Instructor: MARK GIL A.
VEGA
https://www.unicef.org/eca/sites/unicef
.org.eca/files/IE_summary_accessible_2
20917_brief.pdf
SPED 117 FOUNDATIONS OF SPECIAL
AND INCLUSIVE EDUCATION
Course Information Course Description:
Course Code: SPED 117
This course shall deal with
philosophies, theories and legal bases
Course Title: Foundations of of special education and inclusive
Special and Inclusive Education education, typical and atypical
Credit: 3 units development of children, learning
characteristics of students with special
educational needs, teaching and
Semester Offered: 1st managing these learners in regular
Semester class, and strengthening teachers’
capabilities
Lesson 1.1 – Diversity in the Classroom
MODULE 1 –
Understanding
Lesson 1.2 – Addressing Diversity
Diversity
Lesson 2.1 – Key components of
Classroom Management
MODULE 2 – Lesson 2.2 – Development of a Personal
Theoretical Philosophy of Classroom Management
Foundations in
Classroom Lesson 2.3 – Assessment of Special and
management Inclusive Education
Lesson 3.1 – Gifted and Talented Learners
Lesson 3.2 – Learners with Reading
Impairment and Learners with Speech and
MODULE 3 – Language Disorders
Learners with
Lesson 3.3 – Learners with Hearing
Special Need Impairment and Learners with Orthopedic
Impairment
Lesson 3.4 – Learners with Learning
Disabilities and Learners with Intellectual
Disability
Lesson 4.1 – Marginalized in Education
Module 4 –
Learners in
Lesson 4.2 – Marginalized and Inclusion
other
Marginalized
Lesson 4.3 – Different Learners in
Groups Marginalized Groups
GRADING SYSTEM
Item No, Assessment Tasks Percentage Contribution
1 Attendance & Participation (AP) 15%
2 Learning Task (LT) 20%
3 Assessment (A) 25%
4 Term Examinations (TE) 40%
100%
CLASS INSTRUCTION
Check the VSU Elearning for the Learning Tasks
Attend the Online class via googlemeet every Wed. 10:00-11:30am
Attend the Face-to-Face meeting
Submit the tasks in VSUEE, while take the assessment/quiz in F2F.
Be ready for sharing of insights!
Vision:
A globally competitive university for science, technology, and environmental
conservation.
Mission:
Development of a highly competitive human resource, cutting-edge scientific knowledge
and innovative technologies for sustainable communities and environment.
Instructor: MARK GIL A. VEGA
https://www.unicef.org/eca/sites/unicef
.org.eca/files/IE_summary_accessible_2
20917_brief.pdf
MODULE 1 – Lesson 1.1 –
UNDERSTANDING Diversity in the Classroom
DIVERSITY
At the end of this lesson, you will be able to:
Learning • Determine learner diversity as applied in special
education settings.
Outcomes
• Explain the value of understanding diversity in the
classroom management
MODULE 1 | Lesson 1.1 Diversity in the Classroom SPED 117 | Foundations of Special and Inclusive Education
Motivation Question
Is special needs education a
problem in need of a
solution?
What is Special
Education?
• Special Education is
“specially” designed
instruction to meet the
unique needs and
abilities of exceptional
students.
• Historically, people
with disabilities
were often placed
in hospitals,
asylums, or other
institutions that
provided little, if
any, education.
• Cambridge State Hospital: Opened in1925 as the Colony
for Epileptics. Its name was changed in 1949 to
Cambridge State School and Hospital and in 1967 to
Cambridge State Hospital. The institution cared for many
children with developmental disabilities. Cambridge State
Hospital closed in 1997.
• Faribault State School and Hospital: Opened in 1879 as
an experimental department of the Institute of the Deaf,
Dumb, and Blind serving individuals of all ages with
developmental disabilities.
• Faribault School for the Blind: Established 1874 is now
known as the Minnesota State Academy for the Blind.
• Faribault School for the Deaf: Established 1863, is now
known as the Minnesota State Academy for the Deaf.
