as servants or fools LEGAL ISSUES IN SPECIAL EDUCATION
√ Some were still put to death SECTION 504 of the Vocational Rehabilitation Act
√ Dwarfs were used as clowns – The civil rights law enacted in 1973. It was created to
prevent discrimination against all individuals with
√ Overall, ridiculed for deformities and behavior
disabilities in programs that receive federal funds
RENAISSANCE
– Ensures students of equal opportunity to all school
√ Era of asylum activities prohibits discrimination against students with
disabilities in federally funded programs
√ Catholic church accepts those with disabilities as wards of
state PL 94-142- Education for All Handicapped Children Act
(EHA)
√ Cared for in isolation
– Was signed into law by President Gerald Ford Was enacted
√ No education at first, but humane treatment in 1975, the number of students receiving special education
√ Belief: once disabled, always disabled has increased by 75% It set forth federal procedural
safeguards for children with disabilities and their parents.
INDUSTRIAL REVOLUTION
– This law outlined the entire foundation upon which
√ Era of education current special education practices rest

√ Need for mass education, literate society, and good The Individuals with Disabilities Education Act (IDEA)
workers
In 1990, the IDEA was reauthorized Reauthorization is the
√ Vocational emphasis act of amending and renewing a law Continued to uphold the
provision set forth in 94-142 July of 2005, IDEA was
√ Sheltered programs emerged reauthorized once again, it is now Public Law 108-446
HISTORY OF SPECIAL EDUCATION IN THE PHILIPPINES: NCLB (No Child Left Behind Act of 2001
1908 – SPED in the Philippines started School for the deaf – An act to close the achievement gap with accountability,
was established and marked the official government flexibility, and choice so that no child is left behind
recognition of obligations towards the education of the Authorizes several education programs that are
handicapped children. administered by the state.
RA 3562 (June of 1963) FREE APPROPRIATE PUBLIC EDUCATION (FAPE)
– An act to promote the education of the blind in the – educational right of children with disabilities in the United
Philippines which established a teacher training course States that is guaranteed by the Rehabilitation Act of 1973
Philippine national School for the Blind was established and the Individuals Education Act
Philippine Normal College offered courses in special
education for teaching the blind (1964) 14 elementary
teachers were selected for training LEAST RESTRICTIVE ENVIRONMENT (LRE)
– The requirement in federal law that students with According to UNESCO…
disabilities receive their education, to the maximum extent
appropriate with nondisabled peers and that special Impairment
education students are not removed from regular classes – any loss or abnormality of psychological, physiological or
unless, even with supplemental aids and services anatomical structure or function.
ZERO REJECTION PHILOSOPHY – a problem with a structure or organ of the body.
– An educational philosophy which says that no child can be Disability
denied an education because they are uneducable
– any restriction or lack of ability to perform an activity in
LAWS AND LEGISLATIONS OF SPECIAL EDUCATION IN THE the manner or within the range considered normal for a
PHILIPPINES human being.
1. 1987 Philippine Constitution. Article II, Section 17 – functional limitation with regard to a particular activity.
Provides that the state must give priority to
education. Handicap
2. Article XIV, Section 1 Guarantees that this education
– the result when an individual with an impairment cannot
be accessible to all; appropriate steps must be taken.
fulfill a normal life role.
3. Chapter II of Title II of the Magna Carta for Disable
Persons, RA 7277 – refers to an environmental factor preventing the filling of a
normal life role.
Sec. 12 mandates that the “State shall take into consideration
the special requirements of disabled persons in the DISABILITY..
formulation of educational policies and programs. Sec 14 of
RA 7277 provides that the “State shall establish, maintain • Refers to the difficulties encountered in three connected
and support complete, adequate and integrated system of areas:
special education for the visually impaired, hearing
1. Impairments (ex. Hearing, visual, physical)
impaired, mentally retarded persons and other types of
2. Activity limitations (ex. Walking, writing, eating)
exceptional children in all regions of the country.
3. Participation restrictions (ex. Admission to school,
CATEGORIES OF SPECIAL EDUCATION employment or access to buildings)

-Autism Spectrum Disorder Social Model

-Specific Learning Disabilities The result of the interaction between people living with
impairments and an environment filled with physical,
-Intellectual Disabilities attitudinal, communication and social barriers. It therefore
carries the implication that the physical, attitudinal,
-Multiple Disabilities
communication and social environment must change to
-Orthopedic Impairment enable people living with impairments to participate in
society on an equal basis with others.
-Emotional and behavioral Disorder
√ The barrier created by the society are the problem.
-Speech and Language Disorder
√ The barriers need to be removed.
-Traumatic Brain Injury
√ PWDs have independence, control and choice.
-Hearing Impairment
√ Resources are made available to regular services.
-Visual Impairment
√ Training of parents and professionals are provided.
-Giftedness and Talented
√ Society evolves.
-Other Health Impairment
Medical Model
-Physical Disabilities
• a person with disability is in need of being fixed or cured.
From this point of view, disability is a tragedy and people
with disability are to be pitied. The medical model of
disability is all about what a person cannot do and cannot be.

