REVIEWER IN PROF. ED.
103- FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION MIDTERM
LESSON 1: DEFINITION, GOALS, AND SCOPE OF SPECIAL
AND INCLUSIVEEDUCATION
Inclusive Education - Inclusive education means
different and diverse students learning side by side in
the same classroom. They enjoy field trips and after-
school activities together. They participate in student
government together. And they attend the same sports
meets and plays.
Special Education- Special education (also known as
special needs education, aided education, exceptional
education or Special Ed) is the practice of educating
students in a way that addresses their individual
differences and needs. Ideally, this process involves the
individually planned and systematically monitored
arrangement of teaching procedures, adapted
equipment and materials, and accessible settings. These
interventions are designed to help individuals with
special needs achieve a higher level of personal self-
sufficiency and success in school and in their community
which may not be available if the student were only
given access to a typical classroom education.
Definition of Terms
A disability is an impairment that may be cognitive,
developmental, intellectual, mental, physical, sensory,
or some combination of these. It substantially affects a
person's life activities and may be present from birth or
occur during a person's lifetime.
Disability is an umbrella term, covering impairments,
activity limitations, and participation restrictions.
Impairment is a problem in body function or structure;
an activity limitation is a difficulty encountered by an
individual in executing a task or action; while a
participation restriction is a problem experienced by an
individual in involvement in life situations.
 Disability is thus not just a health problem. It is a
complex phenomenon, reflecting the interaction
between features of a person’s body and features of the
society in which he or she lives.
Educators at all levels refer to special needs students
as those with exceptionalities. In general,
exceptionalities fall in six broad categories:
• Intellectual. This includes students who have
superior intelligence as well as those who are
slow to learn.
• Communicative. These students have special
learning disabilities or speech or language
impairments.
• Sensory. Sensory-grouped students have
auditory or visual disabilities.
• Behavioral. These students are emotionally
disturbed or socially maladjusted.
• Physical. This includes students with
orthopedic or mobility disabilities.
• Multiple. These students have a combination
of conditions, such as orthopedically challenged
and visually impaired
Mainstream - People, activities, or ideas that are part
of the mainstream are regarded as the most typical,
normal, and conventional because they belong to the
same group or system as most others of their kind.
Integration - Integration is placing persons with
disabilities in existing mainstream education without
changing the system of education delivery.
Segregation - Segregation occurs when students with
disabilities are educated in separate environments
(classes or schools) designed for students with
impairments or with a particular impairment.
Inclusion - Inclusion involves a transformation of the
education system with changes and modifications in
content, teaching methods, approaches, structures,
strategies, and review mechanisms in place
Acronyms Related to Special and Inclusive Education
LSEN - Learners with Special Educational Needs (South
Africa)
CWSN - Children with Special Need
- Schools affiliated to CBSE were advised
(Circular No. 45 dated 29th October, 2008)
to ensure that no child with special needs is
denied admission in main stream schools, it
has been observed that there are many
schools affiliated to CBSE who are not
abiding by this directive.
PWD - Persons with Disability
ID - 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. 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.
GDD - Global Developmental Delay
- A child with GDD is one who is considered
to have significantly lower intellectual
functioning than their peers.
- To be diagnosed under GDD, the child must
also be significantly limited in at least two
developmental domains, including, gross
motor, vision and fine motor,
communication (i.e.
speech/hearing/language) and social skills.
ADHD - Attention Deficit Hyperactivity Disorder
REVIEWER IN PROF. ED. 103- FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION MIDTERM
- ADHD is a highly genetic, brain-based
syndrome that has to do with the regulation
of a particular set of brain functions and
related behaviors.
LD – Learning Disability
- A learning disability is a neurological
disorder. In simple terms, a learning
disability results from a difference in the
way a person's brain is "wired." Children
with learning disabilities are as smart or
smarter than their peers. But they may have
difficulty reading, writing, spelling,
reasoning, recalling and/or organizing
information if left to figure things out by
themselves or if taught in conventional
ways.
The Historical Foundations of Special and Inclusive
Education
The Beginning of Special Education - As recent as a
hundred years ago, children with disabilities received
little, if any, formal education. In the tradition of
segregating students during the middle to late 19th
century, special schools for those with disabilities
continued to be created in the early
 1900s - These schools claimed to educate
children; however, they primarily served as
residential facilities and institutions.
