4889 EDUC 312 Foundation of special and Inclusive Education

Abas report:

Chapter 1: Basic Concepts on Special and Inclusive Education

With the current reforms of the Philippine government in the inclusive curriculum
through the Department of Education Order (DO) no. 21, series of 2019, and in teacher
quality through the national adoption and implementation of the Philippine Professional
Standards for Teachers (PPST) or DO 42, s. 2017, teachers are now expected to act as major
implementers of inclusive education. As a beginning teacher, your performance appraisals will
be based on this set of standards and among its seven' domains, the third is devoted to Diversity
of Learners where its emphasis is on the central role of teachers to establish environments
responsive to learner diversity. The succeeding pages will acquaint you to terminologies such as
disability and inclusive education that will lay the foundation of a more inclusive classroom
fitted to the learners with disabilities, giftedness, and talents.
Is inclusive education the same as special education? In what ways are the two terms similar
or different from each other? A definition of inclusive education that broadly satisfies the criteria
of most standards in the educational field comes from the United Nations Educational,
Scientific and Cultural Organization (UNESCO). According to the organization, Inclusive
Education (IE) 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). Therefore,
inclusion is the process that helps overcome barriers limiting the presence, participation, and
achievement of learners (UNESCO, 2017, p.13). Inclusive Education 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 Education, according to the policy, is the key standard and core principle of
the K to 12 curriculum, and as an inclusive curriculum, it is learner-centered, developmentally
appropriate. culture-sensitive, relevant, gender-responsive, and contextualized. With these
concepts, teachers shall be considered as the primary implementers of inclusive education as they
address the diverse needs of the learners.
Special Education (SpEd) on the other hand, is defined as classes or instruction designed
for students with disabilities, giftedness, and talents. Special Education Needs (SEN) is a term
used in some countries to refer to children with impairments that are ser as requiring additional
support (UNESCO, 2017, p. 7). Along with IE and SpEd, other related concepts include
mainstreaming and integration. Mainstreaming is the practice of educating students with
learning challenges in regular classes, in the least restrictive environment, based on their skills,
while integration according to Franklin (1996) refers to the creation of spaces such as regular
classrooms, special education classrooms or pull-out services for diverse learners. A school that
admits learners with disabilities and combines them with regular pupils in the regular classroom
is said to perform integration, while the classroom is called as a mainstreamed classroom,
however, this setup does not automatically mean that they already practice inclusion.
UNESCO states that inclusion 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. 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). Once a child with autism spectrum disorder, for example,
is officially enrolled in the regular classroom, participates actively in class activities without
being excluded, and is seen to increase achievement, then this pupil undergoes inclusion.
1. INTEGRATION
2. EXCLUSION
3. INCLUSION
4. SEGREGATION

Inclusion is about welcoming diversity by providing varied responses to the diverse needs
of learners in the formal and informal education settings.
(UNESCO 2005)- Nations Educational, Scientific and Cultural Organization. In the latest
DepEd order in the inclusive curriculum (DO 21, s. 2019), the inclusive of K to 12 is expressed
through existing programs such as: Special Education Indigenous Peoples Education Madrasah
Education, and Flexible Learning Options.
In 2014, a focus group discussion among educational leaders from different regions in the
country was conducted and a consensus on the Philippine Inclusive Education was built. The
Philippine Inclusive Education was then defined as: A process where all types of learners with
diverse needs are given equal opportunities for a meaningful life in non-discriminatory
environments.
In this definition, the types of learners referred to are gifted and talented, indigenous people,
Muslim people, and those with disabilities.

 ALS- Alternative Learning System

 SPECIAL EDUCATION refers to programs that cater to the educational needs of learners
with disabilities, gifted, and talents apart from their same-aged peers.
IEP (Individualized Education Plan/program). Tailored to identity and address the
specific strengths and limitations towards their educational, social behavioral, and physical
development.
LSEN (Learners with special education needs)- referred to as students with additional
needs (SWAN), Children with special needs (CSN), students with special education needs (SEN),
or
Children with special education needs and disabilities (SEND),
According to Bustos (2018) to use the term learners with disabilities, since the rights of
persons with disabilities (PWDs) and fundamental human rights and are NOT special rights.