• Gillette State Hospital for Crippled
Children: Established 1879, was the first hospital in the
United States for children with physical disabilities. It
became a private institution in 1975.
Social Issues That Special
Education Teachers Face
December 07, 2021
Battle Insufficient Support
• Special education teachers are often under greater
pressure for the achievement of their students than faced
by fellow general education instructors. These teachers
face many issues in special education not assumed by
their peers, which can make it difficult for others to relate
to. School administrators often don’t understand the
problems in special education and fail to support teachers
by attending individual education plan meetings, backing
them up in parent-teacher meetings and assisting with
student interventions.
QUEZON CITY, (PIA) -- The Department of Budget and Management
(DBM) has issued a statement clarifying the budget allocation for
special education (SPED).
"First, allow us to emphasize that the Department of Budget and
Management puts primacy on the value of Special Education (SPED) of
Filipino children with special needs. We give utmost importance in
giving them access to quality education, so that their unique needs are
adequately addressed. We believe that it is in supporting their needs
that we are contributing to the holistic growth of our children," the
DBM said.
It said that while the Department of Education (DepEd) proposed the
retention of the line item for the purpose under the FY 2023 National
Expenditure Program (NEP), no sufficient documentation was provided
to support the same, such as: details of the proposed amount with
specific purposes, basis of computations/parameters, status of the
ongoing conversion and establishment of Inclusive Learning Resource
Centers (ILRCs) funded under FY 2021 and FY 2022 GAA.
PIA - DBM issues statement on SPED budget allocation
Deal with Increased Isolation
• Learning models in special education programs are often
designed in a way that isolates special education teachers
from standard collaborative learning environments.
General education instructors commonly work as part of a
team to educate students, but due to the nature of their
work, special education teachers often work alone with the
same group of students all day. This lack of interaction
often leads to frustration and loneliness.
Encourage Parent Involvement
• Special education teachers need parents to show up at
school conferences, listen to difficulties their children are
having at school and help them to overcome these issues
at home. However, parents do not always take an interest
in the schooling of special needs children, either because
they refuse to believe there is a problem or simply don’t
want to be bothered.
Manage Overcrowded Classrooms
• A special education classroom often contains students of a
variety of different age groups, with various learning
disabilities. The teacher is tasked with providing appropriate
lessons for each group and modifying them to fit the unique
disabilities of each student. In fact, Education Week indicated
that the average special education teacher load is 17.1
students . When budgets are tight and students are crowded
into a special education classroom, the job becomes difficult
and very stressful for the teacher to manage.
Should All Students with Special
Educational Needs (SEN) Be Included
in Mainstream Education Provision? -
A Critical Analysis Huei Lan Wang
1. Children • Several people with sensory
impairments as well as physical
with Special disabilities have been excluded from
the society (Humphries and Gordon,
1992). At times, segregation of the
Needs: A disabled had led to severe social
practices like sterilization and
incarceration. Such practices had been
Historical observed due to misconceptions of
physical and intellectual characteristics
Account (Oliver and Barnes, 1998).
• The provision of appropriate
educational needs for children
2. Segregation with special disabilities has
long been a common issue in
education. Arguments and
versus debates have been raised in
line with the right policies on
Inclusion how to educate children with
special educational needs
(SEN).
• Inclusive schools are
established primarily for
improving the special children's
3. Inclusion learning and development.
Specifically, inclusion aims to
and Child benefit special children through
improvements in their learning
outcomes, including their social
Development skills, academic achievement
and personal development.
According to Ainscow (1991, p.3), inclusion aims to establish
more effective schools that recognize students' difficulties in
learning; hence, effective schools support the need for
appropriate reforms.
• While inclusion is beneficial for
developing the competencies
and skills of both students and
4. Attitude of teachers alike, implementing a
program of inclusion will most
the Educator likely put teachers under
considerable pressure brought
about by the required
environmental restructuring
• The process of education should
be given to children with
5. Inclusion disabilities to make them part of
society. While inclusion may
and help achieve this goal, the
inclusion of children with
learning difficulties in
Resources mainstream schools requires
greater attention
Provision for enough facilities, teaching materials, appropriate
curriculum and learning activities
• Other than the development of
students and teachers
capabilities, the involvement of
6. Inclusion equality is probably the most
significant aspect of the
and Equality inclusion system. Out of this
correlation, inclusion has given
rise to key principles on equality
and special children.
