Suggestion---maau kaha,magsugod ta sa CHED Memo offering Foundations, then

concept sa EFA, Inclusion, Special Education, then all students taking up education
course in the BEED, BSED, BECED, BSNED Program.
Then Pandemic, g on hod and face to face, nag online
Thus, the Module in Foundation.....
Chapter 1-5

The CHED Memorandum Order No. 75, series of 2017–which talks about the
implementation of the shift to learning competence-based standards or outcomes-based
education in response to the 21st Century Philippine Education Framework–offered
foundations to strengthen the quality of education in the Philippines by honing and
producing future educators through the framework above and other salient documents
of this CMO (CHEd, 2017).

The abovementioned memorandum order aligns with the goals for Education in the
Philippines, which is guided by SDG 4 from UNESCO’s 17 Sustainable Developmental
Goals, in addition to the World Bank’s Education for All, which advocates for improving
access and quality of primary education, and the Salamanca Statement and Framework
for Action on Special Needs Education which promotes inclusive education as it is the
most effective to education to the majority of children.

Then, in 2020, when the epidemic began, there was a change in how education was
implemented worldwide, including in the Philippines. This was done so that, despite the
pandemic, students could continue their studies.

Thus, the module in Foundation of Special and Inclusive Education, divided into five
chapters, deals with necessary concepts, philosophies, theories, and legal bases of
special needs and inclusive education, typology of learners, learning characteristics of
students with special educational needs, and strategies in teaching and managing these
learners in the regular class.

Let’s look at each chapter to know what encompasses them.

Chapter 1 - the Definition, Concept, Special & Inclusive in the Philippines and
Special and Inclusive Education Best Practices provides contexts of Special
Educational Needs and Disabilities (SEND) and the education of children with SEND by
the definition of its meaning and principles.

This means that in this chapter, the learners should be able to define Special and
Inclusive Education, understand its concepts, and knows about the Philippine Special
and Inclusive education and the implementation of its best practices.

Moving on, Chapter 2, the Bases and Policies of Special and Inclusive Education.
This chapter mainly delves into the recognition of the right to education for children with
disabilities and the different international, national, and institutional initiatives to promote
special and inclusive education.
To be specific, it aims to impart advanced ideas essential in the formulation of policies;
insights on the effect of collaborations of stakeholders, government, and non-
government agencies to special and inclusive education; its implementation in the
Philippines; its efficiency and effectiveness in the delivery of instruction; and innovations
in dealing with learners with special educational needs.
Consequently, Chapter 3, the Typology of Learners with Special Needs, discusses
the different types, classifications, and characteristics of children with special needs.
This is for the pre-service teachers to know, recognize, and obtain understanding and
background with the types and characteristics of special needs of these children with
additional requirements.

Afterward, in Chapter 4, the Assessment, Learning Resources, and Instructional

(INPUT) Accommodation focuses on the different types of assessment, learning
resources, and instructional accommodations for children with special needs. This time,
they will encounter Universal Design for Learning principles when designing
assessments to ensure an accurate assessment of the learners’ skills and knowledge
and explore flexible options that can improve access, support learner performance, and
reduce potential threats.

Finally, Chapter 5, the Trends and Issues in Inclusive and Special Education,
investigates the various ways in which special and inclusive education continues to be
accepted to fulfill the ever-changing demands of time.
Here, the learners are introduced to the tools and technology-based applications
available in the academic aspects and the transition education in special education.
With this, the learners will delve more into the concerns of inclusion and mainstreaming
strategies.

The module in Foundation of Special and Inclusive Education ensures that the
necessary concepts needed for the preservice teachers to learn are included to produce
the quality of teachers that Cebu Normal University always aims to have.