 EQUALITY, EQUITY AND LIBERATION

EQUALITY - Everyone is given the same support with assumption that all children are provided
with the same opportunities.

EQUITY - It is about fairness in every situation. The term "equity" refers to fairness and justice
and is distinguished from equality: Whereas equality means providing the same to all, equity
means recognizing that we do not all start from the same place and must acknowledge and make
adjustments to imbalances.

LIBERATION -To liberate someone from something means to help them escape from it or
overcome it, and lead a better way of life.

ACCOMMODATION -change how the Learners disabilities, giftedness, and talents learn the
same material and meet the same expectation as their age peers.

MODIFICATION - Change that students is thought or expected to learn (person with interaction
disability use less complicated text materials of different content topics than their age peers.
MEDICAL AND SOCIAL MODEL OF DISSABILITY
MEDICAL MODEL DISSABILITY -It presents a traditional view of looking act persons with
disabilities (PWDs) as the problem that needs fixing.
SOCIAL MODEL DISSABILITY - Disability is seen to be caused by the barrier in society. This
includes: inaccessible environment, negative attitudes, flexible organization.

(Rieser, 2000)
-The World Health Organization (WHO) in 2011 has pointed out that disability should be
viewed neither as purely medical nor purely social, since neither is a better model than the
other. WHO promoted the International Classification of Functioning, Disability, and Health also
known as ICF- the biopsychosocial model.

Disability refers to the difficulties encountered in three connected areas. impairments, activity
limitations and participation restriction.

Impairments - are problems in body function or alterations in body structure. (e.g. deafness
paraplegia or strabismus).

Activity limitations - are difficulties in executing activities. (e.g. walking, writing or eating).
Participation restrictions - are defined as problem with involvement in any area of life (e.g.
admission to school, employment or access to buildings).

Disability therefore arises from the interaction of health conditions with contextual factors such as
environmental and personal factors.

Environmental factors - can either be facilitators or barriers such as; products and technology;
the natural and built in environment; support and relationships; attitudes; and services,
systems and policies.

Personal factors - can influence the participation of a person in the society, such as motivation
and self- esteem. In the school setting, apart from the structural barriers.

FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

ASSESS:
Mini Lecture; Create a 20-minute mini lecture on the topics presented on Chapter 1. Make sure to
employ board work, handouts, PowerPoint or Keynote presentation, or a combination of all these
following the sequence below. Also, prepared to receive feedback from your class participants after
your lecture.
1. Introduction of the Topic
II. Main Points
III. Conclusion
IV. References
Abusama
CHAPTER 1: Understanding Diversity
Objectives
At the end of the chapter you will be able to:
1.discuss the meaning and significance of diversity:
2.demonstrate the use of Loden's Wheel of Diversity; and
3.support diversity as a positive component of relationships, education and organizations.
In this chapter, you will obtain a better understanding of what diversity is Using Loden's Wheel
of Diversity, the various aspects that make one person different from the other will enable you to
discuss how each aspect contributes to each one's identity, beliefs, 1 practices, and behavior.
You will also gain an understanding of why it is important to recognize disability as part of
diversity.
DEFINITION If a group of people were asked to list down their characteristics and compare them,
the chances of having a good number with exactly the same characteristics will be zero. Even
twins will have different personalities and characteristics. There are many factors that make one
person different from the other person.
In the United Nations Educational, Scientific and Cultural Organization's (UNESCO) Guide
on Ensuring Inclusion and Equity in Education (2017), diversity is defined as "people's differences
which may relate to their race, ethnicity, gender, sexual orientation, language, culture, religion,
mental and physical ability, class, and immigration status." (UNESCO 2017).
Diversity-is an issue we have to face and conquer. Presently, people recognize and consider the
differences of each person as important. We all live in a global village that brings about changing
demographics both in the work force and education. As our communities become more diverse, it
is imperative that we make an effort to understand the different dimensions of diversity, which is
not just all about accepting, understanding, and tolerating one's uniqueness or differences.
Confronted with the need to live in one global village, it is valuable that we discover and explore
areas that could connect us and allow us to do collaborative works. Accepting and celebrating
the uniqueness of each individual will allow for respecting different experiences and qualities of
individuals that will open up more avenues to solve problems and innovate. Collaboration and
communication are skills that are needed to develop and succeed. It is, therefore, important that
we understand our differences and master how these could be used to harness tolerance,
cooperation, and unity that will lead to productivity

