PED 107 REVIEWER

Lesson 1: Basic Concepts on Special Education and Inclusive Education

What is Inclusive Education?
– is about putting the right to education into action by including all learners, respecting their
diverse needs, abilities, and characteristics, and eliminating all forms of discrimination in the
learning environment (UNESCO, 2009).
– it is the process of strengthening the capacity of the education system to reach out to all
learners (UNESCO, 2017)
– it is also highlighted in the recent DepEd Order 21, series of 2019, also known as the Policy
Guidelines on the K to 12 Basic Education Program.
– accordingly, it is the key standard and core principle of the K to 12 curriculum, and as inclusive
curriculum, it is learner-centered, developmently-appropriate, culture-sensitive, relevant,
gender-responsive and contextualized.

What is Mainstreaming?
– is the practice of educating students with learning challenges in regular classes, in the least
restrictive environment, based on their skills.
What is Integration?
– refers to the creation of spaces such as regular classrooms, special education classrooms or
pull-out services for divers’ learners (Franklin, 1996)
– is the process of addressing and responding to the diversity of needs of all learners through
increasing participation in learning, cultures and communities and reducing exclusion within and
from education (UNESCO).
– it involves changes and modifications in content, approaches, structures and strategies, with a
common vision which covers all children of the appropriate age range and a conviction that it is
the responsibility of the regular system to educate all children (UNESCO, 2005)
Conceptualization of Inclusion, Mainstreaming, and Integration

INCLUSION MAINSTREAMING INTEGRATION

Placement of learners in
the regular class is based
on age, regardless of their
abilities or disabilities.
There are no pullouts and
no shadow teaching.
Placement in the regular
class is based on the
admission requirements.
Provisions of interaction
with regular children, with
Placement in the regular
class in one or more
subjects or activities.
Provisions of interaction
with regular children, with
 the regular class as the
child’s station.
Individualization within the May include shadow
class without pullout. teaching in the regular
class, provision for pullout
and one-on-one.
the SPED class as the
child’s station.
May include tutorial and
other learning-assistance
programs.

• In the latest DepEd Order in the Inclusive Curriculum, the inclusiveness of K to 12 is

expressed through existing programs such as Special Education, Indigenous Peoples
Education, Madrasah Education, and Flexible Learning Options.
• To help provide a clearer view of the concepts of inclusive education and special
education.
Inclusive Education and Special Education

INCLUSIVE EDUCATION SPECIAL EDUCATION

All learners, regardless of the condition, The leaners with disabilities, giftedness, and
participate in a mainstream classroom talents are accommodated in a special class
alongside their age peers. along with other learners of the same
condition.
The leaners adhere to a prescribed curriculum A special curriculum is structured on the
and methodology with some learner’s condition (intellectual disability,
accommodations, adaptations and visual impairments) but is based on the
modifications to meet the needs of learners regular curriculum.
with disabilities, giftedness, and talents.
All students simply require good instruction, The learners with disabilities, giftedness, and
but different teaching strategies may be talents are given specialized and intensive
employed to those with low or very high instruction anchored on their curriculum.
educational needs.
The general education teacher oversees the The special education teacher oversees the
learning of students and in some cases, with learning of the learner with disabilities,
the help of a shadow teacher or a special giftedness, and talents with the collaborative
education teacher. partnerships of other professionals.
Ideal number of learners: For one-on-one: 1
30-35 For group: 3-4
For resource group: 5-10

Lesson 2: Historical, Philosophical, Theoretical, and Legal Foundations of Special and Inclusive
Education
Era of Extermination
– During the Greek and Roman Era, people held such negative views about disability that it was
regarded as a punishment from God, something that signifies being bad or evil.
– Coupled with the need for military superiority, individuals with disability were labelled as
“defectives” that need to be eliminated from the society.
– Thus, it was not surprising that there were calls for infanticide or that a father had the right to
terminate their child’s life if he or she happened to be born with a disability.
Era of Ridicule
– During the Middle Ages, people lived in rigid caste systems that discrimination of individuals
who were different from the majority in the society became apparent.
– Persons with disability were treated with ridicule in which they were used as servants or fool;
they were used as clowns; they were mocked for their deformities and behavior; or may even be
ordered to be put to death.
Era of Asylum