 1918 - As states began creating a nationwide
public school system, children with disabilities
were usually excluded.
 1850 – 1950 - special classes with people
trained to care for individuals with disabilities
began to develop as teachers noted differences
among students.
During these years, groups of parents of children
with developmental disabilities started schools and
programs. Although these developments were
sporadic, they began to positively change ideas
about teaching these children.
 Mid-1920s - educators began to see the value
of education and community involvement for
individuals with disabilities. Still, children
continued being placed in institutions as many
parents believed these facilities offered the only
educational opportunity available to their child.
Special education was typically only offered in
large cities.
Improved Educational Opportunities
While the Supreme Court ruled in 1954 that
students could not be separated in schools because of
race, the parents’ movement worked to change the
belief that individuals with disabilities could not be
taught.
The movement additionally improved
conditions in state institutions, created educational and
employment opportunities, and proposed legislation. In
public schools, however, more than a million students
were excluded and another 3.5 million did not receive
appropriate services. As many laws specifically exclude
children with certain disabilities, only one in five have
the right to an education.
IDEA
-Beginning with the Rehabilitation Act of 1973 and its
amendments of 1986 and 1992 employment and
educational rights of people with disabilities were
guaranteed from institutions receiving federal funding.
- All school districts were required to develop and
provide a free, appropriate public education for all
children.
- Students with disabilities should be taught in
neighbourhood schools in general education classes.
- The U.S. Court of Appeals ruling, with Timothy v.
Rochester School District, established that all school
districts have the responsibility for educating every
child, including those with disabilities.
- The Americans with Disabilities Act of 1990 further
protected school-aged children with disabilities outside
of education in employment and access to public and
private services.
Inclusion: Another Way to Educate
Although still rare in many school districts, real special
education inclusion began in the
 1990 – The real special education began; when
children with physical disabilities gained access
to neighbourhood schools.
 1993 - Separate classes remain the norm.
 1997 - guaranteed more than access to
education for students with disabilities; it
ensured the rights to a quality education and
quality outcomes.
 2004 - To align it more closely with the general
education No Child Left Behind Act of 2001,
while retaining, expanding, and clarifying
important elements of the 1997 law.
The Past - People who had a disability were seen as
mentally ill. Many of them were placed in Mental
intuitions called Insane Aslyms and were being "cured".
They were treated in very inhumane ways making life
expectancy short for many.
How did special Education move forward?
1975: Education for all Handicapped
This law was created as an effort to provide the
millions of children with disabilities a proper education.
REVIEWER IN PROF. ED. 103- FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION MIDTERM
This included: Zero Reject, Free Appropriate Education,
Least, Restrictive Environment, Parental Participation,
Evaluations, IEP Programs.
1990: Individuals with Disabilities Act (IDEA)
It was designed to protect the rights of students
with disability by ensuring that everyone receives a free
appropriate public education (FAPE), regardless of
ability. The Civil Rights moment inspired the Disability
Rights Movement. This movement was to get rights for
physical barriers such as wheelchair lifts, curb cuts,
buses and ramps.
This movement was also started to eliminate
labels and stereotypes associated with people with
disabilities. This overnight in 1940 parent organizations
formed for the right to educate children with
disabilities. The American Disabilities Act (ADA) came
out of this movement in the 20th Century for right for
disabled people to work.
Present and Future of Special Education
After IDEA was passed there was more push for
inclusion in public schools. The idea of inclusion is that
special education students can be in regular education
schools and not segregated. Inclusion also means the
teacher and school are doing everything in their power
to make sure that the student is fully included.
A. INCLUSIVE EDUCATION IN THE PHILIPPINES
DEFINITION
• INCLUSIVE EDUCATION: The 2009 Department of
Education Order No. 72 defines inclusive education
as the philosophy of accepting all children regardless of
race, size, shape, color, ability or disability with support
from school staff, students, parents, and the
community. - More recently, the 2013 Enhanced Basic
Education Act refers to gifted and talented children,
learners with disabilities, learners of Madrasah,
indigenous peoples, learners under difficult
circumstances, such as geographical isolation, chronic
illness, displacement due to armed conflict, urban
resettlement, or disaster, and abused child as target
groups of inclusive education.
• SPECIAL EDUCATION NEEDS: The 2016 Special
education Senate Bill, yet to be adopted, defines
learners with special needs as children who differ in
mental characteristics, sensory ability,
neuromuscular or physical characteristics, social,
multiple handicaps and/or and therefore require
tailored school practices or special education services.
