PED16 Foundation of Inclusive Special Education

Foundation of Special and Inclusive Education
PED 16
Merlyn N. Luza
by
Merlyn N. Luza
and
Jose Rizal Memorial State University
Copyright © 2020 Merlyn Luza
All rights reserved. No part of this course module may be reproduced or used in any
manner whatsoever without the express written and permission of the author except for
the use of brief quotation in a book review.
ISBN: _____________
Page and cover designed by: _______________________
First Edition, 2020
JOSE RIZAL MEMORIAL STATE UNIVERSITY

Gov. Guading Adaza S. Sta. Cruz, Dapitan City, 7107
jrmsu_univpress@yahoo.com
Course Introduction
Course Description
The Technical Committee on Special Education respectfully proposes a change in

the program name from Bachelor of Special Education to Bachelor of Inclusive and
Special Needs Education. The Convention on the Rights of Persons with Disabilities
(CRPD) was signed by the Philippines in 2006 and ratified by Philippine Congress in 2008.
As a signatory to the CRPD, the Philippine government shall ensure access of persons
with disabilities to an inclusive system of education. This entails providing educational
support and reasonable accommodations to students with disabilities in the context of
general education. The practice of special education is no longer limited to special
education centers but to general/regular education classrooms as well, where students
with disabilities learn side by side with non-disabled peers.
The CRPD states that the government “shall take appropriate measures to employ
teachers, including teachers with disabilities, who are qualified in sign language and/or
Braille, and to train professionals and staff who work at all levels of education. Such
training shall incorporate disability awareness and the use of appropriate augmentative
and alternative modes, means and formats of communication, educational techniques and
materials to support persons with disabilities.” The proposed change in nomenclature
shows that the terms -- ‘special education’ and ‘inclusive education’ are not synonymous.
Special education emanates from a medical view of disability and focuses on

correcting deficits of persons with disabilities to enable them to function effectively in
society. Both views are prominent in the education of persons with disabilities in the
Philippines. This proposed course addresses the need to prepare teachers to handle
students with disabilities in both segregated and inclusive settings. The practice of
inclusive and special needs education does not only include students with disabilities.
Gifted and talented students are also included as one of its target populations. To use a
more descriptive but non-stigmatizing term, the Technical Committee on Special
Education also proposes the use of the term ‘students with additional needs’ to refer to
students with disabilities and those are gifted and talented. This is in recognition that all
students with or without disabilities have common needs but some of them will have
additional needs.
Inclusive education, on the other hand stems from the view of disability as
resulting from the interaction between the environment and the condition of the person
with disability. Resulting interventions under inclusive education focus on adjustments in
the learning environment as well as teaching strategies that include persons with
disabilities in general/regular classrooms.
Course Outcomes
The author prompted that graduates have the ability to demonstrate knowledge,
skills and dispositions under the following domains: a. Basic/Foundation: Provide
respectful and meaningful learning experiences and collaborative opportunities for
students with additional needs and their families. b. Learner Development and Individual
Learning Differences: Respond effectively to educational needs of students with additional
needs. c. Learning Environments: Create safe, inclusive, culturally responsive learning
environments for students with additional needs. d. Curricular Content Knowledge: Use
knowledge of general and specialized curricula to individualize learning for students with
additional needs. e. Instructional Planning and Strategies: Use evidence-based
instructional strategies to maximize learning opportunities for students with additional
needs. f. Assessment: Use multiple methods of assessment and multiple data sources to
make sound educational decisions for students with additional needs. g. Professional
Learning and Practice: Demonstrate reflective thinking and professional self-direction.
Intended Users
These program outcomes are aligned with preparation standards for special
educators by the Council for Exceptional Children, an international professional
organization of educators of students with exceptionalities or additional needs. Common
to a horizontal type as defined in CMO 46, s. 2012 a. Graduates of professional institutions
demonstrate service orientation in their profession b. Graduates of colleges participate in
various types of employment, development activities, and public discourse, particularly in
response to the needs of the communities they serve c. Graduates of universities
participate in the generation of new knowledge in research and development projects Draft
as of Aug 1, 2016. Graduates of State Universities and Colleges must, in addition, have
the competencies to support “national, regional and local development plans” (RA 7722).
Components (Modules)
Module 1 – Special Education
Unit 1 – Historical Perspectives of Disability and Education Inclusive Lives, and

Definition of Special Education
Module 2 – Inclusive Education
Unit 2 - Inclusive Education and its Benefits
Special Features
In Special and Inclusive Education, the schools are accepting unconditionally all
children into regular classes (online and modular classes) providing as much support to
children, teachers and schools as necessary to ensure that all children can participate in
their classes.
The advent of the 21st century requires new perspective and directions in special
education to meet the needs of the disadvantaged children against the persistent
challenges and demands of the new millennium.
This is a gender sensitive instructional material where gender equality is a human

right which everyone benefits from it. It prevents violence against women and girls and
it’s essential for economic prosperity where societies value women and men as equal,
thus, it impacts people of all ages and backgrounds.
Words of Encouragement
A unique cross-disciplinary critique of the Foundation of Special and Inclusive

Education covers legal, conceptual, medical, neuropsychological, social, behavioral,
cognitive, psychotherapeutic, psycholinguistic, technological and pedagogical foundations
which provides examples of how each provides insights or practical contributions to
special education generally and to specific disabilities and disorders in particular. This
learning module delivers information across all major types of disorder/disability, creating
a must-have reference for anyone involved in special education training, research or
teaching.
Republic of the Philippines
The Premier University in Zamboanga del Norte
COLLEGE OF EDUCATION
Program: BSED
Department: College of Education
Instructor/Professor: Dr. Merlyn N. Luza Syllabus Code- PED 16
COURSE SYLLABUS
Pre-Requisites: Course Code PED 16 Day & Time:
Unit of Credit: FOUNDATION OF SPECIAL AND INCLUSIVE Room:
No. of Hours: Course Title Consultation Hours:
EDUCATION
Jose Rizal Memorial State University adheres to the principle of dynamism and cultural diversity in building a just and
PHILOSOPHY
humane society.
VISION A dynamic and diverse internationally recognized University
Jose Rizal Memorial State University pledges to deliver effective and efficient services along research, instruction,
production and extension.
MISSION
It commits to provide advanced professional, technical and technopreneurial training with the aim of producing highly
competent, innovative and self-renewed individuals.
Jose Rizal Memorial State University focuses on developing graduates who are exemplars of Rizal’s ideals that can:
E - xhibit relevant and responsive competencies across disciplines towards
X - enial delivery of services;
C - ommunicate ideas proficiently in both written and spoken forms;
E - ngage in lifelong learning;
GOALS L - ead effectively and efficiently amidst socio-cultural diversity;
L - ive up the challenges of the global community;
E - mbody professional, social and ethical responsibilities;
N - urture a harmonious environment;
C - onserve and promote Filipino cultural heritage; and
E - valuate their contribution to the local and global communities.
1. Globally Competitive 4. Innovative
Graduate Attributes of Ilustrado
2. Industry Relevant 5. Service-Driven
Tribe (GAIT)
3. Effective Communicator 6. Life-long Learner
1. Exhibit in-depth understanding and adaptation in all learning areas sensitive to the diversity of learners in a rapidly
Program Outcome/s
changing, interconnected world, where sensemaking and collaboration exist.
2. Demonstrate value-based attributes of a teacher in an industry-focused education that concentrates on both academic and
practical skills.
3. Manifest effective communication skills in appropriate situations, demonstrate higher order thinking skills and use
appropriate technologies to facilitate learning & teaching.
4. Utilize appropriate assessment and evaluation tools relevant to specific learningDesign and utilize appropriate and
effective assessment competencies and outcomes.
5. Exhibit comprehensive pedagogical content knowledge in all learning areas established in a pattern or reflective learning
and self-efficacy.
6. Manifest a desire to continuously acquire personal growth and improved professional performance responding to the
rapidly changing professional practices.
Course Description Foundation of Special and Inclusive Education
Course Learning Learning Formative Summative

