FOSIE REVIEWER MIDTERM EXAM 2024

93 million of child with disability United Nation Children’s Fund (UNICEF)

Special education extends as well to hospital and homebound instruction.
Inclusive education – also called inclusion – is education that includes everyone, with non-
disabled and disabled people.
Special education is defined as individually planned, systematically implemented, and
carefully evaluated instruction to help the children with disability.
Individually planned instruction-
United States implement the law on Individuals with Disabilities Education Act (IDEA), requires that an
individualized education program (IEP) be developed and implemented for every special education
student ages of 2 and 21

Systematically implemented and evaluated instruction – every child with special need should have a
special instructions design for them.

Personal self-sufficiency - important goal of special education is to help the child become independent
from the assistance of adults

Present environment -- refers to the current conditions in the life of the child with a disability.

Future environment --is a forecast of how the child with a disability can move on to the next level if
education…..

As cited by Inciong, T. & Capulong, Y. (2007), special education is a legislatively governed enterprise;

➢ Principles for Inclusive Education

1. Teaching All Students - using several different approaches to the same material within the same
lesson or activity.

Some ways to accomplish this are:

• Think of three different ways to teach a lesson

• Ask other teachers how they have taught or would teach a lesson
• Listen carefully to student's questions and comments
• Expect student's backgrounds and abilities to be different
2. Exploring Multiple Identities - Building confidence and affirming identity for students
supports their learning.
Some ways to affirm and encourage student’s identities

• Create activities
• Engage students in projects
• Encourage all aspects of each student's individuality
• Create an environment where it is safe
• Discuss all areas in which a student may find opportunities for success
• Maintain a respectful environment among the students

3. Preventing Prejudice - influenced by the legacy of institutionalized inequalities that permeate history.

These are a number of suggestions about how to create student awareness of stereotyped
beliefs and inequality:

• Teach explicitly about histories of unfairness, or institutionalized inequality

• Talk about all of the student's feelings and attitudes
• Set clear boundaries and rules
• Don't be afraid to talk about stereotypes
• Develop dialogue and reflection
4. Promoting Social Justice - Talk to students about issues of fairness.
Here are some ways to promote social justice in your classroom:

• Make comparisons
• Develop a worldview
• Engage in critical thinking
• Explore power dynamics
• Encourage students to develop a sense of civic responsibility
• Bring these discussions into all subject areas
• Service learning and action planning

5. Choosing Appropriate Materials -- It is important to choose books and materials that reflect accurate
images of diverse peoples.

Things to keep in mind when choosing what you present to the students:

• Be diverse
• Experts are everywhere
• Use primary sources
• Let groups speak for themselves
• Show past and present images of different groups

6. Teaching and Learning about Cultures and Religions -- It is important that students learn about other
cultures and religions in a positive and comfortable manner
Some ways to do this are:

• Teach students the value of asking questions

• Discuss appropriate ways to ask questions about identity, religion, culture and race
• Provide anonymous ways for students to ask questions
• Emphasize that culture is not a fixed or permanent condition

7. Adapting and Integrating Lessons Appropriately -- it’s important for educator to be flexible to adapt.
Some ways to do this include:

• Be mindful of who is in your classroom

• Proceed with caution and thoughtfulness about student family histories
Loden’s Diversity wheel
Loden’s diversity wheel -- shows the complexity of the diversity filters through which we all
process stimuli and information.
Primary dimension Factors that make society unequal
1. Age 1. Harassment
2. Ethnicity 2. Stereotypes
3. Religion and belief 3. Discrimination
4. Gender 4. Prejudices
5. Disabilities
6. Sexual orientation
7. Income
8. Standard of living
9. Social class
Secondary dimension
1. Life event 12. Caring responsibilities
2. Where you live 13. First language
3. Integration 14. Community status
4. Type of education 15. Skills
5. Environment 16. Caring responsibilities
6. Health 17. Role/ Responsibilities/Position in work
7. Number of children 18. Participation voice and influence
8. Role in the family 19. Entitlement to public funds
9. Culture/Heritage
10. Citizenship
11. Qualifications
 CHAPTER 3
1. UN Conventions of the Rights of the Child (1989) -- is a comprehensive, internationally
binding agreement on the rights of the children
United Nations General Assembly who adopted the UN CRC in 1989
UN Convention consists of 41 articles
UN common approach themes:
1. Survival rights - child’s right to life and the needs that are most basic to existence, such
as nutrition, shelter etc.
2. Development rights: include the right to education, play, leisure, cultural activities, and
access to information, and freedom of thought, conscience and religion.
3. Protection rights: ensure children are safeguarded against all forms of abuse
4. Participation rights: encompass children's freedom to express opinions
UN Convention four articles that are given special emphasis.