The Act includes gifted, talented, disabled, impaired
and handicapped persons in need of special
education and services of rehabilitation.
VISION, MISSION, GOALS AND OBJECTIVES OF
INCLUSIVE EDUCATION
 VISION: By 2022, we will have a nation-loving
and competent lifelong learners able to
respond to challenges and opportunities
through the delivery of quality, accessible,
relevant and liberating K to 12 programs by
a modern, professional, pro-active, nimble,
trusted and nurturing DepEd.
 MISSION: To protect and promote the right of
every Filipino to quality, equitable, culture-
based and complete basic education where:
• Students learn in a child-friendly, gender-
sensitive, safe and motivating environment.
• Teachers facilitate learning and constantly
nurture every learner.
• Administrators and staff, as stewards of the
institution, ensure an enabling and supportive
environment for effective learning to happen.
• Family, community and other stakeholders
are actively engaged and share responsibility for
developing lifelong learners.
 SCOPE: This policy framework shall guide
DepEd programs, both in formal education
system and alternative learning system, and
in public and private schools, and support
systems that enable their effective
implementation.
B. INCLUSIVE EDUCATION IN OTHER COUNTRIES
INDIVIDUALS WITH DISABILITIES EDUCATION ACT
(IDEA) – UNITED STATES
In 1975, Congress first recognized the need to
provide a federal law to help ensure that local schools
would serve the educational needs of students with
disabilities.
Education for All Handicapped Children Act - first
special education law has undergone several updates
over the past 30 years. In 1990 the law got a new name,
The Individuals with Disabilities Education Act, or IDEA.
The most recent version of IDEA was passed by
Congress in 2004. It can be referred to as either IDEA
2004 or IDEA.
IDEA gives states federal funds to help make
special education services available for students with
disabilities. It also provides very specific requirements
to ensure a free appropriate public education (FAPE)
for students with disabilities. FAPE is the protected right
of every eligible child, in all fifty states and U.S.
Territories.
Under the IDEA, all children with disabilities are
entitled to a Free Appropriate Public Education (FAPE)
in the Least-Restrictive Environment (LRE). Some
students are also entitled to Early Intervention (EI) and
an Extended School Year (ESY).
The law specifies how schools must provide or
can deny services. It also informs parents about their
rights and how you might be able to work with the
school district in the interest of your child. If your child
has a learning disability, disorder, or any other types of
special needs, it's important that you familiarize
yourself with IDEA. Teachers in the special education
REVIEWER IN PROF. ED. 103- FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION MIDTERM
program at your child's school may also be good sources
to ask about IDEA.
IDEA also allows parents of children age 2 and
under to obtain early intervention services. Meanwhile,
parents of older children 4 those between the ages
of 3 and 21 4 receive special education and related
services under the law.
OTHER COUNTRIES SUPPORTING INCLUSIVE
EDUCATION
1. SOUTH KOREA
• INCLUSIVE EDUCATION: The 2012 Act on Special
Education for People with Disabilities (ASEPD), as
amended in 2019, defines integrated education as
“the provision of education to persons eligible for
special education in a regular school with other
persons of the same age which is suitable for the
educational needs of each individual without any
discrimination according to the type and level of
disability”.
• SPECIAL EDUCATION NEEDS: ASEPD is targeted at
persons with disabilities and at persons with special
education needs. In art. 15, it provides an operational
list of persons who may be considered eligible for
special education provision, namely learners with visual,
hearing, mental or physical impairments, emotional
disturbance or behavioral disorders, autism, speech
impairments, learning disabilities, health impairments,
development delays, or other disabilities.
2. JAPAN
• INCLUSIVE EDUCATION: The Ministry of Education,
Culture, Sports, Science and Technologies (MEXT)
defines the concept of Inclusive education as “a
mechanism that enables persons with disabilities and
persons without disabilities to learn together as much
as possible”.
• SPECIAL NEEDS EDUCATION: The Ministry also
defines “students who need special support” as
those who have physical disabilities, developmental
disabilities such as autism and learning disabilities.