– During the Renaissance Period, the Catholic Church began accepting persons with disabilities
as wards of state.
– This was the start of the humane treatment given to them. They were taken cared for, albeit
in isolation.
– However, the belief that once disabled always disabled rendered these individuals as
uneducable.
Perspective on Education in the Early beginnings of Special Education
– Whereas being taken cared for can be considered as humane treatment for persons with
disability, a different perspective stipulates that without education, there is no humanity.
– Thus, to reinforce equal treatment among all humans, one should have the right to education
regardless of his or her disability.
– This led some individuals to device ways to deliver education to those with disabilities, and
thus, the start of the development of special and inclusive education.
– Among these individuals were Pedro Ponce de Leon (1578), who provided education to deaf
children from nobility.
– Abbe Charles Michel de l’Epee (1960), who put up an institute for the deaf.
– Louis Braille (1829), who invented the Braille script to allow the blind to read.
Timeline of Events, Persons, and Ideas that Shaped the Early History of Special and Inclusive
Education
Mid-1700s

• Joseph Pereire showed interest in a group of individuals called “deafmutes”, who were
generally believed to be unteachable.
• Using a simple sign language and a machine he invented, he systemically taught them to
do simple arithmetic calculations.
• This was one of the first attempts at demonstrating how individuals with handicaps can
be taught through special education.
• Jean Marc Itard was known for his work on intellectual disability. A case he is well-known
for is that of Victor, the wild boy of Aveyron, a child reportedly found wandering naked
in the woods and raised by animals.
• He managed to teach Victor how to identify common objects, letters of the alphabet, and
the meaning of some words; thus, demonstrating the possibility of teaching, individuals
previously deemed unteachable.
• Jean Marc Itard is the was named the Father of Special Education because, even though
he was unsuccessful he attempted to teach the, "wild boy of Aveyron" by behavior
modification which is considered the beginning of special education (Gargiulo, 2015).
Early 1800s

• Special Education programs in the US started to develop.

• Samuel Gridley Howe was known for his work with blind individuals at the Perkins School
for the Blind in Boston.
• Thomas Gallaudet put up a school for the deaf in Hartford, Connecticut.
• Samuel Gridley Howe is known as the first director of the Perkins Institution for the Blind
in Massachusetts and a notable abolitionist during the Civil War era.
• Thomas Hopkins Gallaudet, a congregationalist minister, is acclaimed today for his role
in pioneering education for the deaf in the United States and establishing the American
School for the Deaf in Connecticut.
• Edouard Seguin, Itard’s student, focused on teaching individuals with intellectual
disability.
• Among the institutions he became involved with were Hospice des Incurables in France;
Pennsylvania Training School for Idiots in the United Sates; and Weak-minded and
Weak-bodied Children in New York, which he was instrumental in putting up.
• Seguin is considered the first great teacher in the field of disabilities. He improved upon
Itard's method of sensory training. While he worked as a director at the school for "idiots"
in the Salpetriere asylum, Seguin saw the potential benefits of a physiological method in
treating mental retardation.
Early 20th Century
 • Maria Montesorri developed techniques and materials that can be used to teach learners
with intellectual disability.
• Grace Fernald developed techniques for providing remedial education in putting up.
• Dr. Montessori is best remembered for her contributions including:
1. Programmed instruction
2. Open classroom
3. Concrete learning materials
4. Individualized education
5. Manipulative learning materials
6. Teaching toys
• Grace Fernald’s lasting contribution to the field of education is the method she developed
for teaching disabled readers, a method which utilizes not only the conventional visual
and auditory approaches, but kinesthetic and tactile cues, as well.
1920s to 1940s