Topics References Learning Activities
Outcomes Outcomes Materials Assessment Assessment
Title Only
1. (elaboration is the
Demonstrates Express and Special Education, Online Media module)
the dynamism differentiate theories defined Platforms Title Only (elaboration
needed in of child and Cherry, K. (2020, is in Forms 16 and 17)
various adolescent June 23) Learning Modules Quizz
situations to development and Individualized Cooperative learning Oral Exam
apply the principles of Education Program
attributes of the learning. Plan (IEP) Midterm Exam
VMGO. Output presentations
Individuals with Final Exam
Disabilities Education Special Education
Act (IDEA) Guide. (2014, Panel/Expert
Oct.14)
KWL
Create a vlog that CMO 46, s, 2012
2. will identify and Case Study
Demonstrates utilize evidence- Free Appropriate Public
cultural- based practices to Education (FAPE)
disability-and maximize student Tremblay, P. (2007,
gender- learning outcomes Special Education November)
sensitivity for students with Characteristics,
disabilities. Objectives, Principles
Output Presentation
3. Make a slogan Foundations of Special https://www.special
Demonstrates showing recognition Education educationguide.com
an of legal rights of /pre-k-
understanding disabled students.. Evidence-based 12/inclusion/whats- Vlog
of typical and educational practices inclusion-theory-
atypical and-practice/?
learners by
facilitating their Inclusive Education
learning in
different Beliefs and Principles
learning One-Pager
environments.
https://www.verywel
4. Demonstrate Grow and adapt to Key Features of lmind.com/child-
an the demands of Inclusive Education development- Slogan Making
understanding schooling for the 21st theories-2795068
of appropriate century skills
instructional The Benefits of
materials and Inclusive Education
methods for Network of Knowledge
students with
high and low
incidence Differentiated
disabilities and instruction increases
the student engagement
accommodation
s that can be Types of Disabilities
made for them
in general Education for All
education
classrooms. Problems faced by
. Them
5. Discuss Observes the Aims and Objectives of

principles of learners as he/she Inclusive Education
educational relates to others and
assessment for the environment and Principles of Inclusive
special and determines his/her education
inclusive educational needs in
education, the light of his/her Need and Importance of
including testing nature and learning Inclusive education
bias, sensitivity characteristics
to cultural and Process of Inclusive
language Education
factors, and the
importance of Barriers in Inclusive
adaptations for Education
English
language Reforms in Curriculum
learners (ELL).
Design of Classroom for
Provide authentic Inclusive Education
6. Analyze tasks involving ill-
classroom and structured data to Supportive Services
student needs encourage reflective
in organizing thinking during
and planning learning activities.
instruction for
special
populations,
including the
design of
accommodation
s and the use of
assistive
technologies.
7. Demonstrate Demonstrate the

an relationship between
understanding rhetoric and
of strategies for paradigm shift
increasing
students'
positive
behaviors and
promoting the
social
integration of
students with
special needs in
general
education
classrooms.
References: Example
Finfgeld-Connett, D. (2018). A guide to qualitative meta-synthesis. New York, NY: Routledge.
Finlayson, K. (2008). Qualitative meta-synthesis: a guide for the novice. Nurse Researcher, 59-71.
Hesse-Biber, S., & Johnson, B. (2015). The Oxford handbook of multimethod and mixed methods research inquiry. NY: Oxford University Press.
Jensen, L., & Allen, M. (1996). Meta-synthesis of qualitative findings. Qualitative Health Research, 553-560.
Sandelowski, M., Docherty, S., & Emden, C. (1997). Focus on Qualitative Methods. Nursing & Health, 365-371.
GRADING PLAN (Example)
The term grade is computed using the formula:
40% - Performance (e.g. Research Proposal – 15%; Completed Research – 25%)

30% - Major Requirements (Oral Presentation of Completed Research – 20%; Policy briefs – 10%)
30% - Formative Assessment (Submission of FA activities – 20%; Student Enagagement – 10%)
Midterm Grade = 100% of the Midterm Grade (if applicable)
Final Grade = 50% of the Midterm Grade + 50% of the Final Term Grade (if applicable)
CLASSROOM RULES OF CONDUCT (Sample statements. Note: This is not a comprehensive list of classroom rules)
1. Course requirements must be submitted on time.

2. Plagiarism is strictly prohibited. Be aware that plagiarism in this course would include not only using another’s words, but another’s specific intellectual
posts in social media. Assignments must be done independently and without reference to another student’s work. Any outside sources used in completing an
assignment, including internet references must be fully cited on any homework assignment or exercise.
3. All students should feel free to talk to the instructor face-to-face or through media during office hours.
4. Academic accommodations are available for students with special needs. Students with special needs should schedule an appointment with the instructor
early in the semester to discuss any accommodations for this course.
Prepared: Noted: Noted: Approved/Disapproved:
MERLYN N. LUZA, EMD,JD GEMMA S. OROSCA ELENITA M. REYNA , Ed.D. ALICE MAE M. ARBON, PhD
Associate Professor Program Chair, BEED College Dean OIC, Office of the VPAA
Date: 11 August 2020 Date: Date: Date:
Date Revised: _____________