3. THAILAND
• INCLUSIVE EDUCATION: The 2008 Education Act
for Persons with Disabilities (EAPD) defines inclusive
education as the process “providing persons with
disabilities access to general education system, at any
level and in various settings, including enabling
education provision to enable schooling for all groups of
persons, including persons with disabilities”. In 2017,
the National Education Plan for the Year 2017 -2036
broadens the concept, referring to inclusive
education as the education provision for all
learners, including students in socio-economic
disadvantaged situations.
• SPECIAL EDUCATION NEEDS: The National Education
Plan 2017-2036 further clarifies that student with
physical, mental, intellectual, social, emotional,
communication, and learning impairments, and non-
autonomous learners or without guardians are
considered learners with special educational needs.
4. UNITED ARAB EMIRATES
• INCLUSIVE EDUCATION: The School Inspection
Framework defines inclusive education as “the process
through which schools develop systems, classrooms,
programs and activities so that all students are able to
learn, develop and participate together. In an inclusive
school, the curriculum, physical surroundings and
school community should reflect the views and
characteristics of its students. An inclusive school
honors diversity and respects all individuals”.
• SPECIAL EDUCATION NEEDS: The term “special
education” is related to students with any kind of
disability, difficulty, degradation, exception, or other
factor that may affect a student's learning or
educational performance. Under the National Policy for
Empowering People with Special Needs, people with
special needs or disabilities are referred to as ‘people of
determination’. The Law 29/2006 defines a person
with person with special with special needs, as an
individual suffering from a temporary or permanent, full
or partial deficiency or infirmity in their physical,
sensory, mental, communication, educational or
psychological abilities to an extent that limits their
possibility of performing the ordinary requirements as
people without special needs. The official website of the
government of the UAE state that the term 'special
educational needs' is used to describe the educational
needs of any one with a disability, disorder, difficulty,
impairment, exceptionality or any other factor that may
affect a student's access to learning and educational
performance”.
II. School Organization
Considered an inclusive and learner-centred
teaching and learning strategy, the 2016 Basic
Education Research Agenda defines inclusive education
as a cross-cutting issue implemented through special
education, indigenous peoples’ education, madrasa
education, the country's Alternative Learning System
and alternative delivery modes.
Special education (SPED) is part of the country's
education system and is implemented through a specific
programme targeting both children with disabilities and
gifted and talented learners, who need a systematic and
deliberate process to achieve functional literacy and
achieve their individual potential and capability.
Supporting the 1997 Magna Carta for Disabled Persons,
the 1997 Department Order No. 26 on
Institutionalization of SPED Programs in All Schools
established at least one special education centre for
children with special needs in all schools. Called
resource centres for inclusive education, the centres
were intended to support the integration of children
with disabilities into regular schools through the
production of appropriate teaching materials and
continuous assessment. Specific guidelines to set up
special education centres in regular schools were
defined in 2000.
REVIEWER IN PROF. ED. 103- FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION MIDTERM
The 2019 Special Education Act aims literally to
institutionalize inclusive education though the
institutionalization of at least one special education
centre in each school division and three suchcentres in
larger divisions, equipped with adequate qualified staff
and administered by the principal of the regular school.
Indigenous peoples’ schools are registered within the
Department of Education and mainstreamed in the
national education system but benefit from some
flexibility in terms of curriculum, teacher recruitment
and school calendar.
Madrasa education was institutionalized in 2004
through the Standard Curriculum for Elementary and
Public Schools and Private Madaris (i.e. madrasa
schools), and then improved with the Refined
Elementary Madrasah Curriculum in 2011 in public
elementary schools with at least 15 Muslim students
and in private madaris. Madrasa education is provided
in public and private schools within the context of
Muslim culture, customs, traditions and interests
through the integration of the Arabic Language and
Islamic Values Education (ALIVE) in the basic education
curriculum.
The Alternative Learning System is a parallel learning
system to the formal education system usually
conducted in community learning centres. Established
by the 2001 Governance of Basic Education Act, it
provides an opportunity for the out-of-school
population to access and complete basic education.
Alternative delivery mode programmes are based on
self-learning modules to cater for learners in difficult
and different circumstances.
III. Laws, Plans, Policies and Programmes
The 1987 Philippine Constitution enshrines the
right to quality education for all citizens and mandates
the state to take appropriate steps to make it accessible
to all (Art. 14, Section 1). The state must also establish
an integrated education system build upon the needs of
the people (Art. 14, Section 2). The 2013 Enhanced Basic
Education Act 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 programmes. The 2015
Education Plan reaffirms the overarching nature of
inclusive education for the policy and planning
framework for education for all.