Ampatuan
11. LODEN'S DIVERSITY WHEEL In 1990, Marilyn Loden, an American writer, and Judy
Rosener, a professor at the graduate school in the University of California, Irvine developed a
framework to respond to the flourishing divergence in America's labor force. Their goal was to
capacitate people to make their voices heard by pointing to their diversity and its impact on their
person, their rights, and their freedom (Lou and Dean 1991). Loden and Rosener published the
book "Workforce America! Managing Employee Diversity as a Vital Resource" (Irwin Publishing
1991). In this book, the original version of the Diversity Wheel model was introduced. Loden
recognized the demand for an instrument that would help people better understand how group-
based differences influence people's social identities. Dissatisfaction, distrust, and competition
would ensue when the different dimensions of diversity are not given recognition. Loden and
Rosener's extensive research led them to maximizing the workforce of a diverse group of people,
managing diversities as assets to develop productive working relationships. The model was
revised in 1996 to cover additional aspects of group differences that were implied in the first
model. The changes were to recognize the experiences of people who identified these aspects as
most important to their personhood. The different components in the Diversity Wheel played
significant roles in building character and possibly forming stereotypes. She hoped that this
could he used to further discuss diversities: not only in the work force but globally. In her book,
Loden states, "I think diversity discussions are really about understanding our social identities,
acknowledging what is important and learning to integrate into society so that no sub-group
feels excluded or one down" (Loden and Rosener 1991). The Diversity Wheel pointed to the
significance of our social characters and the ways in which people develop their identity when
they are able to establish a connection with a specific group of people. The wheel consists of
primary or core and secondary dimensions of diversity. The categories put forward the effect of
these differences on a person's beliefs, expectations, and life experiences. The dimensions are the
components that comprise the whole person. The primary or core dimensions are in the inner
circle. These are the stronger ones. These are the characteristics we were born with or
established by significant experiences we had or people we interacted with. These are considered
to be distinctly persuasive in establishing who we are-our principles, our sense of self, our
image, our perceptions, and how we think about others. These core dimensions or attributes are
in place or established and are the least likely to change. These core elements are age, ethnicity
gender, physical abilities/qualities, race, income, sexual orientation, clan and spiritual beliefs.

The secondary dimensions are in the outer circle. These characteristics are also part of our
social identity, but they can change or be discarded as o life experiences impact us. They are
influenced by people we encounter, plates we go to or live in, and experiences we go through. The
second dimensions composed of geographical location, marital status, religious beliefs, parental
status, income, education, work experience, military experience, for language, family status, and
work and communication styles.
Together, the core or primary dimensions and the secondary dimensions notably affect our prior
experiences, viewpoints, and principles, giving an exclusive mind-set of the world around us,
making each one of us disting individuals. FAMILY STATUS FIRST LANGUAGE WORK STYLE
CLASS WORK EXPERIENCE COMMUNICATIONS