LEARNING AGREEMENT
By signing this learning agreement, I commit to the following terms and conditions of Jose Rizal
Memorial State University in the implementation of Flexible Learning System. Specifically, I
commit to observe the following:
1. That I must observe all guidelines of the state pertaining to the prevention of COVID,
specifically to stay home, to observe physical distancing and the use of face masks
when interacting with others.
2. That I shall prioritize my health and safety while I comply with all the necessary learning
activities and assessments needed in my enrolled courses.
3. That I will exhaust all means of complying the requirements at home or in a less risky
place and location that will not allow me to be exposed to other people.
4. That I have already read and understood all instructions pertaining to my enrolled
courses.
5. That I commit to do all the learning activities diligently, following deadlines and the
learning guide enabling me to deliver the course requirements.
6. That I commit to answer all forms of assessment in the learning package honestly.
7. That I shall initiate in giving feedback to my instructor at least once every two weeks.
8. That I shall not reproduce or publish any part of the learning package content without the
written consent of the University and the author/s.
9. That I shall not commit any form of plagiarism in all course requirements.
Conformed:
_______________________________ ___________________
Name and signature of student Date signed
_______________________________ ___________________
Name and signature of parent/guardian Date signed
_______________________________
Contact Number of Parent/Guardian
**Please email the signed copy of this learning agreement to your instructor as soon as you have
received the learning package.
Form No. F16: Summative Assessment Plan
Background:
This form aims to document the summative assessment strategies that a teacher deems appropriate to the course being taught and its corresponding course outcomes. Summative assessments are
methods used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period – typically at the end of a course or a semester. Summative
assessments are requirements across all courses in JRMSU. Please refer to the JRMSU Handbook on Flexible Learning for the guidelines in designing summative assessments.
Instructions:
This form is integral to the flexible learning package. This means that every learning package must come with a summative assessment plan.
1. In Column 1, enter the specific course outcomes that each assessment aims to attain. These were formulated in Form F12.
2. In Column 2 enter the title of the assessment.
3. In Column 3 enter a brief yet concise decription of the assessment. A detailed description must be indicated in Form F17. A list and description of summative assessment strategies may be found in
the JRMSU Handbook on Flexible Learning and in the Online Catalog of Learning Outcomes.
4. In Column 4 enter the specific scoring guide or standards to rate the students. For performance-based assessments, this may be in a form of a rubric. For quantitative assessments, you may indicate
the passing mark and other scoring factors.
5. In Column 5 enter the weight assigned to the assessment relative to the overall grade that learners may get for the course. This is expressed in percentage.
Course Title: Foundation of Special and Inclusive Education

Course Code: PED16 SY/Sem: S.Y. 2020-2021/ 1st Sem
Weight
No Course Outcomes Title of Assessment Description Scoring/Grading Standard
(%) in Final Grade
Demonstrate the dynamism needed in
various situations to apply the
1 attributes of the VMGO.
Demonstrate an understanding of
relevant federal and state legislation,
regulation and policies that pertain to
the development of educational
programs for students with special One way of responding to a piece of writing on a single sheet of
needs, including major categories of paper. It represents the student's own written and graphic
disabilities. interpretation of what they have read. This helps the reader to
2 One-Pager Instructions visualize what they are reading. "see attached syllabus"
Discuss the concept of least

restrictive alternatives and examine
the research and rationale for inclusive
education. It identify gaps in knowledge, helps children to concentrate and
3 Quizzes this build confidence in them. "see attached syllabus"
appropriate instructional materials and
methods for students with high and
low incidence disabilities and the This provideds accurate media for presenting an otherwise long
accommodations that can be made for stories or presentations in very simple and attractive manner. It
them in general education classrooms. promotes deeper understanding especially for people who do
4 Vlog not have a reading habit.
Discuss principles of educational

assessment for special and inclusive
education, including testing bias,
sensitivity to cultural and language
factors, and the importance of
It is an open-ended test where the students lead a discussion
adaptations for English language
with the teacher. Students are required to use conversation skills
learners (ELL).
5 Oral Exam that they have learned throughout the course.
Analyze classroom and student needs

in organizing and planning instruction
for special populations, including the
design of accommodations and the use
of assistive technologies. It is the process of learning and a great way to assess what the
6 Major Written Exams students have learned with regards to particular subjects.
strategies for increasing students'
positive behaviors and promoting the
social integration of students with
special needs in general education It is an alternate form of assessment from traditional paper -and-
classrooms. pencil test. This is an overall mastery of skills and improvement
7 Portfolios of the students with the use of checklist.
Please attach to this form copy of the instructions for each assessment strategy (Form F17). For products and performance-based assessments, please attach the evaluation rubrics. For quantitative tests,
please attach the questionnaire and corresponding answer key.
Prepared by (Name): MERLYN N. LUZA
College/Department: COLLEGE OF EDUCATION

Form No. F17: Summative Assessment Instructions to Learners
VLOGGING
PROFESSIONAL EDUCATION
PED 16
Introduction and Rationale:
Using a vlog to demonstrate an idea also gives students the ability to watch and listen to the videos as many times as they want. It also gives parents an opportunity to see what their child is
learning in school. Vlogging builds trust with our students. It gives them something to look back at, keeps them creative
and it helps improve their speaking ability. This also builds relationships and demonstrates students' knowledge or expertise.
The reason why the author use vlogging as one of her assessment tool is that vlogging nowadays is so influential because it gives a sense of transparency in communication to our students,
deviating from a lot of time thinking up a unique tutorial or unboxing ideas.
DIRECTION: Creating a Vlog (assessment)

Create a vlog to expand your evidence-based knowledge on condition outside the ones that directly affect our small family, as well as be inspired by some of the most motivating
individuals in the disability community. Upload your videos to our Google Classroom class.
MERLYN N. LUZA
COLLEGE OF EDUCATION
Assessment Rubrics
Module 1:
Rubrics for the PRETEST
1-5 Below 6-10 Basic 11-15 16-20 Goal

Features Basic Proficient
1 2 3 4
Quality • Piece • Piece • Piece • Piece

of had no had little was was
Writing style or style or written in written in
voice voice an an
• Gives no • Gives interestin extraordin
new some g style ary style
informati new and and voice
on and informati voice • Very
very on but • Somewh informativ
poorly poorly at e and
organize organize informati well
d d ve and organized
organize
d
Gramma • So many • A • Few • Virtually
r, Usage spelling, number spelling no
& punctuati of and spelling,
Mechani on and spelling, punctuati punctuati
grammat punctuati on on or
cs
ical on or errors, grammati
errors grammat minor cal errors
that it ical grammat
interfere errors ical
s with errors
the
meaning
Rubrics for VLOG MAKING
1-5 Below 6-10 Basic 11-15 Proficient 16-20 Goal

Features Basic
1 2 3 4
Communic Communic Communication Good Excellent

ation ation skills and interaction communication communication
are poor. with camera are skills. Student skills. Student
weak. speaks speaks clearly,
somewhat and is pleasant
clearly. to listen to and
watch.
Visual Recording Some footage is Most footage is Footage is

Content is of low of high quality above average in consistently of
quality. and some is not. quality. high quality.
Format The post The post is The post The post

does not missing either includes either includes the URL
include the the URL address the URL address address and title
URL or title of the or title of the of the Vlog. Post
address Vlog. Format or Vlog, but not is formatted and
and the label is not both. Post is labeled correctly.
title. The included. formatted but not
format of labeled.
the
reflection
was not
followed.
Outline Outline is Outline is fair, Outline is Outline is

poor and in with needed somewhat organized and
need of improvement. organized. Most easy to read.
great Some of the of the Each of the
improveme ideas/reflections/ ideas/reflections/ ideas/reflections/
nt. events are events are events are
included in the included in the included in the
Vlog. Vlog. Vlog.
Rubrics for SLOGAN MAKING
1-5 Below 6-10 Basic 11-15 16-20 Goal