Disability
The 1997 Magna Carta for Disabled Persons,
amended in 2007, mandates the state to ensure that
persons with disabilities have access to quality
education, making special education provision able to
serve various types of impairments, in particular the
visually impaired, hearing impaired, those with
intellectual disabilities and other types of exceptional
children throughout the country.
In response to the implementation of the
Magna Carta, the 1997 Department Order No. 26 on
Institutionalization of SPED Programs in All Schools
established resource centres in regular schools to
provide continuous support to children with special
needs. The 2010 department order Strengthening
Special Education Program at the Basic Education Level
financed regular secondary schools to train education
personnel and provide the institutions with adequate
teaching materials.
Memorandum orders in 2000, 2006 and 2008
contained provisions on reasonable accommodation in
higher education. In particular, the 2008 Manual of
Regulations for Private Higher Education encourages
private higher education institutions to admit students
with disabilities.
Inclusion of children with special needs was
promoted in the 2013 Early Years Act, for example
through the use of Filipino Sign Language as the visual
language of the deaf community, and in 2013 with the
Enhanced Basic Education Act, which encourages the
implementation of the Alternative Learning System to
cater for the needs of the target group. The 2015
Education Plan calls for an expansion of the current
basic education services through the multiplication of
special education classes within the regular elementary
and secondary schools and through the inclusion of
learners with disabilities into existing regular classes.
Gender
Gender equality is enshrined in the 1987
Constitution (Art. 14, Section 14). The 2009 Philippine
Magna Carta of Women establishes a non-
discriminatory and pro-gender equality and equity
framework for policy formulation and implementation.
In relation to education, it reaffirms the right of equal
access and elimination of discrimination in education,
scholarships and training. In addition, it declares
unlawful the discrimination in education of women due
pregnancy out of marriage in the form of expulsion,
non-readmission or enrolment prohibition.
In 2013, a joint memorandum was adopted by
various government bodies, including the Department
of Education, to mainstream gender perspectives in
local planning, programming and budgeting.
Ethnic and linguistic groups and indigenous groups
Encouraged by the 1987 Constitution (Art. 14,
Section 2), indigenous peoples’ education was formally
regulated in the 1997 Indigenous Peoples’ Rights Act.
The latter lays down indigenous peoples’ right to equal
access to cultural opportunities, including through the
education system, where they have the right to receive
education in their own language through the
establishment and control of education institutions,
respecting their cultural methods of teaching and
learning. Although Filipino and English are recognized as
official languages for communication and instruction,
regional languages are acknowledged to serve as
‘auxiliary media of instruction’ (Art. 6, Section 7 of the
Constitution).
In response to the distinct education needs of
indigenous communities, the 2004 department order
titled Permit to Operate Primary Schools for Indigenous
REVIEWER IN PROF. ED. 103- FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION MIDTERM
Peoples and Cultural Communities allows the school
curriculum to be adjusted according to the cultural
interest of the community, as long as core learning
competencies are cultivated. Based on the Indigenous
Peoples’ Rights Act, a 2010 department order on the
Alternative Learning System curriculum for indigenous
peoples’ education draws on the Alternative Learning
System curriculum while taking into account the
concerns of indigenous peoples. The 2013 Enhanced
Basic Education Act reaffirms that basic education for
kindergarten and for the first three years of elementary
education must be provided in languages understood by
the learners. It further mandates the Department of
Education to formulate a mother- language transition
programme from the first local language to English for
other grades.
At the policy level, the 2011 department order
Adopting the National Indigenous Peoples Education
Policy Framework aimed to create an inclusive and
respectful education system for learners belonging to
minority groups, ensuring universal and equitable
access of all indigenous people to quality and relevant
basic education and providing adequate and culturally
appropriate learning resources and environments. In
particular, the framework intends to integrate
indigenous knowledge systems and practices and recruit
and train teachers and learning facilitators engaged in
implementing education programmes for indigenous
people. Since 2012–13, mother tongue-based
multilingual education (MTB-MLE) has been
implemented nationwide, with 19 local languages now
used for instruction.
The Philippines’ Response to Indigenous and
Muslim Education (PRIME) programme is an education
development initiative of the Department of Education
that seeks to improve equitable access to and quality of
basic education for girls and boys in disadvantaged
indigenous and Muslim communities.