• That all the rights guaranteed by the UNCRC must be available to all children without
discrimination of any kind (Article 2);
• That the best interests of the child must be a primary consideration in all actions
concerning children (Article 3);
• That every child has the right to life, survival and development (Article 6); and
• That the child’s view must be considered and taken into account in all matters affecting
him or her (Article 12)
2. World Declaration on Education for All (1990) -- Article 1 Section 1 states that every person –
child, youth and adult – shall be able to benefit from educational opportunities designed to
meet their basic learning needs.
3. UNESCO Salamanca Statement and Framework for Action (1994) -- Statement focused on
children described as having ‘special needs.
1948 Universal Declaration of Human Rights
1990 Renewing the pledge made by the world community at the World Conference on
Education.
4. 2007 UN Declaration on the rights of the Indigenous Peoples -- provides a global framework for
efforts to advance indigenous peoples’ rights.

2007 DRIP adopted by the United Nations General Assembly

The Education 2030 Framework for Action -- It states inclusion and equity in and through education as
the cornerstone of a transformative education agenda. (No one is left behind).
World Declaration on Education for All (1990):

• Emphasizes universal access to education for basic learning needs.

• Defines basic needs as essential tools and content for survival, development, dignity, and
participation.
• Advocates equitable access for underserved groups and disabled individuals.

UNESCO Salamanca Statement and Framework for Action (1994):

• Extends commitment to inclusive education.

• Highlights participation, planning, and monitoring involving communities and disabled
individuals.

UN Declaration on the Rights of Indigenous Peoples (2007):

• Provides a framework for indigenous rights, including education, cultural identity, and
participation.

Education 2030 Framework for Action:

• Pledges to address exclusion and marginalization.

• Focuses on disadvantaged groups, especially the disabled.

RA No. 10361, The Domestic Workers Act:

• Affirms labor as a primary social force.

• Commits to respect, promote, protect, and realize fundamental labor rights.
• Establishes labor standards for domestic workers for decent employment, income, and social
protection.
• Protects domestic workers against abuse, harassment, violence, and exploitation.

Legal Bases of Special Education in the Philippines:

Commonwealth Act No. 3203 (1935): Affirms the right of every child to conducive development
atmosphere.

RA No. 3562 (1963): Provides formal training for special education teachers of blind children.

RA No. 5250 (1968): Establishes a ten-year teacher training program for teachers of special and
exceptional children.

1973 Constitution: Emphasizes the provision of a complete, adequate, and integrated system of
education, implying the inclusion of exceptional children and youth.

PD No. 603 (1975): Provides for the treatment, education, and care of emotionally disturbed or socially
maladjusted children, including the creation of special classes and schools.

Presidential Decree No. 1509 (1978): Established the National Commission Concerning Disabled Persons
(NCCDP), later renamed the National Council for the Welfare of Disabled Persons (NCWDP).
Education Act of 1982 (Batas Pambansa Bilang 232): Promotes the right to quality education for all,
regardless of various personal characteristics. It emphasizes equality of access and benefits from
education, with Section 24 specifically addressing Special Education Service.

Batas Pambansa Bilang 344 (1983): The Accessibility Law mandates the installation of facilities and
devices for persons with disabilities in various public domains.

1987 Constitution of the Philippines, Article XIV: Outlines the rights to education for all citizens,
including exceptional children, and mandates state action to make education accessible to everyone,
including adults, the disabled, and out-of-school youth.

RA No. 6759 (1989): Declared August 1 as White Cane Safety Day, highlighting the importance of the
white cane for blind persons in traveling.

RA No. 7610 (1992): Provides strong deterrence and special protection against child abuse, exploitation,
and discrimination, including penalties for violations.

Presidential Proclamation No. 361 (2000): Set the third week of July every year for the National
Disability Prevention and Rehabilitation Week Celebration, culminating on Apolinario Mabini's birth
date.

Republic Act No. 9288 (2004): The Newborn Screening Act of 2004, emphasizes early detection of
metabolic disorders in newborns to prevent mental retardation and death.

Inclusive Education for All is adopted in the Philippines to accelerate access to education among
children and youth with special needs.
 CHAPTER IV
2% of the targeted 2.2 million served only in the phil. Special edu.
Components of special education:
1. Child Find – locating the children (family mapping survey, advocacy campaigns and
networking with local health workers)
2. Assessment --identifying the strengths and weaknesses of the child
3. Program Options – Regular schools with or without trained SPED teachers shall be
provided educational services to children with special needs.
4. Curriculum Modifications --This component shall include service delivery options like
cooperative or team teaching, consulting teacher program and others
5. Parental involvement -- This component plays a vital role in preparing the children in
academic, moral and spiritual development

Self-contained class – all learners are children with similar disabilities

Inclusion – the children with disabilities are place in regular class
Resource room program - where the child with disabilities shall be pulled out from the general
education or regular class to report on group/one on one with sped teacher.
Formal – using a proper tool in assessment.
Informal – not using a proper tool.