FOUNDATIONS ON

SPECIAL AND
INCLUSIVE EDUCATION
INCLUSIVE EDUCATION

It is defined as a learning environment that

promotes the full personal, academic and
professional development of all learners
regardless of race, class, color, gender,
disability, sexual preference, learning styles
and language.”
❑ Magna Carta for Disabled Persons (Republic Act 7277)
“provides for the rehabilitation, self-development, and self-reliance of disabled persons and their
integration into mainstream society.”
Republic Act 9442 – an act amending RA 7277

❑ Policies and Guidelines in Special Education (DO 117, s. 1987)

“The ultimate goal of special education shall be the integration or mainstreaming of learners with
special needs into the regular school system and eventually into the community.”

❑ DepEd Order No. 72, s. 2009

“Inclusive Education As Strategy for Increasing Participation Rate of Children”
to address and guarantee the right of children with special needs to receive appropriate education
within the regular or inclusive classroom setting
❖Presidential Decree 603- The Child and Youth Welfare Code

❖R.A 7610- Special Protection of Children Against Child Abuse,

Exploitation, and Discrimination Act

❖R.A 7277- The Magna Carta of Disabled Persons amended by

R.A 9442

❖Policies and Guidelines in Special Education

 Republic Act No. 10533
(The Enhanced Basic Education Act of 2013)
K to 12 Program

calls for learner-oriented and responsive

education provision according to the needs,
cognitive and cultural capacity,
circumstances and diversity of all learners
through target-based programs.
The 2016 Basic Education Research Agenda defines
inclusive education as a cross cutting issue implemented
through:

❑Special Education (SPED)

❑Indigenous Peoples Education (IPEd)
❑Madrasah Education
❑Alternative Learning System (ALS)
❑Alternative Delivery Modes (ADMs)
INCLUSIVE EDUCATION PROGRAMS
It also requires that the following six principles be provided
for students who receive special education services:

1. Free and Appropriate Public Education (FAPE).

2. Non-discriminatory Identification and Evaluation
3. Individualized education program (IEP)
4. Least Restrictive Environment (LRE)
5. Parent Participation
6. Due Process Safeguards
 Individualized Education Plan
(IEP)
This legal document is very essential and serves as the
foundation of special education for it contains the services to
be provided to the student with an exceptional disability.

It contains a description of a student’s current level of

educational performance, information on how his or her
disability influences academic performance, and details of
needed adaptations and accommodations.
 Least Restrictive Environment
This refers to the educational
settings in which a student with
disability receives education
services.

When a student cannot perform

satisfactorily in a regular
classroom, he/she will be placed
in a least restrictive environment
in which he /she will received
supplemental aids and services.
This may include part-time or
full-time special education
services in a resource room, self-
contained, or community based-
settings.
 Parent Participation

This is an important action

in establishing home-school-
community collaboration.
Parents, families, guardians,
or any significant adults of a
child with a disability must
be a member of any group
that makes decisions
regarding the placement
and LRE of their child.
 Implementation of SPED Programs According
to Department of Education (2017)
The instructional programs that the SPED teachers shall implement are the following:
1. SELF-CONTAINED/SPECIAL CLASS – a separate class for only one type of exceptionality which
serves moderate to severe types of disabilities;
2. ITINERANT TEACHING – a traveling teacher reaches out to children with special needs in other
schools or at home to provide direct and consultative services;
3. RESOURCE ROOM – a designated place where the child with special needs enrolled in the
regular school program goes to in order to make use of the specialized equipment, either in a
tutorial situation or in a small group session handled by a SPED teacher;
4. PULL-OUT – a kind of program where the child enrolled in the regular class reports to the
resource room for a period of time for special instructions by the SPED teacher;
5. INTEGRATION/MAINSTREAMING – refers to the enrolment of a child with special needs in a
regular class with support services. There are two degrees of integration: Partial Integration and
Full Integration. In Partial Integration/Mainstreaming, a child with special needs enrolled in a
special class is integrated with regular children in non-academic activities like work education,
physical education, arts, school programs, etc, then gradually integrated in the academic subjects
if qualified. Meanwhile, in Full Integration/Mainstreaming, a child with special needs sits in the
regular class in all academic and nonacademic subjects; and
6. INCLUSION – all children with disabilities, regardless of the nature and severity of their
disability and need for related services, receive their total education within the regular
education classroom.
1. Which of the following statement is NOT true about Inclusive
Education?

a. People with disabilities must be treated as persons of dignity.

b. Children with disabilities should have the rights as normal
children do.
c. Children with disabilities must be isolated from their peers.
d. The needs of every child with disabilities should be provided.
2. This is a legal document that contains a description of a
student’s current level of educational performance,
information on how his or her disability influences
academic performance, and details of needed
adaptations and accommodations.