Poverty
Within the school health and nutrition
programmes, the breakfast feeding program aims to
improve the nutritional status of its beneficiaries and
increase their attendance rate. Expanded to 14 regions,
the programme serves undernourished children from
kindergarten to grade 3. With the introduction of
implementation guidelines in 2012, the feeding
initiative was renamed School-Based Feeding Program
and gave more flexibility to schools. With the aim of
addressing the poorest Filipinos, the Conditional Cash
Transfer programme provides a monthly education
subsidy to encourage school attendance.
Children engaged in labour
The 2015 Education Plan identifies children
engaged in labour as a specific group of unreached and
underserved learners. It sets out to strengthen the
implementation of distance learning programmes at
elementary and secondary levels to reach out to
children who cannot attend regular classes.
Street children
The 2015 Education Plan calls for strengthening
current partnership between government agencies and
partners and the Department of Education to reach out
to street children and their families and provide them
with basic education and other basic services.
UNIT II:
Psychological Bases
1.1 Piaget’s Cognitive Development:
1. Sensori Motor Stage (0-2 years old)
- an infant begins to understand the world
around them by using their senses and bodily objects.
Infants develop object permanence.
2. Pre-Operational Stage (2-7 years old)
- the child can now make mental presentation and is
able to pretend. The child is ever close to the use of
symbols.
3. The concrete Operational Stage ( 7-11 years old)
- This stage is characterized by the child to think
logically but only in terms of concrete objects
4. The Formal Operation Stage
- Children learn logical rules to understand abstract
concepts and solve problems
1.2 Albert Bandura’s Social Learning Theory
Bandura believes observation, imitation, and modelling
are central components of the learning process, and
that behaviourism alone can’t account for every kind of
learning.
Bandura’s theory is a blend of:
Behavioral theory which posits behaviors are
the results of conditioning.
Cognitive Theory which gives weight to
psychological features like attention and memory.
Social Learning Theory highlights the importance of
good role models and explains the corrosive influence
of poor ones.
Four Phases of Learning
1. Attention
2. Retention
3. Reproduction
4. Motivation
Concepts of Social Learning Theory
experience, all play part in how understanding,
or a world view, is acquired or changed and knowledge
and skills retained.
Vicarious Learning - observational learning or learning
through modelling.
REVIEWER IN PROF. ED. 103- FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION MIDTERM
Self-regulated learning (SRL) - learning that is guided by
metacognition (thinking about one’s thinking), strategic
action (planning, monitoring, and evaluating personal
progress against a standard)
Learning Theory describes how students absorbs,
process and retain knowledge during learning.
Cognitive, Emotional and environmental influences, as
well as prior.
“Self-regulated” describes a process of taking control of
and evaluating one’s own learning and behavior
1.3 Lev Vygotsky’s Scafffolding
This theory asserts that the cognitive development of
the children is advanced through social interaction with
other people, particularly those who are more skilled.
Vygotsky believed that social learning come before
cognitive development, and that children construct
knowledge actively.
Vygotsky is most recognized for his concept of Zone
Proximal Development (ZPD) and More Knowledgeable
Other (MKO)
1.4 Jean Lave Situated Learning Theory
This theory is based on the assumption that
knowledge should be presented in authentic context
that involve its application.
It claims that every human thought is adopted to the
environment, that is situated because what people
perceive, how they conceived of their activity and what
physically develop together
It is embedded in authentic context of practice wherein
students engage in increasingly more complex task
within social communities
Social Interaction and collaborations are essential
components of situated learning theory
2. Philosophical Bases:
The general philosophy of special education is
that all people have the ability to learn, regardless of
their particular disabilities.
Inclusivity – the practice or policy of including people
who might otherwise be excluded such as those who
have physical and mental disabilities
Equality – all people will be treated fairly, irrespective
of their age, sex or race.
Inclusive education allows children with special needs to
receive a free and appropriate education along with
non-disabled students in the regular classroom.
Inclusion philosophy rests on the idea that every
individual, regardless of his/her disabilities, has the right
to be incorporated fully into the fabric of society.
Inclusion is the keystone of today’s education which
applies to accommodate or include all human beings.