Features Basic Proficient
1 2 3 4
Craftsmanship The slogan is The slogan is The slogan is The slogan is

distractingly acceptably attractive in exceptionally
messy. attractive terms of attractive in
though it may neatness. terms of
be a bit Good neatness.
messy. construction Well-
and not very constructed
messy and not messy.
Creativity The slogan Slogan is Slogan is Slogan is

does not creative and creative and a exceptionally
reflect any some thought good amount creative. A lot
degree of was put into of thought was of effort was
creativity. decorating it. put into used to make
decorating it. it.
Originality No use of new Average use Good use of Exceptional

ideas and of new ideas new ideas and use of new
originality to and originality originality to ideas and
create slogan. to create create slogan. originality to
slogan. create a
slogan.
Grammar There are There are 2 There is 1 There are no

more than 2 grammatical grammatical grammatical
grammatical mistakes in mistake in the mistakes in the
mistakes in the slogan. slogan. slogan.
the slogan.
Module 2
1-5 Below Basic 6-10 Basic 11-15 Proficient 16-20 Goal

Features
1 2 3 4
Quality of • Piece had • Piece had • Piece was • Piece was

Writing no style or little style written in written in
voice or voice an an
• Gives no • Gives some interesting extraordinar
new new style and y style and
informatio informatio voice voice
n and very n but • Somewhat • Very
poorly poorly informativ informative
organized organized e and and well
organized organized
Grammar • So many • A number • Few • Virtually no
, Usage & spelling, of spelling, spelling spelling,
Mechanic punctuatio punctuatio and punctuation
s n and n or punctuatio or
grammatic grammatic n errors, grammatical
al errors al errors minor errors
that it grammatic
interferes al errors
with the
meaning
Rubrics for the Activity 1

Features
1 2 3 4

organized organized
that it grammatic
with the
meaning
PED 16
Merlyn N. Luza
ii
by
Merlyn N. Luza
and
Copyright © 2020 Merlyn Luza
All rights reserved. No part of this course module may be reproduced or used in any
manner whatsoever without the express written and permission of the author except for
the use of brief quotation in a book review.
ISBN: _____________
Page and cover designed by: _______________________
First Edition, 2020

Gov. Guading Adaza S. Sta. Cruz, Dapitan City, 7107
jrmsu_univpress@yahoo.com
iii
Preface
Inclusive education means that all students attend and are welcomed by their
neighborhood schools in age-appropriate, regular classes and are supported to learn,
contribute and participate in all aspects of the life of the school.
It is about how we develop and design our schools, classrooms, programs and
activities so that all students learn and participate together.
Inclusive education is about ensuring access to quality education for all students
by effectively meeting their diverse needs in a way that is responsive, accepting, respectful
and supportive. Students participate in the education program in a common learning
environment with support to diminish and remove barriers and obstacles that may lead to
exclusion.
It is carried out in a common learning environment; that is, an educational setting
where students from different backgrounds and with different abilities learn together in an
inclusive environment. Common learning environments are used for the majority of the
students’ regular instruction hours and may include classrooms, libraries, gym,
performance theatres, music rooms, cafeterias, playgrounds and the local community. A
common learning environment is not a place where students with intellectual disabilities
or other special needs learn in isolation from their peers.
Special education is specially designed instruction that addresses the unique
needs of a student eligible to receive special education services. Special education is
provided at no cost to parents and includes the related services a student needs to access
her/his educational program.
iv
Acknowledgement
The author wishes to convey her sincere acknowledgement with deep appreciation
and gratitude who in one way or another contributed to the success of this module.
Dr. Jovelyn M. Cantina, our IMD System Director, for guiding me to be prolific to
finish itching this module;
Prof. Jovito Anito, our FLS Director, for patiently extending his help in giving me
some hints to the different links.
Prof. Gemma S. Orosca, our Program Chair, for the undying checking of the
contents of the module;
Dr. Estella A. Sescon, our IMD College Coordinator, for robbing her precious
moments in the crosschecking of the contents of the module;
Dr. Elenita M. Reyna, our CED Dean, for sharing her wisdom and understanding
for the finalization of the corrected module;
Dr. Daylinda Luz R. Laput, our University President, for her concern and support
and whose thoughtfulness have marked significance;
To my buddy in the Quality Assurance Office, Mr. Ejay Paul Columnas who
undoubtedly and painstakingly shared his expertise in his manipulative encoding skills
from the start to the final draft of this module.
Finally, to her beloved family whose prayers, love and inspirations led her path to
success and who bore with her through the whole ordeal of attaining this document;
Above all, to our HEAVENLY FATHER, for His blessings and spiritual guidance,
for giving her wisdom, courage and determination, and all those named, this module was
completed.
I WISH TO EXPRESS MY HEARTFELT APPRECIATION FOR ALL YOUR
SUPPORT, PATIENCE AND LOVE.
-Merlyn
v
Table of Contents
Title Page i
Copyright Page ii
Preface iii
Acknowledgement iv
Instructional Materials Evaluation Form v
Module 1. Special and Inclusive Education 1

Unit 1: Historical Perspectives of Disability
and Education Inclusive Lives, and
Definitions of Inclusive Education
References 9
Rubrics 10
Index 12
Glossary 13
Answer Keys 14
Unit 2: Introduction to Inclusive Education 15

References 26
Rubrics 27
Index 28
Glossary 29
Answer Keys 30
About the Author 31

Special Education and Inclusive Education 1
Unit 1- Historical Perspectives of Disability and Education

Inclusive Lives, and Definitions of Inclusive Education
This course explores the philosophies, theories and legal bases of special
and inclusive education, typical and atypical development of children,
learning characteristics of students with special educational needs and
practices in the continuum of special inclusive education.
Learning Outcomes
At the end of this unit, you will be able to:
● Express and differentiate theories of child and adolescent development

and principles of learning.
● Create a vlog that will identify and utilize evidence-based practices to
maximize student learning outcomes for students with disabilities.
● Make a slogan showing recognition of legal rights of disabled students.
Pretest
For the pretest, please watch this short film for the Basingstoke and District
Disability Forum raising awareness of all disabilities. After you have watched the video
you can then proceed with the pretest.
Link to the video: https://bit.ly/30ej0QG
In 200 words, share a few things on what you should be aware of about learning
disabilities.
Write your answers on the space provided on the next page. For the rubrics of this
activity, please click on this link https://bit.ly/306FZNt.
DRAFT. NOT INTENDED FOR PUBLICATION (Instructional Use Only)

If you have any questions/clarifications about this section of the module, please
don’t hesitate to email me at merlynluza@jrmsu.edu.ph and/or send me a private message
on our Google Classroom class and/or my Facebook account: @merlyn.luza.14.
The next section is the content of this unit. It contains vital information of the topics
based on the learning outcomes. Please read the content.

