FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

.

STUDY GUIDE FOR MODULE NO. 4

BASES AND POLICIES OF SPECIAL AND INCLUSIVE EDUCATION

MODULE OVERVIEW

Growth and development includes not only the physical changes that occur from infancy to adolescence,
but also some of the changes in emotions, personality, behavior, thinking and speech that children develop as
they begin to understand and interact with the world around them. Skills such as taking a first step  or smiling for
the first time are called developmental milestones.  Development of the child is very essential in the educational
context. Child development tracks children’s physical, emotional, psychological, and cognitive growth which are
the very domain of education.

Another essential for the development of the child or learner are the policies and laws that protect their
rights and dignity. In inclusive education, policies and laws not only protect the learner but also give security to
the learner as he or she feels safe in the school.

On this learning module, you will be able to understand the bases and different policies that protect the
rights of the learner in Inclusive Education.

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to

1. Demonstrate understanding of the philosophies, theories, and legal bases of special and inclusive
education including its application;
2. Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning
environments for learners with special needs; and
3. Demonstrate knowledge of the development of Special and Inclusive Education in the local and
international contexts by constructing a historical timeline.

Bases and Policies of Special and Inclusive Education

A. Psychological Bases

Nature and Definition of Psychology

Psychology has greatly influenced the development of modern education.

Educational theory and practice are conditioned by the nature of human behaviour. What
teachers do, how students learn and how teachers can help students learn are the main
influences of psychology on education.

The term psychology has been derived from two words “Psyche” meaning mind and
“Logos” meaning science. Hence psychology is the science of mind. J.B. Watson
characterized psychology as the science of behaviuor. Experimental psychology, tries to
determine the course or tendencies of human behaviour. Applied psychology, intends to
improve human life with the application of the scientific knowledge of the human behaviour.

PANGASINAN STATE UNIVERSITY 1

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

.

Educational Psychology

Educational Psychology has developed to study scientifically the behaviour of the students
and to help the process of education. It tries to study the educational behaviour of the child
and applies the knowledge psychology in education. It is also defined as the science which
describes and explains the changes that take place in individuals as they pass through
various stages of development from birth to maturity. Educational psychology discusses
process of development of the students, process of learning, social adjustment of the
students, individuals differences in physical abilities and mental traits and powers, interest
and motivation of child and various problems associated with the mental health of the
students.

To understand more:

1. The primary aim of education is the total development of the child.

2. Psychology deals with the total behaviour pattern of man.
3. Modern education is child-centric, that is why psychology studies the nature and
behaviour of the child in different facets.  
4. Child centricism is the direct effect of psychology on education.
5. Modern education – school as a society, activities have importance in the growth of
the child, education is a life-long process

B. Child Development Theories

Jean Piaget’s Cognitive Development

This theory is concerned with the thought processes of a person and how they are
used to understand and interact with the environment. Piaget’s theory focuses on children’s
intellectual development and has four stages.

1. Sensorimotor Stage – From birth to two years old, a child’s knowledge is limited
to his or her use of the senses.
2. Preoperational Stage – From two to six years old, a child learns through the use
of language. However, mental manipulation of information does not take place
yet.
3. Concrete Operational Stage – From 7 to 11 years old, a child begins to think
logically and have better understanding of mental operations. However, abstract
concepts are still difficult to understand.
4. Formal Operational Stage – From 12 years old to adulthood, a person has the
ability to think in abstract concepts.

Albert Bandura’s Social Learning Theory

PANGASINAN STATE UNIVERSITY 2

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

.
This theory believes that learning takes place through observation and modeling. As
a child observes the actions of the people in his or her environment, new information is
acquired and new skills are developed.

Lev Vygotsky’s Sociocultural Theory

This theory believes that children learn actively through hands-on experiences.
Vygotsky highlights the importance of other people such as parents, caregivers, and peers
in the development of children. Culture plays an integral role as well. Interaction with others
allows learning to be integrated in the child’s understanding of the world. Also included in
the theory is the zone of proximal development, which is the portion in between one can do
on his or her own and with help. Children best learn when they are in this zone.

Jean Lave’s Situated Learning Theory

Situated learning theory argues that learning occurs best when it takes place in the
context in which it is applied. Students should act in an apprentice capacity within
communities of practice where learning opportunities arise situationally. As students gain
experience and competence they gradually move from an apprenticeship role to full
participants in their community of practice.

C. Philosophical Bases (Inclusion and Equality)

Inclusion

In DepEd Philippines, the 2009 Department of Education Order No. 72 defines inclusive

education as the philosophy of accepting all children regardless of race, size, shape,
colour, ability or disability with support from school staff, students, parents and the
community.

Equality and Equity

Equality is the provision of equal treatment, access, and opportunity to resources

and opportunities (Gunn, 2018). Essentially, everyone gets the same thing, regardless of
where they come from or what needs they might have. 

While, Equity is the provision of personalized resources needed for all individuals to
reach common goals. In other words, the goals and expectations are the same for all
students, but the supports needed to achieve those goals depends on the students’ needs
(Equity Education, 2019). 

Equality asserts that every student should have the same access to a high quality
education regardless of where they come from. It also requires that all students be held to
the same standards and objectives regardless of their circumstances, abilities, or
experiences. Equality focuses on what is fair within the group.

