LEARNING MANUAL

Foundation of Special and Inclusive Education

Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

Module 1. Inclusive Education: Definition, Concepts and Measures

Pre-test. Write the letter of the correct answer on the blank provided before the number.
(2 points each)

_____1. It is 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.

A. Normalization
B. Mainstreaming
C. Integration
D. Inclusion

_____ 2. This is a program with specialized instruction for kids with similar learning needs.

a. mainstream class
b. resource class
c. self-contained
d. special education class

_____ 3. You practice inclusive education. Which of these applies to you?

I. You accept every student as full and valued member of the class and school
community
II. Your special attention is on learners with specific learning or social needs III.
You address the needs of the class as a whole within the context of the learners
with specific learning or social needs
LEARNING MANUAL
Foundation of Special and Inclusive Education
Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

a. II only
b. I and II
c. I only
d. I and III

_____ 4. Which of the following does NOT characterize special education?

a. Its purpose is to build the academic and developmental skills required to be

successful and independent learners.
b.Provides individualized instruction that is need based.
c. Individual plans are integrated in the class plan.
d. Every student will have a different plan.

_____ 5. Which of the following defines segregation?

a. The child with disability is not allowed to attend a school that all other children in the
community attend.
b. The child with disability attends a school or classroom that is meant only for
students with disability. The resources are only mean for students with disabilities.
Others can‗t have access.
c. The child with disability is placed in a regular classroom with other children but forced
to learn using methods meant only for students without disabilities.
d. The child with disability is placed in the regular classroom with other children. The
teacher modifies the materials, instruction and assessment to meet the diverse needs of the
class.

Objectives
At the end of the module, the student must have:
1. Defined operationally Inclusive Education;
2. Explained comprehensively the concepts of Inclusive Education; and
3. Described the specific measures needed to create inclusive quality education.

Coverage
• Definition of Inclusive Education
• Important Concepts of Inclusive Education
• Specific Measures Need for Inclusive Quality Education
LEARNING MANUAL
Foundation of Special and Inclusive Education
Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

Content
Special education refers to a range of educational and social services provided by the
public school system and other educational institutions to individuals with disabilities who are
between three and 21 years of age. It is designed to ensure that students with disabilities are
provided with an environment that allows them to be educated effectively. Disabilities that
qualify for special education include physical disabilities, such as deafness or blindness;
mental disabilities, such as Down's syndrome and autism; medical conditions, such as
oxygen dependence or traumatic brain injury; learning deficits, such as dyslexia; and
behavioral disorders, such as attention deficit hyperactivity disorder (ADHD) and conduct
disorders ( Encyclopedia of Children‘s Health).
Inclusive education, on the other hand, is the practice of educating students with disabilities
alongside their peers without disabilities, in the same classroom. It is meant for all learners
and is based on the premise that all students develop and learn differently. Therefore, one
fixed way of teaching and learning cannot ensure successful outcomes for all. Also, it is not
just limited to including students with disabilities, but is responsible for ensuring that their
needs are met in the mainstream classroom as well. Inclusive education is when all students,
regardless of any challenges they may have, are placed in ageappropriate general education
classes that are in their own neighborhood schools to receive high-quality instruction,
interventions, and supports that enable them to meet success in the core curriculum
(McManis, 2022).
Some important concepts of Inclusive Education are:
• Exclusion – The child with disability is not allowed to attend to school that all other
children in the community attend.
• Segregation – The child with disability attends a school or classroom that is meant
only for students with disability. The resources are only meant for students with
disabilities. Others can‘t have access.
• Integration – The child with disability is placed in a regular classroom with other
children but forced to learn using methods meant only for students without disabilities.
• Inclusion – The child with disability is placed in the regular classroom with other
children. The teacher modifies the materials, instruction and assessment to meet the
diverse needs of the class.
UNESCO identified four (4) key elements of inclusion:
• Inclusion is a process
• Inclusion is concerned with the identification and removal of barriers
• Inclusion is about the presence, participation and achievement of all students
• Inclusion involves a particular emphasis on those groups of learners who may be at
risk of marginalization, exclusion or underachievement.
LEARNING MANUAL
Foundation of Special and Inclusive Education
Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

Watch: The Power of Inclusive Education by Ilene Schwartz

https://www.youtube.com/watch?v=ZIPsPRaZP6M&t=35s

Implementing inclusive education requires flexible curricula that have been designed
keeping in mind diverse learners. This is to ensure that multiple pathways are provided to
students to reach the same goal, as opposed to the traditional ―one size fits all‖
methodology. There is evidence that suggests that inclusive education benefits not only
learners with disabilities, but those without disabilities as well, and helps build the capacity of
teachers and school systems.
Successful inclusive education happens primarily through accepting, understanding, and
attending to student differences and diversity, which can include physical, cognitive,
academic, social, and emotional. This is not to say that students never need to spend time
out of regular education classes, because sometimes they do for a very particular purpose —
for instance, for speech or occupational therapy. But the goal is this should be the exception.
The driving principle is to make all students feel welcomed, appropriately challenged, and
supported in their efforts. It‘s also critically important that the adults are supported, too. This
includes the regular education teacher and the special education teacher, as well as all other
staff and faculty who are key stakeholders — and that also includes parents.