Content
Special education, emanates from a medical view of disability and focuses on correcting
deficits o persons with disabilities to enable them to function effectively in society. Both
views are prominent in the education of persons with disabilities in the Philippines. This
proposed course addresses the need to prepare teachers to handle subjects with
disabilities in bot segregated and inclusive settings.
Inclusive education stems away from the view of disability as resulting the interaction
between the environment and the condition of the person with disability. Resulting
interventions under inclusive education focus on adjustments in the learning environment
as well as teaching strategies that include persons with disabilities in general/regular
classrooms.
Definition and Scope of Special and Inclusive Education.
IEP (Individualized Education Program/Plan) – this include the student’s current

skills, his/her strengths, weaknesses and learning style, what goals will be targeted within
the school year. This entails the participation of everyone involved with the child’s
education. IEP team members include parents of the student, special education teacher,
classroom teacher, therapists even caregivers.
IDEA (Individuals with Disabilities Education Act) – a federal law that was
passed in 1990 and has been amended. This provides children with qualifying disabilities,
from birth to age 21, with the right to a free public education that is specifically designed
to meet their unique, individual needs.
CMO 46 s, 2012 – Policies, Standards and Guidelines for Bachelor of Inclusive

and Special Needs Education
FAPE (Free Appropriate Public Education) – Students with disabilities who need
a special kind of teaching or other help have the right to an education that is not only free
but also “appropriate”, designed just for them.
Special Education Characteristics, Objectives, Principles – (Please click on

this link for the slide presentation: https://bit.ly/3jlgBw9.
Foundations of Special Education
Historical and philosophical beliefs – Special education is “specifically designed

instruction to meet unique needs and abilities of exceptional students. This is relatively
new. Historically, people with disabilities were often placed in hospitals, asylums, or other
institutions that provided, if any, education.

Greek et Roman – Era of Extermination –
• Disability is a “punishment of the gods” – A bad or evil sign

• Individual is what he is, now and forever
• Plato and Aristotle call for infanticide
• Cidero calls for the purity of the race, a society free of “defectives”
• Therefore, someone with a disability resulting from war (soldiers) is taken in
charge by the city
Greek and Roman – Consequences of Philosophy
• Chaining- left on hills to die- thrown off cliffs- locked away- drown
• Father has the right to terminate child’s life
• Deaf, blind children had little more chance
Old Testament
• God created man on his own image

• Disability is an impunity
• A disabled person cannot approach sacred places
New Testament
• Jesus helps disabled persons (ex: blind miracle)

• Disability is less a fault or an evil sign
• Need of assistance, help
• Help them is an occasion for “winning one’s salvation”
Middle Ages – Era of Ridicule
• Rigi caste system- Those with disabilities were:

o Used as servants or fools
o Some were still put to death
o Dwarfs were used as clowns
o Overall, ridiculed for deformities and behavior
Renaissance – Era of Asylum
• Catholic church accepts those with disabilities as wards of state

• Care in isolation
• No education at first, but humane treatment
• Belief: Once disabled, always disabled
Educability
• Without education, no humanity

• There’s no Human and half-human – equality between men

• All knowledge comes through the senses (Johne Loce and Etienne Condillac)
First Experiences
• Pedro Ponce de Leon (1578) – in Spain created the first documented

experience about education of deaf children (from nobility)
• Abbe Charles Michael de I’Epee (1760) in Paris created the “Institut pour
sourds” (Institute for Deaf)
• Louse Braille invented “Braille script” (1829)
Pioneers in Special Education:
• Itard (wild boy)

• Seguin
• Montessori
• Decroly
(Description, goals, works, basis, and materials can be found on

https://bit.ly/30yUwBJ)
Last Century (1900’s)
• Biological emphasis – medical model – institutional care

• 1900-1950’s Compulsory education, Creation of classes or schools for the
mentally retarded, blind, deaf, etc.
• After the 2nd world war: Creation of special education system, organized in
parallel to ordinary system.
Special Needs Education – 4 periods of special needs education:
1. Instruction for pupils with sensory disabilities, many disabled children were
excluded from school
2. Care for the disabled, medical care and rehabilitation. Children segregated
into homogenous groups.
3. The principle of normalization and integration
4. Educational equality and equal education services (inclusion)
Characteristics
1. Special settings (segregation, class, resource room, school)

2. Special children (types, categorization)
3. Special teachers (trained or not, experienced or not)
4. Specialists
Evidence-based educational practices – sometimes take the form of general solutions

such as “individual learning”, early years intervention, metacognition, homework,
peer tutoring and feedback.

Learning Activities
Activity 1: Fill in the table.
Using the slide on https://bit.ly/3jlgBw9, discuss your views about Special

Education vs. Traditional Education.
Special Education Traditional Education
If you have any questions about the activity, don’t hesitate to send me a private message
in Google Classroom class, and/or email me at merlynluza@jrmsu.edu.ph. You can also
message me on Facebook: merlyn.luza.14.
Thank you for completing the task. If you have not completed the task, or have difficulty
in accomplishing the activity, please send me a message to our google class or you may email me
directly at merlynluza@jrmsu.edu.ph.
And now, you are ready to take the assessment.

Assessment
A. Creating a vlog.
Create a vlog to expand your evidence-based knowledge on condition

outside the ones that directly affect our small family, as well as be inspired
by some of the most motivating individuals in the disability community.
Upload your videos to our Google Classroom class. For those taking the
modular learning approach please burn your vlogs on a DVD and submit it.
B. Creating a slogan
Create a slogan showing recognition of legal rights of disabled students.

Send your slogans to our Google Classroom.
on our Google Classroom class, and/or my Facebook account @merlyn.luza.14. You can
also email me directly at merlynluza@jrmsu.edu.ph.
Congratulations! You did a great job! If you have not completed

the task, or you have difficulty in accomplishing the activity, don’t
hesitate to send me a message on google classroom or email me at
merlynluza@jrmsu.edu.ph. You can also shoot me a DM on my Facebook
account @merlyn.luza.14. You may write your insights or thoughts about
the activity on the space provided found on the next page.
You had just completed this unit. You are new ready to take Unit
2.

Insert insights or thoughts about the activity here.
Developed by:
MERLYN N. LUZA, EMD. JD.

