JAMAICA H.

BALLERA
BEED3
FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
 RESPOND TO THIS #1
1. Define and explain Inclusive Education
In my own understanding of what Inclusive education means, it is “education for all”
meaning it is accepting and embracing one’s person whatever races, class, gender, color, sexual
preference, disability, learning styles and languages in the learning environment. It means the
learning environment accepts us all together with equal opportunities by participating in learning
in all aspects, playing and living, with no discrimination, provide our needs and especially to
believe that we are important in learning process.
Inclusive education values diversity and the unique contributions each student brings to
the classroom. In a truly inclusive setting, every child feels safe and has a sense of belonging.
Students and their parents participate in setting learning goals and take part in decisions that
affect them.

2. Elaborate the meaning of the following:

a. Individually planned  based on needs of student and includes goals/objectives 
designed based on assessment results and parental input. Individualized instruction
refers to the use of strategies, resources and assessments to meet the needs of one particular
learner.
Individualized instruction prepares children to become active and effective learners
developing the skills needed to be life-long learners in an ever evolving world. Individualized
learning essentially allows students to learn at their own pace with teacher direction. They are
still working towards rigorous and challenging learning outcomes, but they are provided a
variety of ways to demonstrate their learning.

b. Systematically Implemented
Systemic instruction is the process of breaking a skill down into individual
components so for students and identify the appropriate teaching method or prompting strategy
that allow for students to fully comprehend instruction about a new skill or learning objective.
Systematic instruction is a great way to show that any student can learn. Educators are also
responsible for breaking skills down to help students learn, no matter their challenges.
Discovering and utilizing the power of systematic instruction can ensure that educators
everywhere are helping students at every grade and level.
c.
 HANDS ON LEARNING #1
Interview an SPED Teacher that you know. Ask about his/her operational
definition on Inclusive Education. Discuss the differences and similarities of the
definition you have learned In this topic to the definition the teacher had given
you..

RUBY CRUZ
DEPED REGION CENTRAL LUZON, DIVISION OF BULACAN, BALIWAG
NORTH DISTRICT, BALIWAG NORTH CENTRAL SCHOOL

Inclusion defined- education of students with disabilities in the regular setting under the
responsibility of a regular education teacher.
Mainstreaming- disabled students are given the opportunity to be placed in a regular class based
on the student’s ability to keep up with the work assigned with some modifications.
Integration-the placement of a disabled child who is enrolled in a special class, in a regular
school, where a student could participate in some activities with nondisabled peers
SALAMANCA STATEMENT
“the fundamental principle of inclusive school is that all children should learn together, wherever
possible, regardless of any difficulties or differences they may have.
SALAMANCA ARTICLE 2
 Regular schools with inclusive education are effective in:
a. Combating discriminatory attitudes
 b. Creating welcoming communities
c. Building an inclusive society
d. Education for all
e. Providing effective education to the majority of children
f. Improving efficiency and cost-effectiveness of the entire educational system

 RATIONALE FOR INCLUSION

a. All children have the right to learn together.
b. Children should not be devalued or discriminated against by being excluded or sent
away because of their disability or learning difficulty
c. Disabled adults, describing themselves as special should survivors, are demanding an
end to segregation.
d. There are no legitimate reasons to separate children for their education,
e. Research shows children do better, academically and socially, in integrated settings.
f. There is no teaching or care in a segregated school which cannot take place in an
ordinary school.
g. Given commitment and support, inclusive education is a more efficient use of
educational resources.
h. Segregation teaches children to be fearful, ignorant and breeds prejudice.
i. All children need an education that will help them develop relationships and prepare
them for life in the mainstream
j. Only inclusion has the potential to reduce fear and build friendship, respect and
understanding.

RESPOND TO THIS #2
1. How does Special Education become special?
Special Education becomes special by means of providing disability students or
individual differences with specialized instruction and needs that will allow them to be
educated effectively and enhance the development of a child.

2. In what way that both parents and their special children benefitted
from Inclusive Education?
 As we all know, parents wants the best for their children and they will do
anything for them. It encourages the involvement of parents in the education of their children and
the activities of their local schools.

Parents are so glad when they see their children with disability have friends and they
enjoyed a normal life without being bullied and discriminate by others. There are no words that
can’t express their happiness because their true happiness is us and they love us more than
themselves. Parents are so pleased when they see their children treated others with respect and
know his or her worth.
 Children with disabilities have the freedom to go to school like normal children.
They can enjoy and experience how to learn, live and to be loved. They are not boring, lonely.
Depress and alone anymore. It encourages the involvement of parents in the education of their
children and the activities of their local schools.