a. Daily Lesson Plan

b. Universal Design for Learning (UDL)
c. Differentiated Instruction
d. Individualized Education Program (IEP)
3. This refers to the educational settings in which a student
with a disability receives education services. In this
setting, it is assumed that all students regardless of the
severity of the disability will be educated alongside their
peers without disability.

a. Home-school collaboration
b. Free and Appropriate Public Education
c. Nondiscriminatory Evaluation and Assessment
d. Least Restrictive Environment
4. It means that all children with disabilities, regardless of the
nature and severity of their disability and need for related
services, receive their total education within the regular
education classroom.

a. Diversity
b. Inclusion
c. Adaptation
d. Modification
5. Republic Act No. 10533 is otherwise known as __________.

a. Magna Carta for Persons with Disability

b. The Philippine Constitution
c. Enhanced Basic Education Act of 2013
d. Presidential Decree No. 603
6. Republic Act No. 7277 is otherwise known as __________.

a. Magna Carta for Persons with Disability

b. The Philippine Constitution
c. Enhanced Basic Education Act of 2013
d. Presidential Decree No. 603
7. The UN Convention on the Rights of Persons with
Disabilities was adopted in what year?

a. 1989
b. 2000
c. 2006
d. 1990
8. ______________ mandates that regardless of the level of
severity of the student’s disability, schools must provide an
appropriate education to ALL children with a disability
(ages 3- 21).

a. Education for All (EFA)

b. Individuals with Disabilities Education Act
c. Magna Carta for Persons with Disability
d. The UN Convention on the Rights of the Child
9. Which of the following is considered as MOST
RESTRICTIVE ENVIRONMENT for learners with special
educational needs (LSENs)?

a. Residential schools
b. General education classroom
c. Self-contained class
d. Resource room
1. Teacher Ben keeps observing that Hiro is having
difficulty in spelling, and reading words ideally
achieved by his classmates. The student exhibited
signs of?

a. Dysgraphia
b. Agnosia
c. Dyscalculia
d. Dyslexia
2. It is characterized by below-average intelligence or
mental ability and a lack of skills necessary for day-to-
day living.

a. Autism Spectrum Disorder

b. Emotionally and Behavioral Disorder
c. Visual Impairment
d. Intellectual Disability
3. It is characterized by a lack of social relationship, a
lack of communication abilities, persistent compulsive
rituals, and resistance to change.

a. ADHD
b. Autism Spectrum Disorder
c. Oppositional Defiant Disorder
d. Speech and Language Disorder
5. It refers to the inability of a person to use one or more
of his/her extremities, or a lack of strength to walk,
grasp, or lift objects.

a. Disability
b. Mobility
c. Mobility Impairments
d. Safety Guidelines
 CATEGORIES OF
EXCEPTIONALITIES
 SPEECH AND LANGUAGE DISORDER
The common speech and language disorders are characterized by difficulty in
understanding language and limited ability in choosing appropriate words and
combining into correct sentences.

❖ Speech Disorder – any deviations in the condition of breathing and voice-

producing mechanism. Problems in articulation, voice, and fluency may occur.
Example – stuttering, omission/substitution/distortion/addition in words.

❖ Language Disorder – the lack of age-appropriate language comprehension or

receptive and expressive abilities in the basic facets of communication namely:
listening, speaking, reading, and writing.
 LEARNING DISABILITY
Learning Disabilities is a generic term that refers to a heterogeneous group of disorders
manifested by significant difficulties in the acquisition and use of listening, speaking,
reading, writing, or mathematical abilities.

❑ DYSLEXIA – is a differential brain function manifesting itself as a specific learning

disability for language involving:
Reading (decoding) Spelling (encoding)
Writing (memory of movement) Speaking

❑ DYSGRAPHIA – The word dysgraphia was coined from the Greek words dys
meaning ill or difficult and graphein meaning to write. Poor handwriting and
trouble pulling thoughts in papers.
❑ DYSCALCULIA – means difficulty with calculation and refers to a severe difficulty in
understanding andusing symbols or functions needed for success in Mathematics
 Autism Spectrum Disorder
The term Autism was first used by Bleuler in 1919 but the syndrome was first
identified by Leo Kanner in 1943.

It is characterized by:
❑ lack of social relationship
❑ a lack of communication abilities
❑ persistent compulsive rituals, and resistance to change.
 VISUAL IMPAIRMENT
LOUIS BRAILLE - He was the inventor of braille , a world-wide system used by blind and visually
impaired people for reading and writing.

Any loss of ability to gather information by seeing might be considered a visual impairment.

• LEGAL BLINDNESS – a condition where visual acuity is 20/200 in the better eye after the best possible
correction with glasses or contact lenses.