Quality Assurance Unit Head

References
Cherry, K. (2020, June 23). Influential Theories About How Children Grow and Develop.
Verywell Mind. https://www.verywellmind.com/child-development-theories-2795068
iRubric: Slogan-Making Activity rubric - GX357X4: RCampus. (n.d.). RCampus.
Retrieved July 29, 2020, from
https://www.rcampus.com/rubricshowc.cfm?code=GX357X4&sp=true
Special Education Guide. (2014, October 14). A Guide to the Theory and Practice of Inclusion.
https://www.specialeducationguide.com/pre-k-12/inclusion/whats-inclusion-theory-and-
practice/?fbclid=IwAR1kwtJE83xQWTMfMEa5p-
yQ5YfUBitS3hrSGZ7VK4gNZ5vVnkGJBzceedI
Tremblay, P. (2007, November). Special Needs Education Basis: Historical and Conceptual
Approach [Slides]. IBE UNESCO.
http://www.ibe.unesco.org/sites/default/files/History_Inclusive_Education.pdf


Features
1 2 3 4
organized organized
that it grammatic
with the
meaning
Rubrics for VLOG MAKING
1-5 Below 6-10 Basic 11-15 Proficient 16-20 Goal

Features Basic
1 2 3 4
Communicat Communicat Communication Good Excellent
ion ion skills are and interaction communication communication
poor. with camera are skills. Student skills. Student
weak. speaks somewhat speaks clearly, and
clearly. is pleasant to listen
to and watch.
Visual Recording is Some footage is of Most footage is Footage is
Content of low high quality and above average in consistently of high
quality. some is not. quality. quality.
Format The post The post is missing The post includes The post includes
does not either the URL either the URL the URL address
include the address or title of address or title of and title of the
URL address the Vlog. Format or the Vlog, but not Vlog. Post is
and the label is not both. Post is formatted and
title. The included. formatted but not labeled correctly.
format of labeled.
the
reflection

was not
followed.
Outline Outline is Outline is fair, with Outline is Outline is
poor and in needed somewhat organized and easy
need of improvement. organized. Most of to read. Each of
great Some of the the the
improveme ideas/reflections/e ideas/reflections/e ideas/reflections/e
nt. vents are included vents are included vents are included
in the Vlog. in the Vlog. in the Vlog.
Rubrics for SLOGAN MAKING

Features
1 2 3 4
Craftsmanship The slogan is The slogan is The slogan is The slogan is
distractingly acceptably attractive in exceptionally
messy. attractive terms of attractive in
though it may neatness. Good terms of
be a bit messy. construction neatness. Well-
and not very constructed and
messy not messy.
Creativity The slogan does Slogan is Slogan is Slogan is
not reflect any creative and creative and a exceptionally
degree of some thought good amount of creative. A lot of
creativity. was put into thought was put effort was used
decorating it. into decorating to make it.
it.
Originality No use of new Average use of Good use of Exceptional use
ideas and new ideas and new ideas and of new ideas and
originality to originality to originality to originality to
create slogan. create slogan. create slogan. create a slogan.
Grammar There are more There are 2 There is 1 There are no
than 2 grammatical grammatical grammatical
grammatical mistakes in the mistake in the mistakes in the
mistakes in the slogan. slogan. slogan.
slogan.

STUDENT RECORD
Please fill-up the following data honestly.
ID. No.: _________________________________ Course / Year: ________________

Name: ____________________________________ Age: _______
Home Address: _________________________________________________________
Birthplace: __________________________________ Gender: ____________________
Birthdate: ____________ Religion: _______________ Citizenship: _________________
Mother’s Name: __________________ Father’s Name: ________________
Occupation: _______________________ Occupation: __________________
Number of Siblings: ________________________ I am the ___________ child of our
family.
I am staying with my _____________________________________________________.
Are you a working student? _________. If yes, state your work. ___________________
Mobile Phone Number(s): ____________________ E-mail address: _______________
Facebook Account Name: _____________________
In case of emergency, please call ______________________________ with his’ her
contact number ____________________
List of Subject Loads
S. Y. _________________
Subjects
First Semester Remarks Second Semester Remarks
I hereby admit that all of the facts and information above are true and accurate.
_______________________________
SIGNATURE OVER PRINTED NAME

Glossary
Teaching: the occupation, profession, or work of a teacher.
Learning: the acquisition of knowledge or skills through experience, study, or by being

taught.
Inclusive education: is when all students, regardless of any challenges they may have,
are placed in age-appropriate general education classes that are in their own
neighborhood schools to receive high-quality instruction, interventions, and supports that
enable them to meet success in the core curriculum
Special education: is the practice of educating students in a way that addresses their
individual differences and special needs.

Answer Keys
Pretest: Essay Type (Answers may vary)
Learning Activities:
Activity 1: Answers may vary
Assessment: Creating a vlog (Answers may vary)

Creating a slogan (Answers may vary, points will be referred to rubrics)

Inclusive Education 15
Unit 2- Inclusive Education and its Benefits
Inclusive education is about looking at the ways our schools, classrooms,

programs and lessons are designed so that all children can participate and
learn. Inclusion is also about finding different ways of teaching so that
classrooms actively involve all children. It also means finding ways to
develop friendships, relationships and mutual respects between all children,
and between children and teachers in the school.
Learning Outcomes
At the end of this unit, you will be able to:
● Grow and adapt to the demands of schooling for the 21st century and
beyond
● Provide meaningful access and participation in an inclusive classroom.
● Demonstrate the relationship between rhetoric and paradigm shift
Pretest
Personal Identity Wheel
The Personal Identity Wheel is a worksheet that encourages students to reflect on

how they identify outside of social identifiers, such as gender and/or race.
For the pretest, give at least 3 disabled or impaired individuals whom you know
and list down adjectives that you would use to describe them, skills they have, favorite
books, hobbies, etc./ personal attributes.
Write your answers on the space provided on the next page. For the rubrics of this
activity, please click on this link https://bit.ly/306FZNt.

If you have any questions/clarifications about this section of the module, please
don’t hesitate to email me at merlynluza@jrmsu.edu.ph and/or send me a private message
on our Google Classroom class and/or my Facebook account for work.
The next section is the content of this unit. It contains vital information of the topics
based on the learning outcomes. Please read the content.

Content
Inclusive education is about looking at the ways our school, classrooms, programs and
lessons are designed so that all children can participate and learn. Inclusion is also about
finding different ways of teaching so that classrooms actively involve all children. It also
means finding ways to develop friendships, relationships and mutual respect between al
children, and between children and teachers in the school.
It is not just for some children. Being included is not something that a child must be ready
for. All children are at all times ready to attend regular schools and classrooms. Their
participation is not something that must be earned.
Inclusive education is a way of thinking about how to be creative to make our schools a
place where all children can participate. Creativity may mean teachers learning to teach in
different ways or designing their lessons so that all children can be involved.
As a value, inclusive education reflects the expectation that we want all of our children to
be appreciated and accepted throughout life.
Beliefs and Principles
• All children can learn

• All children attend age appropriate education programs
• All children receive appropriate educational programs
• All children receive a curriculum relevant to their needs
• All children participate in co-curricular and extracurricular activities
• All children benefit from cooperation, collaboration among home, among school,
among community
Does Inclusion Education mean that all children should never leave their regular
classrooms?
Inclusive education means that all children are educated in regular classrooms. It does not,
however, mean that individual children cannot leave the classroom for specific reasons. For
example, a child may require one-on-one assistance in a particular subject. This may or
may not be happening during regular class time. Once schools are inclusive, serious
thought is given to how often a child may be out of regular classroom and the reasons that
this may be happening. It does not mean that children with certain characteristics (for
example, those who have disabilities) are grouped together in separate classrooms for all
or part of the school day.