3. To which level that benefit is extended to special children?

It fosters a culture of respect and belonging. It also provides the opportunity to learn
about and accept individual differences. It provides all children with opportunities to develop
friendships with one another. Friendships provide role models and opportunities for growth.
 All children are able to be part of their community and develop a sense of
belonging and become better prepared for life in the community as children and adults.
 It provides better opportunities for learning. Children with varying abilities are
often better motivated when they learn in classes surrounded by other children.
 The expectations of all the children are higher. Successful inclusion attempts to
develop an individual’s strengths and gifts.
 It allows children to work on individual goals while being with other students
their own age.
 It fosters a culture of respect and belonging. It also provides the opportunity to
learn about and accept individual differences.
 It provides all children with opportunities to develop friendships with one another.
Friendships provide role models and opportunities for growth.
 All children can learn
 All children attend age appropriate regular classrooms in their local schools
 All children receive appropriate educational programs
 All children receive a curriculum relevant to their needs
 All children participate in co-curricular and extracurricular activities
 All children benefit from cooperation, collaboration among home, among school,
among community
 HANDS ON LEARNING #2
1. As a future teacher, how would you help children with special
needs have friends?
I will help them by means of the following:
a. As a future teacher, I will use my voice to encourage normal children to be
friendly with them so that they can feel that they are not separated. I will prepare
a game to boost their confidence and help their abilities, capacities and skills to
improve by associating other kids. I will always understand their situation and I
should always show them positive attitude towards them.
b. Offering a Friendly Smile- Teach them to smile in a sociable way to at least one
new person every day. They don't have to say anything or do anything else other
than smile, even in passing. If the other pupils do not smile back, tell your child
they can simply keep moving on or look away.
c. Asking Polite Question teach them the art of polite inquiring. Asking others polite
questions about themselves is a great way for them to learn about them and look
for common interests for building friendships. Teach normal kids to mingle with
respect, honesty and kind to them so that they will feel important and valued. It
also removes pressure from your child because they do not have to carry the
conversation. In time, they will begin to feel more comfortable around these
students as they start interacting with others. As always, continue talking with
your child in a casual way about the new friends they are meeting and what they
have learned about them. Before long, your child's conversations with other
students should begin to grow on their own. Consider having your child pick one
or two friends to invite over for a play date.
RESPOND TO THIS #3
1. What is the status of special education in the Philippines?
Raising a child with special needs is difficult not just because of their disabilities. The
extra help they need like early interventions, therapy sessions and classes can also become quite
expensive. Thankfully, the government has stepped up to address this problem: Special
Education (SPED) in the Philippines is getting funds in the 2020 national budget.
Department of Education (DepEd) Undersecretary for Finance Service and Education
Programs Delivery Unit Annalyn Sevilla confirmed in an interview that the SPED was given
Php107 million in the 2020 General Appropriations Act (GAA). This is the first time the
government has allocated a budget for SPED under the administration of Education
Secretary Leonor Briones, the Manila Bulletin reports.
According to Undersecretary Sevilla, Php100 million will be allocated for the MOOE or
Maintenance and Other Operating Expenses, while Php7 million will be for capital outlay.
However, Sevilla says that the approved funding is still “way below” their original proposed
budget of Php500 million.

2. Identify significant event and discuss the milestone of SPED from

1926 up to present
 Historical Perspective on the Philippines’ Special Education

1902 The interest to educate Filipino children with disabilities was expressed through Mr.
Fred Atkinson, the General Superintendent of Education.

1907 Special Education was formally started in the country by establishing the Insular
School for the Deaf and Blind in Manila.

1926 The Philippine Association for Deaf was founded.

1927 The government established the Welfareville Children’s Village, a school for people
with mental retardation in Mandaluyong.

1945 The National Orthopedic Hospital School for the Crippled Children and Youth is
established
.
1949 Quezon City Science High School was inaugurated for gifted students.

1950 PAD opened a school for the children with hearing impairment

1953 The Elshie Gaches Village was established in Alabang to take care of the abandoned
and orphaned children and youth with physical and mental handicaps.

1954 The first week of August was declared as Sight Saving Week.

1956 Special classes for the deaf in regular class were implemented.

1957 The Bureau of Public Schools of the Department of Education and Culture created
the Special Education Section of the Special Subjects and Service Education.

1958 The American Foundation for Overseas Blind opened its regional office in Manila.

1960 Some private college and universities started to offer special education courses on
graduate school curriculum

1962 The Manila Youth Rehabilitation Center was opened.

1963 With the approval of R.A. No. 3562, the training of DEC teacher scholars for blind
children started at the Philippine Normal University.
1965 Marked the start of training programs for school administrators on the supervision
of special classes held at UP

1967 The Bureau of Public Schools organized the National Committee on Special
education

1969 Classes for socially maladjusted children were organized at the manila Youth
Reception Center

1970 Training of teacher for Children with behaviour problems started at the University of
the Philippines

1971 DECS issued a memorandum on Duties of the Special Education Teachers for the
blind

1973 The juvenile and domestic Relations Court of Manila established the Tahanan
Special School for the socially maladjusted children and youth.

1974 The First National Conference in the Rehabilitation of the Disabled was held at the
Social Security Building.

1975 The Division of Manila City Schools implemented the Silahis Concept of Special
Education in public elementary schools.

1977 ME C issued Department Order No. 10 that designated regional and division
supervisors of special education programs

1978 Marked the creation of the National Commission Concerning Disabled Persons later
renamed as the National Council for the Welfare of Disabled Persons.

1979 The Bureau of Elementary Education Special Education unit conducted a two-year
nationwide survey if unidentified exceptional children who were in school.

1980 The School for the Crippled Children at the Southern Island Hospital in Cebu City
was organized.

1981 The United States Assemble proclaimed the observance of the international year of
the disabled children

1983 Batas Pambansa enacted the Accessibility Law, an act to enhance the nobility of the
disabled persons by requiring cars, building, institutions, establishments and public
utilities to install facilities and other devices

1990 The Philippine institute for the Deaf, an oral school for children with hearing
impairment was established
1991 The First National Congress on Street Children was held at La Salle Greenhills in
San Juan Metro Manila

1992 The summer training for teacher of the visually impaired started at the Philippine
Normal University

1993 DECS issued Order No. 14 that directed regional officers to organize the Regional
Special Education Council (RESC)

1995 The summer training for teachers of the hearing impaired was held at PNU

1996 Third week of January was declared as “Autism Consciousness week”

1997 The first wheelaton-a-race for wheelchair users was the main event on the National
Disability prevention and Rehabilitation Week

1998 DECS order No. 5 “Reclassification of Regular tear and principal items to SPED
teacher and special school’s principal item

1999 DECS order no. 33 “Implementation of administrative order no. 101 directing the
Department of Public Works and highways, the DECS and the CHED to provide
architectural facilities or structural feature for disabled persons in all state college,
universities and other buildings

2000 Recognized Special education (SPED) centers in the Philippines

PRESENT Education under the Philippine Republic

3. What is the purpose of the “White cane Safety Day in the Philippines”
to SPED?

AUGUST 1 is celebrated in the Philippines as “White Cane Safety Day,” pursuant to

Republic Act 6759 of 1989. The law declares that it is the policy of the state to promote and
protect the physical, moral, and social well-being of all persons with visual impairments.
The use of white cane was introduced in 1921 by a Bristol photographer named James Biggs
who used the white cane to help him move around, after he lost his vision in an accident. White
cane was chosen so that even at night, it is visible to pedestrians and motorists.
We too, can help them by not subjecting them to discriminatory attitudes and practices,
and by disseminating awareness on the importance of the White Cane as a symbol for members
of our society who are blind or visually impaired.
 Despite technological advances, the white cane continues to be an essential tool for
millions of people who are visually impaired or blind to be able to travel independently and
safely.

4. Why do preschool teachers need to be acquainted with these significant

events in SPED?
They must be acquainted in order for them to be aware and conscious. They will know
what they are doing or telling when someone ask them about it. It helps them to be more
knowledgeable on what are the significant happenings.

5. Enumerate and discuss the different laws you have learned in

this topic.
Laws for Special Education (Philippines)

Republic Act 7277 (Magna Carta for Disabled Persons)

            This act provides for the rights and privileges of the disabled persons and their
integration into the mainstream of the society. The State acknowledges the disabled persons
as part of the society and that their full potentials have to be developed and improved to
achieve total well-being so that they will become independent and functional into the
mainstream of the society.  For this reason Republic Act 7277 – Magna Carta for the
Disabled Persons has been adopted to ensure their rehabilitation, self-development and self-
reliance, thereby achieving necessary skills and capabilities to take their essential part in the
community.  

14th Congress
Senate Bill No. 2020
SPECIAL EDUCATION ACT OF 2008 (Filed on January 29, 2008 by Defensor
Santiago, Miriam, Pimentel Jr., Aquilino Q., Honasan II, Gregorio B., Ejercito-Estrada,
Jinggoy P., Gordon, Richard "Dick" J.)
Special education refers to the arrangement of teaching procedures, adapted equipment
and materials, accessible settings, and other interventions designed to address the needs
of students with learning differences, mental health issues, physical and developmental
disabilities, and giftedness. Provision of special education is inferred from two provisions
of the 1987 Philippine Constitution. Article II, Section 17 provides that the state must
give priority to education, while Article XIV, Section 1 guarantees that this education be
accessible to all: appropriate steps must be taken.
Chapter II of Title II of the Magna Carta for Disable Persons, RA 7277, introduced some
rules on special education in the Philippines. Sec. 12 mandates that the "State shall take
into consideration the special requirements of disabled persons in the formulation of
 educational policies and programs." On the other hand, learning institutions are
encouraged "to take into account the special needs of disabled persons with respect to the
use of school facilities, class schedules, physical education requirements, and other
pertinent consideration." Specifically, learning institutions are encouraged to provide
"auxiliary services that will facilitate the learning process for disabled persons." Sec. 14
of RA 7277 provides that the State "shall establish, maintain and support complete,
adequate and integrated system of special education for the visually impaired, hearing
impaired, mentally retarded persons and other types of exceptional children in all regions
of the country."