A. How to use the Diversity Wheel

Loden (1991) states that, "The Diversity Wheel is useful in explain how group-based differences
contribute to individual identities." The function of the wheel is to encourage people to talk and
discuss with each other and generate new points of view among each one in the group In the two
dimensions of the wheel, each individual is made aware of his/her differences.
FIGURE 1.1 LODEN AND ROSENER'S DIVERSITY WHEEL (LODEN 1991)
A. How to use Diversity Wheel Loden (1991) states that. "The Diversity Wheel is useful in
explaining how group-based differences contribute to individual identities".
B. The Diversity Wheel (Loden Model) Before the start of this activity, define each factor in the
two dimensions of the Diversity Wheel. A clear understanding of what each factor means allow
each individual to explain what this is for him/her.
Title of Activity: How Diverse Is Your Class?
Materials:
• a blank piece of paper with two columns: one that is headed primary, the other Secondary
•a poster of the Divesity Wheel Direction:
1. Under each heading, write down the dimension as shown on the wheel.
2. Next to each dimension, write in your personal information.
3. Choose a volunteer in the class to organize the information into a graph or spreadsheet that
describe each dimension (i.e.. how many in your class are catholic, female, etc.)
4. Discuss your findings
PRIMARY: Age: 18 Gender: Female Race: Malay Spiritual belief: Muslim
SECONDARY: Work Experience: None First Language: English Education: First Year, Tertiary
Designed

THE FOUR PRINCIPLES

1. Respect - treating others the way they wish to be treated.
2. Inclusion-making certain everyone on the team is truly a part of the team's decision- making
process.
3. Cooperation - actively helping others succeed rather than competing or attempting to one-up
someone.
4. Responsibility managing personal behavior to maintain a diversity positive environment
and questioning inaapropriate behavior when it occurs

Arab
ABILITY AND DISABILITY AS A DIMENSION OF DIVERSITY
Definition of Diversity
• The concept of diversity encompasses acceptance and respect
•These can be along the dimensions of:
Race, ethnicity, gender, sexual orientation. age, physical abilities, religious beliefs, or other
ideologies.

ABILITY
According to the Collins English Dictionary, ability refers to the possession of the qualities
required to do something: necessary skill or competences, or power
For example:

✓Good communication skills

✓ Critical thinking

✓ Working well in a team

✓ Self-motivation

✓Being flexible

✓Determination and persistence

✓Being a quick learner

✓Good time management

•Persons with disabilities have to be recognized as human beings who should not be
discriminated against, but rather understood, accepted, and tolerated. They have to be accorded
their rights Disabilities have to be seen as a natural part of life and a natural part of diversity.
People with disabilities have to be perceived and accepted as people with distinct abilities. They
have to identify themselves as having disabilities so that the world can accept them and create
avenues for them to live in.
Bali
THE DILEMMA OF DIVERSITY
In this age of fast paced development where Diversity plays a unique role, there are still
challenges that confront a lot of people who have been identified as "different. Discrimination
issues around race, gender, age and intellect still abound inspite of charters, laws, and policies
that uphold diversity,
In some workplaces, women and people of color are still discriminated against and not given
positions in management or administration. People of a certain race are stereotyped to be of a
specific character A number of times, Muslims have been taken aside in immigration and
interrogated. Non-married and same-sex couples are still not accepted in some parts of the
world.
In some schools, children with special needs are shunned with the reason that they are not
ready for school yet or are not suited for the school. Children from indigenous groups have to go
through an educational system that does not consider their ethnic background, needs, and
values.
Though there is still so much effort that needs to be put in so that diversity is accepted,
respected, and tolerated, there has been progress in a lot of areas. In more workplaces there are
systems and processes put into place is intentionally promote diversity.
Diverse ways of thinking and doing things bring in creativity and productivity Innovative
thinking and collaboration are encouraged when different people work to cure up with solutions
to problems or challenges in schools, diversity is the best way to teach what it means to be
tolerant and respectful of each other's differences.
In government, the acknowledgment that diversity is an integral component of community
equates to laws and policies being passed to look out for the welfare of people of diverse cultures
and backgrounds. Diversity, therefore, is an integral component of life and of living.