4 principles of equality
1. the right to recognition of the equal worth and equal
dignity of each human being
2. The right to equality before the law
3. The right to equal protection and benefit of the law
4. The right to be treated with the same respect
3. Historical/Sociological
3.1. Convention on the Rights of Child. The child by
reason of his physical and mental immaturity need
special safeguard and care including appropriate legal
protection, before as well as after birth.
United Nations Convention on the Rights of the Child
(UN CRC) – is an international human rights treaty that
guarantees the fundamental rights and freedom of all
Children.
The 3P’s of Convention on the Rights of Children
1. Provision – includes the right to possess, receive or
have access to certain resources and services.
2. Protection – the rights to be shielded from certain
acts and practices (social and individual misuse) It is
close to parenting.
3. Participation – rights to do things, express oneself
and have an effective voice as an individual child and as
a larger group.
• Key Provisions are:
⮚ Non-discrimination
⮚ Survival and development
⮚ Freedom of thought, conscience and religion
⮚ Abuse and neglect
⮚ Health and nutrition
⮚ Standard of living
⮚ Child Labour
⮚ Sexual Exploitation
⮚ Armed Conflicts
3.2 UNESCO (United Nations Educational, Scientific and
Cultural Organization)
- It seeks to build peace through international
cooperation in Education, the Sciences and Culture.
- It develops educational tool to help people as global
citizens free of hate and intolerance. It works so that
each child and citizens has access to quality education.
- UNESCO promotes inclusive education systems that
remove the barriers limiting the participation and
achievement of all learners, respect diverse needs,
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abilities and characteristics and that eliminates all forms
of discrimination in the learning environment.
3. 3 Education for All (EFA)
- a global movement led by UNESCO aiming to
meet the learning needs of all children youth and adult
by 2015.
- it is under of Sustainable Development Goal
(SDG) No. 4
- the initiative included provisions to ensure all
Filipinos were able to achieve what UNESCO calls
“functional literacy”, the ability to read, write and do
calculations at a level that is sufficient for the country in
which a particular person lives.
• Goals of EFA
1. Expand and improve comprehensive early
childhood care and education
2. Children have access to and complete, free and
compulsory primary education of good quality
3. Equitable access to appropriate learning and
life-skills programes.
4. Equitable access to basic and continuing
education for adults.
5. Achieve gender equality in education
6. Improve the quality of education and ensure
excellence of all.
Philippine Education For All – A vision and a holistic
program of reforms that aims at improving the quality
of basic education for every Filipino by 2015.
Objectives of Philippine EFA 2015
 All youth and adults functionally literate
 Children 3-5 years-olds ready to participate in
schools to eliminate dropout and repetition in
Grade 1-3.
 All pupils and students complete basic education
with satisfactory achievement level.
 Education be made a societal responsibilities.
3.4 K-12 Inclusion Policy
• CORE PRINCIPLE of K to 12 ‒ promotes
institutional sensitivity and responsiveness :
nature, situation, realities of the learner
• POLICY PERSPECTIVE of K to 12 ‒ realized
through learner-centered and context
responsive programs
KEY DIMENSIONS
A. LEARNER
‒ learner-oriented, relevant and appropriate
education
‒ programs responsive to diverse learners
‒ learner’s participation and representation
B. K TO 12 CURRICULUM
▪ inclusion as a key standard & principle
▪ MTB-MLE, varied TLE offerings, tracks and strands
▪ SPED, Madrasah Education, IP Education, Special
Interest Programs, ADMs/FLOs, ALS
• ▪ Quality differentiated instructions thru
- Contextualization of curriculum and learning
materials
- Equal opportunities for active participation in
teaching-learning process
- Provision of options to create, learn and share what
they know and what they can do in both curricular and
co-curricular activities
C. DEVELOPMENT OF LEARNING RESOURCES
‒ locally developed and contextualized learning
resources
‒ varied contexts in learning materials ‒ learner’s
knowledges, learning styles, multiple intelligences,
interests
‒ sensitive to social and cultural contexts with the
community as a learning resource
D. LEARNING DELIVERY
‒ Flexible, option of programs for different types of
learners based on context, background, needs, interests
Leadership and performance must impact on:
• Teaching-Learning: Quality, Relevant, Liberating basic
education
Are the students learning?
Are the students meeting the standards? Does
teaching-learning at basic education improve
the life of his/her family? community
development? nation building?