• Henry Goddard published a famous study on the Kallikak family (Feeblemindedness: Its
Causes and Consequences, 1914), about a man who fathered an illegitimate child, whose
descendants became retarded, and a legitimate child, whose descendants were of
average to above average intelligence.
• Social and Economic harships took away much of the interest about individuals with
handicaps.
• However, in the 1940s, Alfred Strauss and Heinz Werner became instrumental in special
education, especially in the field of learning disabilities through their research on the
neurological basis of learning disabilities.
• Henry Goddard (1866–1957) gave a paper in which he proposed that intelligence could
be measured and graded according to an 'intelligence quotient', or IQ.
• Alfred A. Strauss, M.D., and Heinz Werner, Ph. D., ultimately came together at the
Wayne County Training School, North-ville, Michigan, in 1937 and there began a
professional collaboration for several years, laying the cornerstone for what today is
known as the field of learning disabilities.
1950s to 1970s

• The improvement of economics and politics at this time helped create a more positive
attitude and available funding for special education.
• Among the programs during this time was Head Start-which promoted early intervention
for children who were or at risk of becoming handicapped.
• Head Start programs promote the school readiness of infants, toddlers, and preschool-
aged children from low-income families. Services are provided in a variety of settings
including centers, family childcare, and children's own home.
1970s and beyond
 • Special Education started to be recognized as a formal and identifiable profession;
parents and advocates also started to acknowledge the rights of individuals with special
needs and importance of special education; and legislation regarding special education
were created.
In a nutshell…
Indeed, the exclusion and discrimination against handicapped students became a focus of
litigation and legislation.
Recent Legislations in the Philippines Supporting Inclusive Education

Section 8, DepEd Order No. 43, series of 2013: IRR of RA 10533 or the Enhanced Basic Education
Act of 2013

• is a policy that recognizes the inclusiveness of the enhanced basic education, and thus,
stipulates the implementation of programs aiming to address the physical, intellectual,
psychological, and cultural needs of all learners, including the following special groups:
o Gifted and talented learners
o Learners with disabilities
o Indigenous people
o Learners under difficult circumstances
Senate Bill 1414:
Bill of the Inclusive Education for Children and Youth with Special Needs

• has been put forth in the Philippine Congress. This is in response to the growing number
of students with disabilities, giftedness, and talents in the Philippines, whereas there is a
lack of access to centers and institutions that provide them with special education and
cater to their different needs.
• the main goal of the bill is to provide every Filipino child and youth with access to
inclusive education, as well as the appropriate resources, materials, and equipment
they need.
Senate Bill 1298:
The Individuals with Disabilities Education Act of 2016 (IDEA)

• is an act that intends to provide free appropriate public education to children with
disabilities.
• it ensures that free appropriate education that emphasizes special education and other
related services will be available for all the children that emphasizes special education
and other related services will be available for all the children with disabilities.
• it also guarantees that there will be qualified teachers and professionals available to meet
the needs of these children.
Senate Bill 996:
Inclusive Education for Children and Youth with Special Needs Act 0f 2016

• is an act instituting inclusive education and establishing special education centers (Sped
Centers) for children and youth with special needs in all public-school divisions.
• it ensures that such Sped Centers will be equipped with resources such as facilities and
personnel,
especially special education teachers and specialists, necessary to provide care and
instruction to children and youth with disabilities, giftedness, and talents.
DepEd Order No. 42, series of 2017:
National Adoptation and Implementation of the Philippines Professional Standards for
Teachers (PPST)

• it intends to set out clear expectations of teachers along the different stages of their
careers; encourage teachers to actively partake in continuing effort to attain proficiency;
and to provide a standard measure to assess teacher performance, identify their needs,
and provide support for their professional development.
CHED Memo 74-77, series of 2017
Policies, Standards, and Guidelines for Bachelor of Elementary Education (BEEd), Bachelor of
Secondary Education (BSEd), Bachelor of Early Childhood Education (BECEd), and Bachelor of
Special Needs Education (BSNEd)

• require that a Professional Education course of Foundation of Special and Inclusive

Education be taken by all teacher education students in order to ensure that all teachers
have the basic knowledge in handling learners with disabilities, giftedness, and talents.
The DepEd Order 21, series of 2019 Policy Guidelines on the K to 12 Basic Education Program

• embedded inclusive education in the K-12 curriculum.