Diaros
CHAPTER 2:
ADDRESSING DIVERSITY THROUGH THE YEARS: SPECIAL AND INCLUSIVE EDUCATION
INTRODUCTION
-This chapter shall allow you to look at Special Needs and Inclusive Education from critical and
philosophical context. The first step to becoming an effective Special Needs and/or Inclusive
Teacher lies not in one’s skill to teach strangely, but in one's willingness and commitment to
respect individual differences. As soon in the previous chapter, diversity is a natural part of
every environment and must be perceived as a given rather than an expectation.
MODELS OF DISABILITY
The concept of salty for extent for ages. The has chronicus the present of person who are lilind
and crippled who died to the ural array The Hurts of m "Kampanerang Kuba" capic diatility as a
source of fear and riided. Even Philippine Hamory has records of disability through the Apolinar
Mahin, who was an able to walk because of a physical impairing condition called pulkamyons.
Clearly, disability out across cours, cuts, and time. But perhaps a part of human nuts to react
negatively to anything perceived as different or nut of the ordinary Thera in niter resistance,
especially when people are met with ultions that they are unfamiliar with Person with
Disabilities PWD are not exempted from this type of treatment.
How PWDs were once treated is not something any nation would be proud of. Historically, people
formed opinions and reactions toward disability in a similar pattern. It was consistent for almost
every country society that look rice of those with physcallous because they immediately stood
out, then they noloid those with less apparent developmental conditions because they acted
differently. As soon as the "Year" are Identified session, sackson, and other forms of vicience and
cruelty followed Prior to the Ages of Enlightenment in the 1700s, these were common practions
highly accepted by amity Such practices, which are How considered discriminatory and violating
of humans were weidant in all aspects of community, living spaces, heath care, education, and
work.

Smart's study in 2004 (as cited in Retief and Lotsosa, 2018) emphasizes that models of
disability are important as they serve several purposes
(1) they provide definitions of disability.
(2) they offer "explanation of causal and responsibility attributions"
(3) they are based on perceived needs.
(4) they inform policy,
(5) they are not "value-neutral,
(6) they define the academic discipline that focus on disability

Ebrahim
A. The Moral Religious Model
B. The Biomedical/Individual Model
The Medical Model of Disability
A. The Moral Religious Model
The Medieval age is said to have started from AD 476, the year Western Roman Empire fell, and
ended toward the early 1800s, eventual ushering in the Renaissance age and Age of Discovery.
This period saw the Church as one of the most influential figures in Europe. The idea of God an
all-powerful being was so strong in man's consciousness that it affected the way society treated
PWDs at the time. moral or religious model of disability which sees disability as either a blessing
or a curse.
A. The Moral Religious Model biblical scripture would refer to persons with chronic illnesses like
leprosy as unclean, while those considered demonically possessed may actually have had mental
illnesses or seizure disorders.
In the United State United Kingdom, and Australia, asylums for the "mentally ill retardates
degenerates, and defectives were built (Jackson 2018).
Segregated residential schools and workhouses with dormitories located miles away from town
centers were also erected.

THE MEDICAL MODEL OF DISABILITY 15th century schools for PWDs started to emerge in
Europe. These first special schools were built by private philanthropic institutions.
Engkel
FACILITATING OF SPECIAL AND INCLUSIVE EDUCATION
FUNCTIONAL REHABILITATION
-The Functional rehabilitation model is quite similar to the Biomedical model in that it sees the
PWD as having impairment. This deficit then justifies the need to undergo rehabilitative
intervention like therapies, counseling, and the like in the aim of reintegrating what is able into
society.
THE SOCIAL MODEL
-What we need to understand about models and frameworks is that they have strong yet subtle
way of influencing a person's belief, behaviors, and values systems. > Clough (Clough & Corbett
2000) points out that the social (sociological model) became society's reaction to how the
biomedical perspective viewed disability.