Measures Needed to Create Inclusive Quality Education

Inclusive education involves transforming the whole education system - legislation and
policy, systems for financing, administration, design, delivery and monitoring of education,
and the way schools are organized. It requires:
• Commitment and investments from education ministries – it takes time and money to
change systems.
• Support for teachers and students – teachers need training and guidance, and students
need to be provided with services to overcome barriers to learning.
• Promotion of respect for diversity and inclusive learning – action is needed to challenge
negative attitudes and prejudice against children with disabilities.
• High expectations of all students – teachers need to invest in and support all children.
• Safe and inclusive environments – children cannot learn if they are frightened either of
teachers or bullying from other children.
• Partnerships between parents, organizations of people with disabilities and schools –
inclusive education will benefit from the widest possible experience and knowledge.
• Systems to monitor progress – it is vital to measure whether the situation is improving,
and if not, what further changes are needed.

Requirements to make inclusive education happen:

LEARNING MANUAL
Foundation of Special and Inclusive Education
Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

• An end to discrimination
• An end to excluding children with disabilities
• Access to primary and secondary education – with sufficient numbers of accessible and
inclusive schools, including for children with disabilities caught in crisis and
emergencies.
• Practical support or adaptations for students to enable them to learn – this is called
reasonable accommodation.‘
• Individual education plans for children with disabilities setting out what accommodations
and support they need.
• Services for specific impairments such as learning braille or sign language, classroom
reorganization and accessible learning materials.
• Teachers adequately trained to work in inclusive schools.

Watch: The Quality Inclusive Education Package https://www.youtube.com/watch?

v=KnuWgFVwn3Q

A checklist of actions governments must take to make inclusive education a reality:

• Commit all government departments to work towards inclusion
• Introduce laws and policies to end discrimination and guarantee the right to inclusive
education
• Make a plan of action and timetable for introducing inclusive education
• Make money and resources available to enable the transition to inclusion
• Collect information and measure progress
• Bring an end to institutions for children with disabilities
• Provide early childhood care and education  Provide teacher training for inclusive
education.
• Introduce inclusive testing and assessment
• Introduce complaints procedures

States should be working as quickly as possible towards a full inclusive education

system. This is called progressive realization. They should not do anything that slows
progress or prevents this from happening without very good reason.
Although not everything may be possible straight away, there are certain things that
States should act on immediately:
• Compulsory, free primary education for all children
• Non-discrimination: removing any forms of discrimination that stop people with disabilities
from getting an education

• Reasonable accommodation: making adjustments to meet individual needs

LEARNING MANUAL
Foundation of Special and Inclusive Education
Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

Activity I. Learning Tasks

These are the things you need to do:

☞ Interviewa Basic Education teacher on his/her understanding of Inclusive
Education through messenger.
☞ Research on Inclusive Education in the internet
☞ Analyze the information obtained from the interview and your research.

II. Learning Tools

☞ Criteria for Grading your Learning Outputs:

Organization 35%
Quality of Information 45%
Grammar, Spelling, Usage 20%
TOTAL 100%

Use the activity form to document your interview / online search. These are just guides. You
may modify or add questions to come up with significant information you needed.

1. What is inclusive education?

____________________________________________________________________
____________________________________________________________________

______________________________________________________________
LEARNING MANUAL
Foundation of Special and Inclusive Education
Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

2. Who will benefit from an inclusive classroom?

3. How do you describe an inclusive education classroom? Give a comprehensive

answer.

______________________________________________________________
____________________________________________________________________

____________________________________________________________________
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4. How do we know that the implementation of inclusive education is successful?

______________________________________________________________
____________________________________________________________________
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LEARNING MANUAL
Foundation of Special and Inclusive Education
Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

III. Learning Outputs

 LEARNING MANUAL
Foundation of Special and Inclusive Education
Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

Guide Questions
1. What is inclusive education?