• EDUCATIONAL DEFINITION – The degrees of blindness include the following:

• Light perception – a person can differentiate between light and dark, day and night
• Movement perception – a person can detect if an object or person is in motion or in still position
• Travel vision – field of vision is enough to travel safely in familiar areas

• In Special Education:
• Blind children use their sense of touch to read Braille and train orientation and mobility to move
around and travel independently.
• A child with low vision learns to read materials in LARGE print.
 VISUAL IMPAIRMENT - INTERVENTIONS
• ORIENTATION – the mental map people have to move through
environments.

• MOBILITY – the ability to travel safely and efficiently from one

place to another.

• ORIENTATION TRAINING –involves teaching children with visual

impairments to understand their environment and to recognize their
surroundings and their relationship to them.

• MOBILITY TRAINING – involves teaching the child to move

efficiently from place to place in the environment
EMOTIONAL AND BEHAVIORAL DISORDER
Emotional and Behavioral Disorders are characterized by:
❖ behavioral or emotional response in school programs so different
from appropriate age, cultural, or ethnic norms that they adversely
affect educational performance.
❖Is consistently exhibited in two different settings.

❖CONDUCT DISORDER Learning Characteristics:

❖ANXIETY WITHDRAWAL 1. Lower Academic Performance
2. Social Skills Deficits
❖IMMATURITY
 OPPOSITIONAL DEFIANT DISORDER
• Angry and irritable mood: Vindictiveness:

• Often and easily loses temper •Is often spiteful or vindictive

• Is frequently touchy and easily annoyed by
others
• Is often angry and resentful
•Has shown spiteful or vindictive
behavior at least twice in the past six
months

• Argumentative and defiant behavior:

• Often argues with adults or people in
authority
• Often actively defies or refuses to comply
with adults' requests or rules
• Often deliberately annoys or upsets people
• Often blames others for his or her mistakes
or misbehavior
 PHYSICAL DISABILITY
• A physical disability is a substantial and long-
term condition affecting a part of a person’s
body that impairs and limits their physical
functioning, mobility, stamina or dexterity.

• The loss of physical capacity results in the

person having a reduced ability, or inability, to
perform body movements such as walking,
moving their hands and arms, sitting and
standing as well as controlling their muscles.

• Physical disabilities can be caused by either:

❑ hereditary/congenital
❑ adventitious/acquired
 HEARING IMPAIRMENT
• Hearing loss may be mild, moderate, severe, or
profound. It can affect one ear or both ears,
and leads to difficulty in hearing conversational
speech or loud sounds.

• 'Hard of hearing' refers to people with hearing

loss ranging from mild to severe. People who
are hard of hearing usually communicate
through spoken language and can benefit
from hearing aids, and other assistive devices
as well as captioning.

• Deaf people mostly have profound hearing

loss, which implies very little or no hearing. They
often use sign language for communication.
 ATTENTION-DEFICIT/HYPERACTIVITY
DISORDER
• Three major types of ADHD include the following:

• ADHD, combined type. This, the most common type of

ADHD, is characterized by impulsive and hyperactive
behaviors as well as inattention and distractibility.

• ADHD, impulsive/hyperactive type. This, the least common

type of ADHD, is characterized by impulsive and hyperactive
behaviors without inattention and distractibility.

• ADHD, inattentive and distractible type. This type of ADHD is

characterized predominately by inattention and
distractibility without hyperactivity.
The following are the most common
symptoms of ADHD. However, each
child may experience symptoms
differently. The 3 categories of
symptoms of ADHD include the
following:
•INATTENTION:
• Short attention span for age
(difficulty sustaining attention)
• Difficulty listening to others
• Difficulty attending to details
• Easily distracted
• Forgetfulness
• Poor organizational skills for
age
• Poor study skills for age
HYPERACTIVITY:
•Seems to be in constant motion; runs or climbs, at
times with no apparent goal except motion
•Has difficulty remaining in his/her seat even when it
is expected
•Fidgets with hands or squirms when in his or her
seat; fidgeting excessively
•Talks excessively
IMPULSIVITY:
•Often interrupts others
•Has difficulty waiting for his or her turn in school
and/or social games
•Tends to blurt out answers instead of waiting to be
called upon
•Takes frequent risks, and often without thinking
before acting
 INTELLECTUAL DISABILITY

Intellectual disability (ID), once called mental retardation, is

characterized by below-average intelligence or mental ability and a
lack of skills necessary for day-to-day living (ADAPTIVE SKILLS).

People with intellectual disabilities can and do learn new skills, but
they learn them more slowly. There are varying degrees of
intellectual disability, from mild to profound.
What is intellectual disability?