• If children with learning difficulties
lack any progress on academic or
7. Inclusion social ability in mainstream schools,
it is unnecessary to insist on
mainstream schools or integration
and into regular class. With experts
giving tests and attaining
Psychology judgments, it is they who decide
whether to stay in mainstream or
move to special school.
DIVERSITY
• Diversity is defined as the state
Diversity or quality of being different or
varied. It is further defined as
the inclusion of people's
differences, which may relate
to their race, ethnicity, gender,
sexual orientation, mental and
physical ability, culture, and
class.
Learner Diversity
It is the uniqueness of each one that is the root of diversity. Learner
Diversity can be attributed to culture, gender, language, socioeconomic
status, and learning style in a typical classroom
Diversity in the Special
Education Setting
The classroom of students with special needs is
a natural setting of diverse needs and
characteristics. Aside from the sources
mentioned previously, their individual
differences can be explained in terms of
(1) how the child reacts to sensations, processes information, plans
actions, and sequences, behavior, and thought,
(2) the level of functional, emotional, social, and intellectual capacities,
(3) typical and necessary interaction patterns, and
(4) Family patterns.
The implications for understanding learner diversity
are reflected in the provisions of legal mandates
and policies spelled out by the Constitution,
Department of Education, and other agencies,
particularly UNESCO.
Education Act of 1982 and Constitution of the Republic of
the Philippines, Article XIV, Section 5, par. 5 (1987)
mandates that all people regardless of sex, age, creed,
socioeconomic status, physical and mental condition,
social and ethnic origin, political and other affiliations
should be given to access to quality education in line with
the national goals and conducive to their full
development.
UNESCO
The global movement for Education for All (1990) was strongly
reaffirmed by the Salamanca Statement and Framework for Action
(1994) in its principles and policy, ensuring everyone's right to
education regardless of individual differences. The Philippine
participation in this significant conference and the Dakar
Framework 2000 inspired the Philippine Education for All 2015
National Action Plan to include a strong declaration to provide
basic quality education for all and eliminate gender in primary and
secondary education.
As human beings, there can always be bad days and good
days. They make mistakes, and they mess up. You can observe
this situation not only in children with disabilities but also
among children with gifts and talents. These situations make
you understand better their developmental needs, strengths,
and weaknesses so you can plan individual interventions that
are more manageable on your part.
TAKE AWAY
Special Education Needs – 4 things
We Can Do Differently In 2022
Let us build
Relationships
If there is one thing that
SEN students will benefit
from, it is having good
relationships in the
classroom. We have
heard it said that rules
without relationships
lead to rebellion.
Disarm Students with
Understanding -
Students often expect
teachers to react to
underperformance with
inevitable consequences, but
when teachers do the
unexpected, like reacting with
empathy, compassion, and
understanding, the students
become disarmed and
vulnerable in a good way.
Problem Solve in a •-
Meaningful Way
SEN students struggle with
this skill. When we use
underachievement as an
opportunity for problem-
solving, we can make our
students highly productive.
With SEN students, we can
always start by brainstorming
possible solutions to the root
issue and then choose the
most realistic solution. Republic Act No. 11650 titled “Instituting a Policy of Inclusion and
Services for Learners with Disabilities in Support of Inclusive Education
Act,” provides that all public and private schools shall ensure equitable
access to quality education to every learner with disability, such that no
learner shall be denied admission on the basis of disability.
Nurture Students Self
Advocacy Skills –
Helping SEN students through
underperformance requires
sensitivity and authenticity. It
sometimes means being deliberate
about supporting our students'
welfare. When we prioritize the
whole child, rather than just their
academic performance, we bring
them to life. When we address
issues in a student's academic
performance, it becomes an
opportunity to strengthen their self-
advocacy tool kit.
Activity:
What is unique about you?
THANK YOU