PANGASINAN STATE UNIVERSITY 3

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

.
On the other hand, Equity recognizes that different students need different resources
to achieve the same goals as their peers. It takes into consideration the fact that a student
with a disability requires different physical supports at school than a peer who does not
have a disability. Equity highlights what is fair for the individual.

Therefore, in Inclusion, all students should have equal access to high quality

education and once they get it, they should be afforded equitable supports to
achieve success. 

D. Historical/Sociological Bases

Convention on the Rights of the Child

That children are not just objects who belong to their parents and for whom decisions
are made, or adults in training. Rather, they are human beings and individuals with their
own rights. The Convention says childhood is separate from adulthood, and lasts until 18; it
is a special, protected time, in which children must be allowed to grow, learn, play, develop
and flourish with dignity. The Convention went on to become the most widely ratified human
rights treaty in history and has helped transform children’s lives. 

Education for All (EFA)

The Education for All movement is a global commitment to provide quality basic

education for all children, youth and adults. The movement was launched at the World
Conference on Education for All in 1990 by UNESCO, UNDP, UNFPA, UNICEF and the
World Bank. Participants endorsed an 'expanded vision of learning' and pledged to
universalize primary education and massively reduce illiteracy by the end of the decade
2005-2015.

K to 12 Inclusion Policy

Inclusive Education is the core principle of the K-12 Basic Education Program. This
promotes the right of every Filipino to quality, equitable, culture-based, and complete basic
education. Through inclusive education, all Filipinos will realize their full potential and
contribute meaningfully to building the nation. (DO 21, s. 2009)

E. Legal Bases

a. Article 14, Section 1 of the 1987 Philippine Constitution - The State shall protect and
promote the right of all citizens to quality education at all levels, and shall take
appropriate steps to make such education accessible to all.

b. BP 344 (1983) - Accessibility Law

c. RA 7277 (1992) - Magna Carta for Disabled Persons

* Equal rights and priveleges for PWDs on employment, education, health,
telecommunications, auxilliary social services, accessibility, political and civil

PANGASINAN STATE UNIVERSITY 4

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

.
rights.
* Penalties for violations of law
d. Administrtive Order 35 (2002) - National Disability Prevention and Rehabilitation
(NPDR Week) every 3rd week of July
e. Guidelines in the Admission of Students with Disabilities in Higher Education and
Post-Secondary Institutions in the Philippines 2004
f. RA 9442 (2007) - Amendment of RA 7277 (Privelges to PWDs)
* 20% discount priveleges to PWDs
* Change name from Magna Carta for Disabled Persons to Magna Carta for
PWDs
* Added clause on deliverance from public ridicule and vilification
g. NCDA Administrative Order No. 001, s. 2018 - Guidelines on the Issuance of PWD
ID cards relative to RA 9442
h. RA 10070 (2010) - Amendment of RA 7277 (Implementation of Programs and
Services for PWDs in every province, city, and municipality - PDAO Law)
i. RA 10366 (2013) - Accessible Polling Places for PWDs and Senior Citizens
j. Proclamation No. 688, s. 2013 - Declaring the Period of 2013-2022 as the Philippine
Decade of “Make the Right Real” for PWDs
k. RA 10524 (2013) - Amendment of RA 7277 (Expanding the Positions Reserved for
PWDs)
* 1% of all government agencies, offices, corps shall be reserved for PWDs
* Private companies with over 100 employees are encouraged to reserve at
least 1% for PWDs
l. RA 10754 (2016) - An Act Expanding the Benefits and Priveleges of PWDs
* Exemption of VAT on the following sale of goods and services
* Inclusion of Funeral Services

m. Civil Service Commission MC No. 20, s. 2017 - express lanes for PWDs in all
commercial and government establishments
n. RA 11228 (2019) - Amendment of RA 7277
* All PWDs shall be automatically covered by the National Health Insurance
Program (NHIP) of the Philhealth and that the PhilHealth shall develop exclusive
packages for PWDs that will address their specific health and development needs.

Other laws include:

*RA 10533 Enhanced Basic Education Act – including ALS and Learners with Special
Needs
*RA 8371 Indegenous People’s Right Act
*RA 7610 Special Protection Against Child Abuse and Exploitation
*RA 9344 Juvenile Justice and Welfare Act

LEARNING ACTIVITY 4: Reflection

Reflect on this question, “How important for you are the bases and policies in special and inclusive education in
your journey as future teachers?” Cite a situation that you might experience in the future as a future educator.

SUMMAR

PANGASINAN STATE UNIVERSITY 5

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

.

REFERENCES

 https://www.officialgazette.gov.ph
 https://www.ncda.gov.ph/disability-laws/implementing-rules-and-regulations-irr/implementing-rules-and-
regulations-of-republic-act-no-9442/
 https://www.ohchr.org/en/professionalinterest/pages/crc.aspx
 Equity in Education: Defining Equity, Equality, and Standardization By Dr. Laura Latta, M.Ed.,
Ph.D., Director of Post-Secondary Partnerships & Research
 Foundations of Special and Inclusive Education. Cristina Nieves Aligada-Halal and et.al. Rex Bookstore
Publications, 2020.

PANGASINAN STATE UNIVERSITY 6