√ They are problems that needs fixing The individual needs

THE MEDICAL AND SOCIAL MODELS OF DISABILITY to change.
√ PWDs become the victim or client that their collaborative partnerships of other professionals listed in
responsibilities are disempowered. the IEP.

√ Assessment, monitoring, and evaluation are imposed by • For one-on-one: 1

therapy.
• For group: 3-4
√ Segregation and alternative services are given.
• For resource group: 5-10
√ Society remains unchanged.
BASIC CONCEPTS ON SPECIAL AND INCLUSIVE EDUCATION
INTEGRATION
INCLUSION
1. Placement in the regular classroom in one or more
subjects or activities. – Recognizes every individual’s right to be treated equally,
2. Provisions of interaction with regular children, with and to be accorded the same services and opportunities as
the SPED class as the child’s station. everyone else. “Children that learn together, learn to live
3. May include tutorial and other learning assistance together”
programs. – A student will receive the support needed in order to be an
MAINSTREAMING active participant, contributor, and learner in his/her class,
grade, and school.
1. Placement in the regular class is based on the
admission requirements. – The education of students with disabilities in the regular
2. Provisions of interaction with regular children, with setting is under the responsibility of a regular education
the regular class as the child’s station. teacher.
3. May include shadow teaching in the regular class, – An inclusive school is a place where everyone belongs, is
provision for pullout and one-on-one. accepted, and is supported by his/her peers and other
INCLUSIVE EDUCATION members of the school community in the course of having
his/her educational
• All learners, regardless of the condition, participate in a
mainstream classroom alongside their age peers. What is Inclusive Education?

• The learner adhere to a prescribed curriculum and Putting the right to education into action by including all
methodology with same accommodations/adaptations and learners, respecting their diverse needs, abilities, and
modifications to meet the needs of learners with disabilities, characteristics, and eliminating all forms of discrimination in
giftedness, and talents. the learning

• All students simply require good instruction, but different THEREFORE…

teaching strategies may be employed to those with low or It is the process of strengthening the capacity of the
very high education needs. education system to reach out to all learners. (UNESCO,
• The general education teacher oversees the learning of 2017)
students and in some cases, with the help of a shadow AND…
teacher or a special education teacher.
Inclusion is the process that helps overcome barriers
• Ideal number of learners: 30-35 limiting the presence, participation, and achievement of
SPECIAL EDUCATION learners

• The learners with disabilities, giftedness, and talented are Salamanca Statement
accommodated in a special class along with other learners of “the fundamental principle of inclusive school is that all
the same condition. children should learn together, wherever possible, regardless
• A special curriculum is structured on the learners’ of any difficulties or differences they may have.”
condition but is based on the regular curriculum. Salamanca Statement Article 2
• The learners with disabilities, giftedness and talents are • Regular schools with inclusive orientation are effective in:
given specialized and intensive instruction anchored on their
curriculum. – Combating discriminatory attitudes

• The special education teacher oversees the learning of the – Creating welcoming communities
learners with disabilities, giftedness and talents with the
– Building an inclusive society
– Education for all 2. PHYSICAL
3. UNTRAINED TEACHER
– Providing effective education to the majority of children
Roles of Inclusive Teachers
– Improving efficiency and cost- effectiveness of the entire
educational system 1. Provide quality education.
2. Know the classification of LSEN.
Ten Reasons for Inclusion 3. Provide different learning resources.
1. All children have the right to learn together. 4. Have knowledge and skills in constructing or using
2. Children should not be devalued or discriminated diagnostic tools, achievement tests or authentic
against by being excluded or sent away because or assessments.
their disability or learning difficulty. 5. Willing to collaborate.
3. Disabled persons describing themselves as special 6. Have positive attitude
survivors. Practices
4. No legitimate reasons to separate children
educationally, children belong together with √ Know your students’ strengths and weaknesses.
advantages and benefits for everyone.
5. Research shows children do better academically and √ Use universal design learning Engage in collaborative
socially in integrated settings. planning and teaching.
6. More learning takes place in a regular school. √ Develop a behavior management plan.
7. More efficient use of educational resources if given
commitment and support.
8. Segregation teaches children to be fearful, ignorant,
and breeds prejudice.
9. Help them develop relationship and prepare them
for life in the mainstream.
10. Inclusive has the potential to reduce anxiety, build
friendship, respect, and understanding for
harmonious existence.

1. HUMAN RIGHTS
2. GOOD EDUCATION
3. SOCIAL SENSE

Inclusion is “teamwork” – a responsibility shared by the

whole school. But it is the regular classroom teacher who
provided with support services play the major role. Such
support services may take different forms.

They may include:

An itinerant teacher specially trained resource teacher

whose tasks is to advise and assist the classroom teacher.

LEGISLATIONS

1. The 1987 Constitution

2. The Child and Youth Welfare Code
3. education Act of 1982
4. RA 9442
5. Magna Carta for Disabled Persons
6. UN World Programmed of Action Concerning
Disabled Person (1983)
7. UN Convention on the Rights of the Child (1989)
8. World Declaration on Education for All (1990)
9. UN Standard Rules (1993)
10. UNESCO Salamanca

BARRIERS OF INCLUSIVE EDUCATION

1. ATTITUDINAL