Someone with intellectual disability HAS LIMITATIONS IN

TWO AREAS. These areas are:

• Intellectual functioning. Also known as IQ, this refers to a

person’s ability to learn, reason, make decisions, and solve
problems.

• Adaptive behaviors. These are skills necessary for day-to-day

life, such as being able to communicate effectively, interact
with others, and take care of oneself.
IQ (intelligence quotient) is measured by an IQ
test. The average IQ is 100, with the majority of
people scoring between 85 and 115.

A person is considered
intellectually disabled
if they have an
 GIFTEDNESS
AND TALENTS

• Refers to high performance in

intellectual, creative, or artistic
areas, unusual leadership skills,
and excellence in a specific
academic field.

• Standardized testing of ability

and achievement can assist in
identifying high academic ability
in children and adolescents.
❑ Speech and Language Disorder ❑ Oppositional Defiant Disorder

❑ Learning Disability ❑ Physical Disability

❑ Autism Spectrum Disorder ❑ Hearing Impairment

❑ Visual Impairment ❑ ADHD

❑ Emotional and Behavioral Disorder ❑ Mentally Challenge

ASSESSMENTS AND
CLASSROOM
ADAPTATIONS
CLASSROOM ADAPTATIONS

Accommodation
Modification
1. Professionals assess a child to use the result for diagnosis
and placement. Information from formal and informal
assessment instruments and procedures shall be interpreted to
determine appropriate educational placement and services.

a. Both statements are TRUE

b. Both statements are FALSE
c. The first statement is TRUE and the second statement is FALSE
d. The first statement is FALSE and the second statement is TRUE
2. It is the process of gathering data or information to
make important decisions especially when planning
instructional program for a child with exceptionalities.

a. Educational priorities
b. Educational objectives
c. Assessments
d. Standardized Tests
3. These are changes those teachers make to the
classroom environment that provide students with
equal access to education.

a. Modification
b. Integration
c. Accommodation
d. Inclusion
4. These are changes those teachers make to the
classroom environment including changes in how to
present the instruction, setting, content, and learning
expectation to provide students with equal access to
education.

a. Modification
b. Integration
c. Classroom Adaptation
d. Inclusion
5. It means tailoring instruction to meet individual needs. It
also refers to the variety of teaching techniques. Whether
teachers differentiate content, process, products, or the
learning environment, the use of ongoing assessment and
flexible grouping makes this a successful approach to
instruction.

a. Classroom Accommodations
b. Differentiated Instruction
c. Understanding by Design
d. Individualized Education Program
6. It means tailoring instruction to meet individual needs. It
also refers to the variety of teaching techniques. Whether
teachers differentiate content, process, products, or the
learning environment, the use of ongoing assessment and
flexible grouping makes this a successful approach to
instruction.

a. Classroom Accommodations
b. Differentiated Instruction
c. Understanding by Design
d. Individualized Education Program
7. It is a type of adaptation that creates a personal learning
environment for a child by altering instruction, classroom
environment, assessment and/or other materials and
attributes in order to provide a student with a disability an
equal opportunity to participate in class activities and
demonstrate knowledge and skills.

a. Accommodation
b. Modification
c. Presentation
d. Exclusion
8. It is a type of adaptation that creates a personal learning
environment for a child by altering instruction, classroom
environment, assessment and/or other materials and
attributes in order to provide a student with a disability an
equal opportunity to participate in class activities and
demonstrate knowledge and skills.

a. Accommodation
b. Modification
c. Presentation
d. Exclusion
9. The following are possible strategies that can be used in
the classroom for Learners with ADHD, EXCEPT ONE:

a. Allow learners to have frequents breaks for one hour.

b. Establish a signal to focus learners' attention when needed
(e.g., turning out the lights, counting to three, or clapping
a rhythm)
c. Provide clear, short, visual directions, giving only one
direction at a time.
d. Allow learners to have frequents breaks for one hour.
10. It is a procedure for obtaining information that can be
used to make judgments about children's learning behavior
and characteristics using means other than standardized
instruments.

a. Formal Assessment
b. Informal Assessment
c. Criterion-referenced measure
d. Norm-referenced measure
11. What is the purpose of psychoeducational assessment?

a. Identify the learner's strengths and weaknesses that need

to be addressed.
b. It focuses on the child, with emphasis on drawing all
possible needed inform action about the child.
c. The result will serve as a basis in planning, designing, and
/or improving an intervention program for the child.
d. All of the above
12. These include services or support related to a student’s
disability in order to help a student access the subject matter
and demonstrate knowledge, but in this case, the services
and supports do fundamentally alter the standard or
expectation of the assignment or test.

a. Adaptation
b. Modification
c. Presentation
d. Expectation