Key Features of Inclusive Education
• Generally, inclusive education will be successful if these important features and

practices are followed:
• Accepting unconditionally all children into regular classes and the life of the school.
• Providing as much support to children, teachers and classrooms as necessary to
ensure that all children can participate in their schools and classes.
• Looking at all children at what they can do rather then what they cannot do.
• Teachers and parents have high expectation of all children.
• Developing education goals according to each child’s abilities.
This means that children do not need to have the same education goals in order
to learn together in regular classes.
• Designing schools and classes in ways that help children learn and achieve
something to their fullest potential (for example, by developing class time tables
for allowing more individual attention for all students).
• Having strong leadership for inclusion from school principals and other
administrators.
• Having teachers who have knowledge about different ways of teaching so that
children with various abilities and strengths can learn together.
• Having principals, teachers, parents and others work together to determine the
most affective ways of providing a quality education in an inclusive environment.
The Benefits of Inclusive Education
Over the years, the benefits of providing an inclusive education to all children have
been shown. Inclusive education (when practiced well) is very important because:
• All children are able to part of their community and develop a sense of belonging
and become better prepared for life in the community as children and adults.
• It provides better opportunities for learning. Children with varying abilities are often
better motivated when they learn in classes surrounded by other children.
• The expectations of all the children are higher. Successful inclusions attempt to
develop an individual’s strengths and gifts.
• It allows children to work on individual goals while being with other students their
own age.
• It encourages the involvement of parents in the education of their children and the
activities of their local schools.
• It fosters a culture of respect and belonging. It also provides the opportunity to
learn about and accept individual differences.
• It provides all children with opportunities to develop friendships with one another.
Friendships provide role models and opportunities for growth.

Differentiated instruction increases student engagement
One of the most important principles of inclusive education is that no two learners are
alike, and so inclusive schools place great importance on creating opportunities for
students to learn and be assessed in a variety of ways. Teachers in inclusive schools
therefore must consider a wide range of learning modalities (visual, auditory, kinesthetic,
etc.) in designing instruction. Certainly, this enhances the way in which educators
provide supports and accommodations for students with disabilities, but it also diversifies
the education experience of all students.
Academic support to help student access the full curriculum
In this age of accountability and high-stakes testing, it is important for educators to

ensure that every student is addressing the appropriate standards and objectives across
the curriculum. As such, inclusive schools provide academic supports (flexible pacing
and grouping, reading and literacy specialists, tutoring, etc.) that create a supportive
environment for all learners. It is immediately clear how these supports help students
with disabilities and English Language Learners, but inclusive schools can also better
challenge and engage gifted and talented learners by building a more responsive
learning environment.
Behavioral supports help maintain a positive learning environment for everyone
Another important factor in effective inclusive education is the implementation of

consistent behavioral supports throughout the learning environment. This consistency is
essential for the success of students with emotional or behavioral disabilities in the
general education environment, but school-wide behavioral supports also help to
establish high expectations throughout the school community as a whole.
Respect for diversity creates a welcoming environment for all
Inclusive education for students with disabilities can only be successful when those
students feel that they are truly a part of the school community. This requires open and
honest discussion about difference, and an institutional respect for people of all
backgrounds and abilities. In inclusive schools, the establishment of such a climate
benefits everyone by fostering an environment where students and their families are
valued for who they are.
Inclusive practices make effective use of school’s resources
In the past, special education often involved the segregation of students with disabilities
for the purpose of specialized instruction. Not only does that model of special education
in a separate setting deprive students with disabilities of interaction with their peers and
full access to the curriculum, it can also involve duplicate systems and resources that

are costly for schools to maintain. Inclusive education can make more efficient use of a
school’s resources by maximizing the availability of staff and materials for all students.
Types of Disabilities
• Physical Problems
• Communication Disorders
• Behavior Disorders
• Mental Retardation
Education for All
• Segregation
• Integration
Problems Faced by Them
• Inferiority complex
• Lack of understanding
• Adjustment problem
• Isolated and segregated
• Lag behind
• Feeling of extra burden
• Insecurity
• Lack of expression
• Introvert nature
• Negative approach
• Shyness
Aims and Objectives of Inclusive Education
• Education for all

• Protection of rights
• Identification of skills
• Development of social consciousness
• To prepare for new challenges
• Development of brotherhood
• To improve quality of education
Principles of Inclusive Education
• No discrimination with students

• Equal educational opportunity to all
• School adapt to the need of student
• Equal education benefits for all students
• The student’s views are listened to and taken seriously

• Individual differences between students are a source of richness and diversity,

and not a problem
Need and Importance of Inclusive Education
• To fulfill the constitutional responsibilities

• To enable children to stay with their families
• For the development of healthy citizenship
• For achieving the universalization
• Developing feeling of self-respect
• For social equality
• Self-reliant
Figure 1. Scope of Inclusive Education
Process of Inclusive Education
• Awareness raising on the right to education for all children at local, regional and
national levels.
• Parents support to understand their children’s educational, social and sometimes
medical needs.
• Policies; Developing inclusive education policies, revising existing policies.
• Teacher training programs to promote inclusive practices.
• Specialized techniques for teaching children with a range of learning and
communication styles and needs.

Barriers in Inclusive Education
• Negative approach
• Lack of physical facilities
• Lack of funds
• Lack of trained teachers
• Social discrimination
• Emotional problems
• Educational problems
• Attitudinal problems
• Inappropriate curriculum
Reforms in Curriculum
• Use of teaching aids

• Simple curriculum
• Adequate facilities
• Participation in games
• Cooperative curriculum
• Providing reading material
• Participation in co-curricular activities
• Multi-level and flexible curriculum
Design of Classroom for Inclusive Education
• Size of class
• Teaching aids
• Restriction of time
• Arrangement of light
• Attention to physical needs
• Special attention to disabled children
Supportive Services
• Guidance and Counselling

• Physician
• Therapist
• Psychologist
• Support services of/by parents, teachers, special teachers, and community.
Others
• Nurses, assistive technology, alternative materials

• Teaching aids, special provision for assessment etc.