HANDS ON LEARNING #3
Make a timeline of the different milestone of SPED. Share your timeline to
your friends in a Teacher Education course. Explain to them the importance of it to
your field.

1902 The interest to educate Filipino children with disabilities was expressed through Mr.
Fred Atkinson, the General Superintendent of Education.

1907 Special Education was formally started in the country by establishing the Insular
School for the Deaf and Blind in Manila.

1926 The Philippine Association for Deaf was founded.

1927 The government established the Welfareville Children’s Village, a school for people
with mental retardation in Mandaluyong.

1945 The National Orthopedic Hospital School for the Crippled Children and Youth is
established
.
1949 Quezon City Science High School was inaugurated for gifted students.

1950 PAD opened a school for the children with hearing impairment

1953 The Elshie Gaches Village was established in Alabang to take care of the abandoned
and orphaned children and youth with physical and mental handicaps.

1954 The first week of August was declared as Sight Saving Week.

1956 Special classes for the deaf in regular class were implemented.

1957 The Bureau of Public Schools of the Department of Education and Culture created
 the Special Education Section of the Special Subjects and Service Education.

1958 The American Foundation for Overseas Blind opened its regional office in Manila.

1960 Some private college and universities started to offer special education courses on
graduate school curriculum

1962 The Manila Youth Rehabilitation Center was opened.

1963 With the approval of R.A. No. 3562, the training of DEC teacher scholars for blind
children started at the Philippine Normal University.

1965 Marked the start of training programs for school administrators on the supervision
of special classes held at UP

1967 The Bureau of Public Schools organized the National Committee on Special
education

1969 Classes for socially maladjusted children were organized at the manila Youth
Reception Center

1970 Training of teacher for Children with behaviour problems started at the University of
the Philippines

1971 DECS issued a memorandum on Duties of the Special Education Teachers for the
blind

1973 The juvenile and domestic Relations Court of Manila established the Tahanan
Special School for the socially maladjusted children and youth.

1974 The First National Conference in the Rehabilitation of the Disabled was held at the
Social Security Building.

1975 The Division of Manila City Schools implemented the Silahis Concept of Special
Education in public elementary schools.

1977 ME C issued Department Order No. 10 that designated regional and division
supervisors of special education programs

1978 Marked the creation of the National Commission Concerning Disabled Persons later
renamed as the National Council for the Welfare of Disabled Persons.

1979 The Bureau of Elementary Education Special Education unit conducted a two-year
nationwide survey if unidentified exceptional children who were in school.

1980 The School for the Crippled Children at the Southern Island Hospital in Cebu City
 was organized.

1981 The United States Assemble proclaimed the observance of the international year of
the disabled children

1983 Batas Pambansa enacted the Accessibility Law, an act to enhance the nobility of the
disabled persons by requiring cars, building, institutions, establishments and public
utilities to install facilities and other devices

1990 The Philippine institute for the Deaf, an oral school for children with hearing
impairment was established

1991 The First National Congress on Street Children was held at La Salle Greenhills in
San Juan Metro Manila

1992 The summer training for teacher of the visually impaired started at the Philippine
Normal University

1993 DECS issued Order No. 14 that directed regional officers to organize the Regional
Special Education Council (RESC)

1995 The summer training for teachers of the hearing impaired was held at PNU

1996 Third week of January was declared as “Autism Consciousness week”

1997 The first wheelaton-a-race for wheelchair users was the main event on the National
Disability prevention and Rehabilitation Week

1998 DECS order No. 5 “Reclassification of Regular tear and principal items to SPED
teacher and special school’s principal item

1999 DECS order no. 33 “Implementation of administrative order no. 101 directing the
Department of Public Works and highways, the DECS and the CHED to provide
architectural facilities or structural feature for disabled persons in all state college,
universities and other buildings

It is very important to learn inclusive education because we cannot avoid that in the future we
will be handling children with disabilities. It is very essential to learn in order for us to be more
knowledgeable and acquainted about it. This will also guide us in teaching process.