E. EDUCATIONAL ASSESSMENT
‒ recognizes particularities of learners
‒ Formative and evaluative
‒ Traditional and non-traditional
‒ Authentic assessment
F. LEARNING ENVIRONMENT
‒ support and complement learning delivery
‒ facilitate learning and reinforce effective teaching-
learning
‒ protects learner’s rights
G. TEACHER PROFESSIONAL DEVELOPMENT
‒ all teachers are implementers of inclusive education
‒ continuous capacity development based on Phil.
Prof. Standards for Teachers(August 2017)
‒ Inclusive Education in Teacher Education Programs
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‒ stakeholders involvement in the teachinglearning
process
H. SCHOOL LEADERSHIP AND MANAGEMENT
‒ Inclusive Education as a perspective and policy shall
guide all schools
‒ Inclusive Education in School-based Management
and in the School Improvement Plan
‒ Encourage practices and innovations
4. Legal
4.1 The 1986 Phil. Constitution. Art. XIV –
Education, Science and Technology, Arts, Culture and
Sports Education
Sec. 1 - 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.
Sec. 2.5 – Provide adult citizen, the disabled, and out-
of-school youth with training in civics, vocational
efficiency, and other skills.
4.2 R.A 10533 – Basic Education Act of 2013- including
ALS and learners with special needs
Sec. 3 – Basic Education – Basic Education is
intended to meet basic learning needs which provides
the foundation on which subsequent learning can be
based. It encompasses kindergarten, elementary and
secondary education as well as alternative learning
system (ALS) for-out-of school learners and those with
special needs.
• Elementary Education (6 years old) - the second
stage of compulsory basic education which is
composed of 6 years.
• Secondary Education (12 – 16 years old) – the
third stage of compulsory basic education. It
consist of 4 years in junior high and 2 years of
senior high school education.
4.3 RA 8371 Indigenous People’s Right Act – This act
was implemented to recognized, protect and promote
the rights of indigenous communities or indigenous
people. The state shall also know and give the needs
and desires of the indigenous people.
• National Commission on Indigenous People
(NCIP) – This refers to the office who are
obligated and responsible for the formulation
and implementation of policies, plans and
programs for the indigenous people.
4.4 PD 603 (Child & Youth Welfare Code) 1959
• Applicability: “All persons below 20 yrs old
except those emancipated as the law
provides”.
• Article 1. Declaration of Policy – “The child is
one of the most important asset of the nation.
Every effort should be exerted to promote his
welfare and enhance his opportunities for
useful and happy life”.
4.5 RA 7610 Special Protection Against Child Abuse and
Exploitation (below 18 years old)
• To give protection to persons below 18 years of
age or those over but are unable to fully take
care of themselves from abuse, cruelty and
exploitation.
4.6 RA 9344 Juvenile Justice and Welfare Act of 2006
• Sec. 20. Children Below The Age of Criminal
BAthe child taken into custody is 15 years old or
below, the authority which will have an initial
contact with the child has the duty to
immediately release the child to the custody of
his/her parents or guardian, or in the absence
thereof, the child’s nearest relative.
• If the parents, guardians or nearest relatives
cannot be located, or if they refuse to take
custody, the child may be released to any of the
following: a duly registered nongovernmental or
religious organization; a barangay official or a
member of the Barangay Council for the
Protection of Children (BCPC); a local social
welfare and development officer; or when and
where appropriate, the DSWD.
4.7 RA 9442 Magna Carta for Disabled Persons
• Sec. 32 – Privilege: persons with disability has a
20% discount in all establishment.
4.8 RA 10665 Open High School System Act – Seeks to
provide more learners access to secondary education
through the open learning modality.
Section 2. Declaration of Policy. – It is hereby
declared the policy of the State to broaden access to
relevant quality education through the employment
of an alternative secondary education program that
will enable the youth to overcome personal,
geographical, socioeconomic and physical
constraints, to encourage them to complete
secondary education. This is in line with the
constitutional policy that mandates the State to
“encourage non-formal, informal, and indigenous
learning systems, as well as self-learning,
independent, and out-of-school study programs
particularly those that respond to community
needs”, as stated in Article XIV, Section 2,
paragraph 4 of the 1987 Constitution.
4.9 RA 7277 Rehabilitation and Integration of Disabled
Persons in Mainstream Society amended by RA 9442.
Section 2. (a) – Disabled persons are part of the
Philippines society, thus the Senate shall give full
support to the improvement of the total well-being of
disabled persons and their integration into the
mainstream of society.
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