Learning Activities
Activity 1: Formative Assessment
Olivia is a fourth-grade student at Hillsborough Elementary School. She has one brother;
he is in kindergarten. Olivia loves to cook. She like to make quesadillas, blueberry muffins, and chili.
Olivia generally likes school – and especially enjoys chatting with her friends. Her favorite class is
science. She enjoys working with her classmates to do the experiments and lab exercises. Someday
Olivia wants to be a good scientist. She doesn’t know anyone else in her school who wants to be a
food scientist, but her next door neighbor is one, and it sounds like and awesome job. But Olivia
sometimes gets frustrated at school. She doesn’t read as well as the other students in her class.
Olivia likes her fourth-grade teacher and her special education teacher. They both help Olivia when
she has difficulty and help her self-assess how she is doing so that she can improve her learning.
In 300 words, combine information to create a “network of knowledge”. Refer to

the paragraph above. Write your answers on the space provided below.

Thank you for completing the task. If you have not completed the task, or have difficulty
in accomplishing the activity, please send me a message to our google class or you may email me
directly at merlynluza@jrmsu.edu.ph.
And now, you are ready to take the assessment.
in Google Classroom class, and/or email me at merlynluza@jrmsu.edu.ph.
Assessment
For your final assessment, make a survey about researches of Inclusive Education.
on our Google Classroom class, and/or my Facebook account @merlyn.luza.14. You can
also email me directly at merlynluza@jrmsu.edu.ph.
Congratulations! You did a great job! If you have not completed

the task, or you have difficulty in accomplishing the activity, don’t
hesitate to send me a message on google classroom or email me at
merlynluza@jrmsu.edu.ph. You can also shoot me a DM on my Facebook
account @merlyn.luza.14. You may write your insights or thoughts about
the activity on the space provided found on the next page.
You had just completed this unit. You are new ready to take Unit
2.

Insert insights or thoughts about the activity here.
Developed by:
MERLYN N. LUZA, EMD. JD.

Quality Assurance Unit Head

References
Living Nb, C. (n.d.). Inclusive Education and its Benefits. New Brunswick Association
For Community Living (NBACL). Retrieved July 21, 2020, from
https://nbacl.nb.ca/module-pages/inclusive-education-and-its-benefits/
Villegas, T. (2019, November 22). The Benefits of Inclusive Education: What Special
Education Teachers Need to Know. Noodle.
https://www.noodle.com/articles/benefits-of-inclusive-education-what-special-
education-teachers-need-to-know


Features
1 2 3 4
organized organized
that it grammatic
with the
meaning
Rubrics for the Activity 1

Features
1 2 3 4
organized organized
that it grammatic
with the
meaning

STUDENT RECORD
Please fill-up the following data honestly.
ID. No.: _________________________________ Course / Year: ________________

Name: ____________________________________ Age: _______
Home Address: _________________________________________________________
Birthplace: __________________________________ Gender: ____________________
Birthdate: ____________ Religion: _______________ Citizenship: _________________
Mother’s Name: __________________ Father’s Name: ________________
Occupation: _______________________ Occupation: __________________
Number of Siblings: ________________________ I am the ___________ child of our
family.
I am staying with my _____________________________________________________.
Are you a working student? _________. If yes, state your work. ___________________
Mobile Phone Number(s): ____________________ E-mail address: _______________
Facebook Account Name: _____________________
In case of emergency, please call ______________________________ with his’ her
contact number ____________________
List of Subject Loads
S. Y. _________________
Subjects
First Semester Remarks Second Semester Remarks
I hereby admit that all of the facts and information above are true and accurate.
_______________________________
SIGNATURE OVER PRINTED NAME

Glossary
Teaching: the occupation, profession, or work of a teacher.
Learning: the acquisition of knowledge or skills through experience, study, or by being

taught.
Inclusive education: is when all students, regardless of any challenges they may have,
are placed in age-appropriate general education classes that are in their own
neighborhood schools to receive high-quality instruction, interventions, and supports that
enable them to meet success in the core curriculum
Special education: is the practice of educating students in a way that addresses their
individual differences and special needs.

Answer Keys
Pretest: Personal Identity Wheel (Answers may vary)
Learning Activities:
Activity 1: Answers may vary
Assessment:

PED16 Foundation of Inclusive Special Education

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Foundation of Special and Inclusive Education

Copyright © 2020 Merlyn Luza

Page and cover designed by: _______________________

First Edition, 2020

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Technical Committee on Special Education respectfully proposes a change in

Special education emanates from a medical view of disability and focuses on

Module 1 – Special Education

Unit 1 – Historical Perspectives of Disability and Education Inclusive Lives, and

Module 2 – Inclusive Education

Unit 2 - Inclusive Education and its Benefits

This is a gender sensitive instructional material where gender equality is a human

A unique cross-disciplinary critique of the Foundation of Special and Inclusive

Course Learning Learning Formative Summative

5. Discuss Observes the Aims and Objectives of

7. Demonstrate Demonstrate the

The term grade is computed using the formula:

40% - Performance (e.g. Research Proposal – 15%; Completed Research – 25%)

1. Course requirements must be submitted on time.

Prepared: Noted: Noted: Approved/Disapproved:

Date: 11 August 2020 Date: Date: Date:

Date Revised: _____________

Course Title: Foundation of Special and Inclusive Education

Discuss the concept of least

Discuss principles of educational

Analyze classroom and student needs

Prepared by (Name): MERLYN N. LUZA

College/Department: COLLEGE OF EDUCATION

Introduction and Rationale:

DIRECTION: Creating a Vlog (assessment)

Rubrics for the PRETEST

1-5 Below 6-10 Basic 11-15 16-20 Goal

Quality • Piece • Piece • Piece • Piece

Rubrics for VLOG MAKING

1-5 Below 6-10 Basic 11-15 Proficient 16-20 Goal

Communic Communic Communication Good Excellent

Visual Recording Some footage is Most footage is Footage is

Format The post The post is The post The post

Outline Outline is Outline is fair, Outline is Outline is

Rubrics for SLOGAN MAKING

1-5 Below 6-10 Basic 11-15 16-20 Goal

Craftsmanship The slogan is The slogan is The slogan is The slogan is

Creativity The slogan Slogan is Slogan is Slogan is

Originality No use of new Average use Good use of Exceptional

Grammar There are There are 2 There is 1 There are no

Rubrics for the PRETEST

1-5 Below Basic 6-10 Basic 11-15 Proficient 16-20 Goal

Quality of • Piece had • Piece had • Piece was • Piece was

Rubrics for the Activity 1

1-5 Below Basic 6-10 Basic 11-15 Proficient 16-20 Goal

Quality of • Piece had • Piece had • Piece was • Piece was

Foundation of Special and Inclusive Education

Copyright © 2020 Merlyn Luza

Page and cover designed by: _______________________

First Edition, 2020

JOSE RIZAL MEMORIAL STATE UNIVERSITY

Module 1. Special and Inclusive Education 1

Unit 2: Introduction to Inclusive Education 15

About the Author 31

Unit 1- Historical Perspectives of Disability and Education

At the end of this unit, you will be able to:

● Express and differentiate theories of child and adolescent development

Link to the video: https://bit.ly/30ej0QG

ID. No.: _________________ Course / Year: