PROFED3 “Foundation of Special and Inclusive Education “

What’s the difference?

Inclusive education – focuses from the view of disability that results on how to cope from the interaction
between the environment and condition of the person with disability. ( meaning it is about the
connection between the person who has a disability to the environment he or she is in. / look on the
necessary adjustment to the learning community and will develop or enhance a teaching strategy
involving person with disabilities.( giving the person has a disability what should we do and there is a
part of education or the word education there meaning there is an academic involve on what should an
institution do in order to give students the appropriate learning, the appropriate education that they
need to take although they have these lapses

Special education- emanates from a medical view of disabilities / focuses on correcting deficits of person
with disabilities to enable them on function effectively in society.

= this course addresses the need to prepare teachers to handle students with disabilities in both
segregated and inclusive setting=

DEPARTMENT IF EDUCATION HANDBOOK ON INCLUSIVE EDUCATION

Envisioned that the child with special needs will gets full parental and community support for his/her
education without any discrimination of any kind.

This special child should be provided with a healthy environments along with the leisure and recreation
and social security measures.

It does not only include students with disabilities but also to the gifted and talented students

Technical committee on special education coined as “students with additional need “

GOALS OF INCLUSIVE EDUACTION

 To provide children with special needs appropriate educational services with the mainstream od
basic education
 To enhance strategical key areas in human resource development, family involvement and
active participation of government and non-government or the NGOs

HOW WILL THEY ACHIEVE? To achieve these goals, the following principles should be met;
1. Responsiveness to rights
2. Sensitivity to responsive ness to context
3. “ No learners left behind

SCOPE OF INCLUSIVE EDUCATION

 General educational authorities are responsible for the education of person with disabilities in
integrated setting.
 Parent groups and organization of persons withb disabilities should be involved in the education
process at all levels.
  In state where education is compulsory it should be provided to girls and boys with all kinds and
levels of disabilities, including the most severe
 Special attention should be given in the following areas; (a) very young children with disabilities
(b) Pre-school children with disabilities (c) adults with disabilities, particularly women

TO ACCOMMODATE EDUATIONAL PROVISIONS FOR PERSONALS WITH DISAABILITES IN THE

MAINSTREAM, STATES SHOULD
A. Have a clearly stated policy, understood and accepted at the school level and by the wider
community.
B. Allow for curriculum flexibility, addition and adaptation.
C. Provide quality materials, ongoing teachers, training and support teachers.

 In situation where the general school system does not yet adequately meet the all need of all
persons with disabilities, special education may be considered

PSCHOLOGICAL, PHILOSOPHICAL AND LEGAL BASES

PSYCHOLOGICAL BASES

 Lev Vygotsky’s Scaffolding and ZPD

-“social interaction plays a critical role in child’s learning”
For lev Vygotsky at first this student should be full guided and then as time goes by somehow a
little guidance, then after sometime when they are ready to do that you let them do task
independently and that is one way , why we have inclusive education they believe that theses
students need to be helped by their peers by even regular students themselves and the teachers
inside the classroom as they communicate as they interact this type of student will be able to do
it on their own.

 Situated Learning of Jean Lave

-Learning that take place in the same context which is applied.
For jean lave the class should be in a certain situation like they got they need to go outside
interview someone immerse with different context ( for students with special needs these
students will be more immersed I think even the regular ones we be immersed how about more
about this students with special needs

 John Piaget’s Cognitive Development

-4 Stages of Development
Sensorimotor Stage
Pre-Operational Stage
Concrete Operational Stage
Formal Operational Stage
(John Piaget believe that learning is a process that means that we should strictly follow or one
should strictly undergo these stages no shifting of stages/
schema- is more of the stock knowledge, what we already know or what we are learning

 Bandura’s Social Learning

-4 mediational process: attention, retention, reproduction, motivation
(The kids or a child here is watching television like punching and punching or something the kid
is just watching and the suddenly when he was giving this badal he also punch it) meaning
students will only learn because they give attention to it is retained inside their mind and then
reproduced the act, the motivation is that whether you are going to praise or punished the kid
or a person in doing that act that is banduras social learning

HISTORICAL AND SOCIOLOGICAL BASES

Convention on the rights of the child

 Life, survival and development
 Protection from violence, abuse or neglect;
 An education that enables children to fill full their potential;

United Nation Educational, Scientific and Cultural Organization(UNESCO)

 Attaining quality education for all and lifelong learning;

 Mobilizing science knowledge and policy for sustainable development
 Addressing emerging social and ethical challenges;

Education for all (EFA)

 Ensure that by 2015 all have access to and complete, free and compulsory
primary education of good quality

K to 12 inclusion Policy

 Responsive to rights
 Sensitivity and responsive to context
 Recognize and respect learners’ right to relevant and responsive to their context

(these are for our offshoot of the inclusive education like somehow they are able to summarize it into
becoming inclusive education because this four has this principle that we have give quality education to
everyone equality and equity to each and everyone)