INTERVIEW: Inclusive education is when all learners regardless of gender, race, sex, age, hierarchical status,
physical difference, intelligence, and etc. gather in a formal school to learn and were given equal opportunity
suited for each need where no one is left behind or discriminated from their right and human dignity.
ONLINE SEARCH: Inclusive education is the most effective way to give all children a fair chance to go to
school, learn and develop the skills they need to thrive. Inclusive education means all children in the same
classrooms, in the same schools.
ANALYSIS: Inclusive education is an important education for all. Its approach suites equally for every
children.

2. Who will benefit from an inclusive classroom?

INTERVIEW: Technically, the community. If we open our schools to be more inclusive in a literal manner
where teachers and administrators advocate inclusivity than being just an idea, our community will be a good
place to live. It'll alleviate our problems in high suicide rate, the marginalized will have more opportunities, and
etc.
ONLINE RESEARCH: All students benefit from the resources available in an inclusive classroom. The special
education teacher can help all kids in an inclusive classroom, not just students who need special education
support. In an inclusive classroom, teachers often break students into small groups and teach them based on
their specific learning needs.
ANALYSIS:

INTERVIEW: Inclusive education is where no learner is left behind man diba so tanan jud learners kay
makaeskuwela nga supported sa government and naay laws backing and safeguarding the rights of these
learners. Also ang mga books and other learning materials and facilities kay maka-cater sa needs and
differences sa mga learners (e.g. braille books, FSL Video materials, and etc.)

ONLINE RESEARCH:

ANALYSIS:

INTERVIEW: Wala nay bigots and pea-brained sa FB ug wala nay magyaga-yaga ug gamit sa mga terms na
"Hoy mura kag badjao ay!" "Nitibo man guro ka!" "Pungkol ka girl?" As long as naa pa ni nga mga derogatory
remarks used by the youth, baba pa and huyang pa ang pag-edukar sa youth when it comes to inclusivity.

ONLINE RESEARCH:

ANALYSIS:
LEARNING MANUAL
Foundation of Special and Inclusive Education
Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

Elaborate on the following:

Jot down the information which you have obtained from the interview
and online search. Write your own answers to the questions.
LEARNING MANUAL
Foundation of Special and Inclusive Education
Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

Post-test. Write the letter of the correct answer on the blank provided before the number.
(2 points each)

_____ 1. Which of the following defines exclusion?

a. The child with disability is not allowed to attend a school that all other children
in the community attend.
b. The child with disability attends a school or classroom that is meant only for students
with disability. The resources are only mean for students with disabilities. Others can‗t have
access.
c. The child with disability is placed in a regular classroom with other children but forced
to learn using methods meant only for students without disabilities.
d. The child with disability is placed in the regular classroom with other children. The
teacher modifies the materials, instruction and assessment to meet the diverse needs of the
class.

_____ 2. Which of the following defines integration?

a. The child with disability is not allowed to attend a school that all other children in the
community attend.
b. The child with disability attends a school or classroom that is meant only for students
with disability. The resources are only mean for students with disabilities. Others can‗t have
access.
c. The child with disability is placed in a regular classroom with other children but
forced to learn using methods meant only for students without disabilities.
d. The child with disability is placed in the regular classroom with other children. The
teacher modifies the materials, instruction and assessment to meet the diverse needs of the
class.

_____ 3. Which of the following will help create a welcoming classroom community? a.
asking the students to introduce themselves on the spot
b. chairs are labelled with students names
c. begin with discussing the don‘ts in the class
d. surprise the class with a POP Quiz

_____ 4. Which of the activity will bring out student‘s strengths?

a. poem composition c. cheer dance competition
b. rap singing d. Open talent show

_____ 5. Which of the following will promote connection with families?

a. Giving of Report cards c. Sponsoring a fund raiser
b. Soliciting for room beautification d. Home visitation
LEARNING MANUAL
Foundation of Special and Inclusive Education
Authors: Aprell L. Abellana, PhD; Daryl Niko L. Cempron, MA; and Richie B. Loren, MA
_________________________________________________________________________

References
Encyclopedia of Children‘s Health. Retrieved from
http://www.healthofchildren.com/S/Special -Education.html

McManis, L. (2022). Inclusive Education: What It Means, Proven Strategies, and a Case
Study. Retrieved from
https://resilienteducator.com/classroom-resources/inclusiveeducation/

UNICEF (2017). Inclusive Education. Retrieved from

https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_summary_accessible_220917_b
rief.pdf

The Power of Inclusive Education by Ilene Schwartz https://www.youtube.com/watch?

v=ZIPsPRaZP6M&t=35s

The Quality Inclusive Education Package Retrieved from https://www.youtube.com/watch?

v=KnuWgFVwn3Q