Chapter 1: Basic Concepts on Special and Inclusive Education

Mainstreaming-Practice of educating students w/ learning challengesin regular classes

Integration-Creation of spaces(regular classrooms, special education classrooms, orpull-out

services for diverse learners.

EQUALITY-Everyone is given w/ the same support

EQUITY-Fairness in every situation

Accomodation-Change how the learners w/ disabilities, giftedness,and talents learn the same
material and meet the same expectations as their age
peers

Modifications-it is the changes what a student is taught or expected to learn

Medical Model-They are problems that needs fixingThe individual needs to change

Social Model-The barrier created by the society are the problem

Chapter 2: Historical,Philosophical, Theoretical, andLegal Foundations of Special

andInclusive Education

DIFFERENT ERAS AND DEVELOPMENT OFSPECIAL EDUCATION

Era of Extermination-Greek and Roman Era = Negatively views disability

Era of Ridicule-During the Middle AgesDiscrimination of individuals from the majority in the
society becomesapparent

Era of Asylum-Renaissance PeriodCatholic Church accepting persons w/ disabilities as wards

of state.Humane treatment and taken care of albeit in isolation.However, they still think that
once disabled, always disabled.

WIthout education = There is no humanity

Pedro Ponce de Leon(1578) - Provided education to deaf children of nobility

Abbe Charles Michel de l’Epee(1960) - Established institute for the deaf.

Louis Braille(1829) - Braille Script.

MID-1700s
Joseph Pereire- showed interest in a group of individuals called"deafmutes," who were
generally believed to be unteachable.

Jean Marc Itard-was known for his work on intellectualdisability. A case he is well-known for is
that of Victor, thewild boy of Aveyron, a child reportedly found wanderingnaked in the woods
and raised by animals. He managed toteach Victor how to identify common objects, letters of
thealphabet, and the meaning of some words; thusdemonstrating the possibility of teaching
individualspreviously deemed unteachable.

EARLY 1800s

Special education programs in the United Statesstarted to develop.

Samuel Gridley Howe-was known Earlyfor his work with blind individuals at the PerkinsSchool
for the Blind in Boston, while

Thomas1800sGallaudet -put up a school for the deaf in Hartford,Connecticut.

Maria Montessori-developed techniques andmaterials that can be used to teach learners

Earlywith intellectual disability; while

GraceFernald -developed techniques for providingremedial education in reading

20th CENTURY
Despite the advances in special education, inthe United States, negative attitudes
toward20thindividuals with handicapped was still apparent.

1920s to 1940s
Henry Goddard- published a famous study on the Kallikak family(Feeblemindedness: Its
Causes and Consequences, (1914),1920sabout a man who fathered an illegitimate child,
whosedescendants became retarded; and a legitimate child, whosedescendants were of
average to above average intelligence.toWhile this was highly criticized, it reinforced negative
attitudestoward individuals with special needs.

During 1920s to 1930s, social and economic hardshipstook away much of Fr about dividuals Is
with handicaps.However, in the 19402,

Alfred Strauss and Heinz Werner(1940)sbecame instrumental in special education, especially

theinterest in the field of disabilities through their researchon the neurological basis of learning
disabilities.

1950s to 1970s
The improvement of economics at this sand politics a time helpedcreate a more positive antude
and available funding for special1950s -education.

Other important chinese dication during1970sthis time were Samuel Kirk, who coined sining
diabilities,Marianne Frostig, Newell Kephart, and William Cruickshank, who all contributed
in the progress of special education.

Section 8, DepEd Order No. 43, series of 2013; IRR of RA10533(Enhanced Basic Education
Act of 2013)- Recognizes the inclusiveness of the enhanced basic education.- Takes into
account the physical, intellectual, psychological and culturalneeds of all needs of all learner

Senate Bill 1414: Bill of the Inclusive Education forChildren and Youth with Special
Needs Response to the growing number of students w/disabilities, giftedness, and talents in the
Philippines

Senate Bill 1298, The Individuals with DisabilitiesEducation Act of 2016(IDEA)• It acts to
provide appropriate public education to childrenw/ disabilities.

Senate Bill 996, Inclusive Education for Children andYouth with Special Needs Act of
2016• An act instituting inclusive education and establishingspecial education centers (SPED
Centers) for children andyouth with special needs

DepEd Order No.42, series of 2017, National Adoptionand Implementation of the

Philippine ProfessionalStandards for Teachers(PPST)• Set proper expectations for teacher
CHED Memo 74-77, series of 2017 Policies, Standards, and Guidelines forBachelor of
Elementary Education (BEEd), Bachelor of SecondaryEducation(BSEd), Bachelor of
Early Childhood Education(BECEd), andBachelor of Special Needs Education(BSNEd)•
Embedded inclusive education in the K-12 curriculum.• Core principle = Inclusion

BASIC CONCEPTS ON SPECIAL

AND INCLUSIVE EDUCATION

INCLUSION
⚫ Recognizes every individual’s right to be treated
equally, and to be accorded the same services and
opportunities as everyone else.
⚫ “Children that learn together, learn to live together.”

What is Inclusive Education?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.

Salamanca- Statement
⚫“ the fundamental principle of
inclusive school is that all
children should learn together,
wherever possible, regardless of
any difficulties or differences
they may have.”

Salamanca Statement Article 2

⚫ Regular schools with inclusive orientation are
effective in:
⚫ Combating discriminatory attitudes
⚫ Creating welcoming communities
⚫ Building an inclusive society
⚫ Education for all
⚫ Providing effective education to the majority of
children
⚫ Improving efficiency and cost-effectiveness of
the entire educational system.

Ten Reasons for Inclusion

1. All children have the right to learn
together.
2. Children should not be devalued or
discriminated against by being excluded
or sent away because or their disability
or learning difficulty.
3. Disabled persons describing themselves
as special survivors.
4. No legitimate reasons to separate
children educationally, children belong
together with advantages and benefits
for everyone.
5. Research shows children do better
academically and socially in integrated
settings.
6. More learning takes place in a
regular school.
7. More efficient use of educational
resources if given commitment and
support.
8. Segregation teaches children to be
fearful, ignorant, and breeds
prejudice.
9. Help them develop relationship and
prepare them for life in the
mainstream.
10. Inclusive has the potential to
reduce anxiety, build friendship,
respect, and understanding for
harmonious existence.

1. HUMAN RIGHTS
2. GOOD EDUCATION
3. SOCIAL SENSE

LEGISLATIONS
1. The 1987 Constitution
2. The Child and Youth Welfare Code
3. Education Act of 1982
4. RA 9442
5. Magna Carta for Disabled Persons
6. UN World Programme of Action Concerning
Disabled Person (1983)
7. UN Convention on the Rights of the Child (1989)
8. World Declaration on Education for All (1990)
9. UN Standard Rules (1993)
10. UNESCO Salamanca Statement and Framework
for Action (1994)

BARRIERS OF INCLUSIVE
EDUCATION
1. ATTITUDINAL
2. PHYSICAL
3. UNTRAINED
TEACHER

Roles of Inclusive Teachers

1. Provide quality education.
2. Know the classification of LSEN.
3. Provide different learning resources.
4. Have knowledge and skills in constructing or using diagnostic tools, achievement
tests or
authentic assessments.
5. Willing to collaborate.
6. Have positive attitude toward inclusion.

Inclusion Best Practices

Know your students’ strengths and weaknesses.Use universal design learningEngage in
collaborative planning and teaching.Develop a behavior management plan.