LEGAL BASES

 The 1987 Philippine Constitution

 RA 10533 Enhance Basic Education Act
 RA 8371 Indigenous People’s Right Act
 PD 603- The Child and Youth Welfare Code
 RA 7610 Special Protection Against Child Abuse and exploitation
 RA 9344 Juvenile Justice and Welfare Act
 RA 10665 Open High School System Act
 RA 7277 Rehabilitation, and Integration of disabled Person In Mainstream Society
TYPOLOGIES OF LEARNERS WITH SPECIAL NEEDS

Categories of Special Needs (Garcia 2018)

 Physical Needs
 Developmental Needs
 Behavior/Emotional Needs
 Sensory Impaired Special Needs

Behavioral/ Emotional needs- the way they behave.

 DISSOCATION
-lack of connection in someone’s thoughts, memory or sense of identity
-resulting multiple disorders or other dissociative disorders.
-mistrust authority and keep secrets, making difficult to treat them.
 OBSESSIVE COMPULSIVE DISORDER:
-have obsession or excessive thoughts that lead to repetitive, compulsive behaviors.
-affects people of all ages results in unwanted, intrusive thoughts and urges.
 ATTENTION-DEFICIT (HYPERACTIVITY) DISORDER:
- A disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that
interferes with functioning or development.
 EATING DISORDER
-with abnormal eating habits – be they insufficient or excessive – can be categorized as having
an eating disorder
-like anorexia and bulimia, can affect someone’s physical and emotional health.

SENSORY IMPAIRED SPECIAL NEEDS

 SIGHT IMPAIRED: Blindness and loss of sight

 HEARING-IMPAIRED: Deafness and loss of hearing can affect the way an individual learns and
processes
 SENSORY PROCESSING DISORDER: A person with this disorder has difficult receiving and
responding to information from the senses: vision, hearing, touch, smell and taste. They may
have a heightened or lower sensitivity to stimuli like tolerating light, being touched, maintaining
eye contact and loud noises.
OTHER TYPOLOGY OF LEARNERS

GIFTED AND TELENTED LEARNERS

Qualities of the gifted and talented

 They learn more quickly and independent that most students their own age.
 They often have well-developed vocabulary, as well as advanced reading and writing skills.
 They are very motivated, especially on task that are challenging or difficult,
 They hold themselves to higher than usual standard or achievement.
 They are not necessarily awkward socially, less healthy or narrow on their interest – in fact,
quite the contrary.

ENRICHMENT VS. ACCELARATION

ENRICHMENT- involves providing additional or different added on to the usual curriculum goals and
activities/ instead of moving ahead to more difficult kinds of math programs, the students might work
on exists to help classroom teachers working with gifted students ( and save teachers the time and work
of creating enrichment materials themselves) LIMITATION: since enrichment is not part of the normal,
officially sanctioned curriculum, however there is a risk that it will be perceived as busywork rather that
as intellectual stimulation, particularly the teacher herself is not familiar with the enrichment material or
is otherwise unable to involve herself in the material fully.

ACCELARATION- involves either a child’s skipping a grade, or else the teacher’s redesigning the
curriculum within a particular grade or classroom so that more material is covered faster/ believes that
children who have skipped a grade usually function well in the higher grade, both academically and
socially. LIMITATIONS: skipping grades cannot happen repeatedly unless teacher, parent and the
students themselves are prepared to live with large age maturity difference within single classrooms/
there is no guarantee that instruction in the new, higher-grade class room will be any more stimulating
than it was in the former, lower-grade classroom/ redesigning the curriculum is also beneficial to the
student, but impractical to do on widespread basis; even if teachers had the time to redesign their
programs, their programs, many non-gifted students would be left behind as a result.

*LEARNERS IN DIFFICULT CIRCUMTANCES

 Homeless children
 Orphaned/abandoned children.
 Working
 Children in bondage (slavery)
 Migrant children
 Street children
 Child beggars

*LEARNERS IN INDIGENOUS GROUP

PROGRAMS FOR SPECIAL EDUCATION

Early intervention

 Physical skills (reaching crawling, walking, drawing, building)

  Cognitive skills (thinking, learning, solving problems)
 Communication skills (talking, listening, understanding others)

TYPES OF MAINSTREAMING

1. Partial mainstreaming toward inclusion

-students are educated in regular classes at least half the day
-receive additional help or specialized services
-pull-out from time to time

2. Full mainstreaming or inclusion

- complete regular instruction

-receive all special services in general classroom

TRANSITION PROGRAM

i. Daily living skills

ii. Personal and social skills
iii. Occupational guidance and preparational

SUSTAINING PROGRAMS

 Establishment of 276 special education centers nationwide

 Provision of SPED items
 Downloading of funds

“EVERYONE IS SPECIAL. SOME MAY JUST NEED A LITTLE, OR MORE ASSISTANCE THAT THE OTHER.”