THE SOCIAL MODEL OF DISABILITY the World Health Organization (1980) differentiates
between disability and impairment. Impairment is seen "any loss or abnormality of psychological
or anatomical structure or function" Disability refers to "any restriction or lack (resulting from an
impairment) of ability to perform an activity in the manner or within the range considered
normal for a human being".
Esmail
Chapter 3
Rights Based Model and Twin Track Approach
Rights-Based Model
•In Rights-Based Model, disability is seen as a natural component of human diversity that must
be recognized and supported in all of its aspects.
•The rights-based model of disability differs from the social model in its emphasis on the human
dignity of Persons with Disabilities (PWDs). It acknowledges their vulnerability and aims to
safeguard their Identities and rights as human beings
•A rights-based approach to education prioritizes each learner right to education, recognizing it
as a fundamental human right Key actors include the government, the child, parents and
teachers, who act as duty bearers, nights holders, and representatives of the child
Rights-Based Model has...
-"Human Dignity where, PWDs are recognized as individuals with inherent dignity and rights
and
-"Equal Opportunities where, PWDs have the right to equal opportunities in various aspects of
life, including education, employment, and social participation.
-"Legal Protections in which Legal frameworks and international agreements, such as the UN
Convention on the Rights of Persons with Disabilities (CRPO), play a crucial role in safeguarding
the rights of PWDs.

Twin Track Approach So anu ba itong Social Model of Disability?

Twin Track Approach has...
-Holistic Changes So, changes by integrating aspects of both models, societies can bring about
holistic
- "Individualized Support the twin track individualized support according to their needs.
- "Policy Development. Policies and practices can be developed to address both social barriers
and individual rights, ensuring a more inclusive and supportive environment.

Evangelio
WHY INCLUSION?
•INCLUSION EDUCATION IS AN EDUCATIONAL PRACTICE THAT PLACES STUDENTS WITH
DESABILITIES IS THE GENERAL EDUCATION CLASSROOM Conte WITH TYPICALLY
DEVELOPING CHILDREN UNDER THE SUPERVISION and GUIDANCE OF A GENERAL
EDUCATION TEACHER (DEL CORRO-TING.CO 2011)
• IN EARLY as 1948. THERE HAVE ALREADY BEEN WORLD WIDE DECLARATION ON
CHILDREN AND THEIR RIGHTS TO BE EDUCATED (UNIVERSAL DECLARATION OF Human
RIGHT: 1948, UNITED NATION CONVENTION ON THE RIGHTS OF THE CHILD 1989.)
 •1. IN 1990 may COUNTRIET BONDED TOGETHER FOR THE WORLD DECLARATION OF
EDUCATION FOR ALL (EFA)

•THE UN STANDARD RULES ON THE EGNALIZATION OF OPPORTUNITIES FOR PERSON WITH

DISABILITIET FOR •THIS MANDATE WAS IMMEDIATELY FOLLOWED BY THE LANDMARK
POLICY ON THE SPECIAL EDUCATION, THE SALAMANCA STATEMENT AND FRAMEWORK
FOR ACTION ON SPECIAL NEEDS EDUCATION (1994) THE WORLD EDUCATION FORUM
FRAMEWORK FOR ACTION AND THE MILENIUM SUMMIT OF THE UNITED NATIONS, BOTH
WHICH HOPPED W 2000

•THE EFA flOGSHIP ON THE RIGHTS TID ENCOTION FOR PWD IN 2001
*THE UN DISABILITIES CONVENTION in 2005.
*THE UN CONVENTION ON THE RIGHT OF THE PERSON WITH DISABILITIES IN 2006.
* THE EDUCATION 2030 FRAMEWORK FORCETON touwine the 2030 AGENDA FOR DE