• inclusion in this policy is the core principle, the key standard, and the principle of the
curriculum, where the right pf every Filipino to quality, equitable, culture based and
complete education are promoted through existing programs such as Special Education,
Indigenous Peoples Education, Madrasah Education, and Flexible Learning Options
(FLOs) including Alternative Delivery Mode (ADMs) and the Alternative Learning
Systems (ALS)
History of Special Education in the Philippines
Fred Atkinson – proposed that deaf and blind children should be enrolled in schools like the other
children, after discovering that they are in a census in Manila and nearby provinces.
Delight Rice – the hearing daughter of deaf parents, was the first teacher of the deaf in the
Philippines. In 1907, she and.
David Barrows established the Manila institute foe deaf and dumb, now called Philippine school
for the Deaf located in Harrison, Pasay City.
Maria Villa Francisco was appointed as the first Filipino principal of the School for deaf and blind
(SDB).
History of SPED in the Philippines
1927 The government established the Welfareville Children’s Village, a school for people with
mental retardation in Mandaluyong.
1945 The National Orthopedic Hospital School for the Crippled Children and Youth is established.
1949 Quezon City Science High School was inaugurated for gifted students.
1952 A pilot school for SPED (at the Philippine Women’s University) of mentally handicapped
children was started. All children from this school were transferred from the Special Child Study
Center in Cubao, Quezon City in 1957.
1953 The Elsie Gaches Village was established in Alabang to take care of the abandoned and
orphaned children and youth with physical and mental handicaps.
1954 The 1st week of August was declared as Saving Week.
1960 Some private college and universities started to offer special education courses on graduate
school curriculum
1963 With approval of R.A. No. 3562, the training of DEC teacher scholars for blind children
started at the Philippines Normal University.
1965 Marked the start of training programs for school administrators on the supervision of
special classes held at UP.
1969 Classes for socially maladjusted were organized at the Manila Youth Reception Center
1970 Training of teacher for Children with behavior problems started at the University of the
Philippines
1973 The juvenile and domestic Relations Court of Manila established the Tahanan Special School
for the socially maladjusted children and youth.
1975 The Division of Manila City Schools implemented the Silahis Concept of Special Education
in public elementary schools.
1979 The Bureau of Elementary Education Special Education unit conducted a two-year
nationwide survey if unidentified exceptional children who were in school.
1980 The School for the Crippled Children at Southern Island Hospital in Cebu City was organized.
1995 The summer training for teachers of the hearing impaired was held at Philippine Normal
University
1995 1st National Congress on Mental Retardation at the University of the Philippines in Diliman,
Quezon City, the 1st National Sports Summit for the Disabled and the elderly were held.
1997 Inclusive education was officially adopted by the Department of Education in the Philippines
as a viable educational alternative to cater to the needs of learners with disabilities.
1998 DECS order No. 5 “Reclassification of Regular teacher and principal items to SPED teacher
and special school’s principal item".
1999 DECS order no. 33 “Implementation of administrative order no. 101 directing the
Department of Public Works and highways, the DECS and the CHED to provide architectural
facilities or structural feature for disabled persons in all state college, universities, and other
buildings.

2000 DECS Order No. 11, s. 2000 - Recognized Special Education (SPED) Centers in the Philippines
2002 An ongoing mobile teacher–training program by the Department of Education and the
University of the Philippines trains regular and special education teachers on how to educate
children with special needs.
2007 Special Education Act of 2007 identifies ten groups of Children with Special Needs.
2009 DepEd under its wing had 217 SPED Centers that cater to the needs of children with special
abilities. The department issued Braille textbooks to help especially visually impaired children.
2010 Special Education Act of 2010, an act establishing at least one Special Education center for
each school division and at least three Special Education centers in big school divisions for
children with special needs, guidelines for government financial assistance and other incentives
and support.
2012 DepEd has increased the funding for its Special Education program and is set to open new
centers
2013 DepEd organized a National Conference for SPED Teachers to sharpen their skills.

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The
great teacher inspires.