Foundations of Special and

Inclusive Education
Edgardo C. Dela Cruz, Ph.D
 Introduction
• This subject entitled: foundations of special and inclusive education
discusses theoretical, historical, legal, and sociological foundations that
provide the framework for a clear understanding of inclusive and special
education.
• provided are extensive discussions on inclusion and diversity and a
strength-based approach to instruction that encompasses learners with
additional needs (i.e., disability) and persons in other marginalized groups
(e.g., child laborers, abused children, etc).
 Theoretical
• Concerned with or involving the theory of a subject or area of
study rather than its practical application.
• based on or calculated through theory rather than experience or
practice.
• "the theoretical value of their work"
 HISTORICAL
• History (from Greek ἱστορία, historia, meaning "inquiry;
knowledge acquired by investigation")
• is the study of the past. ... Historians seek to understand and
represent the past through narratives. They often debate which
narrative best explains an event, as well as the significance of
different causes and effects.
 LEGAL
• one that conforms to rules or the law,
• of, based on, or concerned with the law,
• The definition of legal is something connected to law or a
government's system of rules. An example of legal is the type of
action that will be decided by a court. ... Of, created by, based
upon, or authorized by law.
 SOCIOLOGICAL
• concerning the development, structure, and functioning of human society,
• "a sociological perspective on contemporary religious issues“,
• of, relating to, or characteristic of sociology and its methodology. dealing
with social questions or problems, especially focusing on cultural and
environmental factors rather than on psychological or personal
characteristics: a sociological approach to art. organized into a society;
social.
 INCLUSIVE EDUCATION
• Four different understandings of inclusive education were found:
• (a) inclusion as the placement of pupils with disabilities in mainstream
classrooms,
• (b) inclusion as meeting the social/academic needs of pupils with disabilities,
• (c) inclusion as meeting the social/academic needs of all pupils and
• (d) inclusion as creation of communities.
-K Göransson, C Nilholm
 INCLUSIVE EDUCATION BASED
ON SOCIAL JUSTICE:
• the field of education as a whole lacks a clear, precise and
comprehensive definition that is both globally sensitive.
• attempts to measure or compare such …
• equity has been a major force internationally underpinning the
movement towards a more inclusive educational system and the
way in which inclusion is defined
 SPECIAL EDUCATION
• In the US, the governing federal law is the Individuals with Disabilities
Education Act (IDEA). Under this act, special education is defined as:
• "Specially designed instruction, at no cost to parents, to meet the unique needs
of a child with a disability."
• Students qualifying for special education services have needs that often require
support that goes beyond what is usually offered or received in the regular
school/classroom setting.
• Special education is in place to ensure that all students' educational needs are
met. This means that additional services, support, programs, specialized
placements, or environments are supplied when necessary and at no cost to the
parents.
 OBJECTIVE:
• To have an appreciation and understanding of the foundations
of inclusive and special education;
• To help practicing teachers in general education classrooms,
special education settings and inclusive classrooms; and
• To embrace and implement inclusion in schools.
 GRADING SYSTEM:
• ATTENDANCE 15%
• ATTITUDE 10%
• RECITATION 15%
• QUIZZES 15%
• MIDTERM EXAN 15%
• FINAL EXAM 30%
100%
 Schedule:
FOUNDATIONS OF SPECIAL & INCLUSIVE EDUCATION

• MONDAY & WEDNESDAY- CLASS

• FRIDAY - QUIZ OR ACTIVITY

 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.
 MEANING OF DIVERSITY
• Diversity is from the latin word “divertere”, which means to turn away,
separate, oppose.
• “The state or quality of being different or varied;
• a variety of assortment;
• a point of difference;
• the inclusion of people of different races, genders, religions, etc. in a group;
• the relation that holds between two entities when and only when they are not
identical;
• the property of being numerically distinct.”
 MEANING OF DIVERSITY
• In the UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL
ORGANIZATIONS (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.
• We all live in global village that brings about changing demographics both in the
work force and education.
• Our communities become more diverse, it is imperative that we make an effort
to understand the different dimensions of diversity, which is not just about
accepting, understanding and tolerating one’s uniqueness or differences.
 MEANING OF DIVERSITY
• 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.
LODEN AND ROSENER’S DIVERSITY WHEEL
LODEN AND ROSENER’S DIVERSITY WHEEL
 LODEN AND ROSENER’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 DIVERSITY WHEEL
• 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 established 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
 THE PRIMARY OR CORE DIMENSIONS
- 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, class and spiritual beliefs.
SECONDARY DIMENSIONS
-the Outer Circle
 SECONDARY DIMENSIONS
• These characteristics are also part of our social identity, but they can change or
be discarded as our life experiences impact us.
• They are influence by people we encounter, places we go to or live in, and
experiences we go through.
• The second dimension is composed of geographical location, marital status,
religious beliefs, parental status, income education, work experience, military
experience, first language, family status, and work and communication styles.

• Together the core and the secondary dimensions notably affect our prior
experiences, viewpoints and principles, giving us an exclusive mind-set of the
world around us, making each one of us distinct individuals.
 HOW TO USE THE DIVERSITY WHEEL (FUNCTION)

• Loden (1991) states that, “The Diversity Wheel is useful in

explaining 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.
THE DIVERSITY WHEEL OF LODEN & ROSENER MODEL
ACTIVITY/ QUIZ:
Direction: Under each heading, write down the dimensions as shown on the
Diversity Wheel. Write in your information treated with privacy.
PRIMARY DIMENSIONS SECONDARY DIMENSIONS
Age: 20 years old Work Experience: Service Crew
Race: Ivatan ( People of Batanes) Family Status: Middle Status
 CHAPTER 1: Understanding Diversity
III. THE DIMENSION OF ABILITY AND DISABILITY
• Diversity covers the limitless domains of an individual’s unique
characteristics, experiences, and capabilities.
• Diversity encompasses respect and tolerance of differences that enables a
celebration of uniqueness.
• ABILITY- refers to the possession of the required to do something;
necessary skill or competence, or power.
• DISABILITY- defined by the WHO as the umbrella term for impairments,
activity limitations, and participation restrictions, referring to the negative
aspects of the interaction between an individual with a health and
condition and the environmental and personal factors.
 THE DIMENSION OF ABILITY AND DISABILITY
• The American Disability Act (1990) “ defines a person with a disability as
a person who has a physical and mental impairment that substantially
limits one or more major life activity.
• It also includes individuals who do not have a disability but are regarded
as having a disability.
• Disability may affect one’s senses or one’s mobility, they may be static or
progressive, congenital or acquired, formal affecting the shape of the body
or functional, ‘ visible or invisible’ (Couser 2005)
• A person’s disability makes him/ her a unique individual who is, at times,
shunned from places and activities.
 THE DIMENSION OF ABILITY AND DISABILITY
• They have to be acknowledge as part of the spectrum of diversity.
• They 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 in avenues for them to live in. SEE A
VIDEO: https://www.youtube.com/watch?v=urjv4vCcqzU
 THE DILEMMA OF DIVERSITY
• In this age of past paced development where diversity plays a unique role,
they 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
inspire 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.
• Muslims have been taken aside in immigration and interrogated.
• Non-married and same sex couple are still not accepted in some parts of
the world.
 THE DILEMMA OF DIVERSITY
• 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 indigineous groups have to go through an educational system that
does not consider their ethnic background, needs and values.