Foundation of

Special and
Inclusive
Education
Maria Nadine Roman
WHAT IS SPECIAL
EDUCATION?
It is the practice of educating students with special needs in a
way that addresses their individual differences.

This process involves the individually planned and systematically

monitored arrangement of teaching procedures, adapted equipment
and materials and accessible settings.
 OBJECTIV
The E and maximization
development of learning
competencies, as well as the inculcation of values to
make the learners with special needs as useful and
effective members of the society.
13 CATEGORIES OF
SPECIAL
EDUCATION AS
DEFINED BY
INDIVIDUALS WITH
DISABILITIES
1. SPECIAL LEARNING
DISABILITY
The umbrella term “SLD” covers a specific group of
learning challenges. These conditions affect a child’s ability
to read, write, listen, speak, reason, or do math.

a.
DYSLEXIA
It is mainly a problem with reading accurately
and fluently.

A key sign of dyslexia in kids is trouble decoding words.

They’re having a hard time matching letters to sounds and then
use that skill to read words accurately and fluently.
b.
DYSGRAPHIA
It is an issue with a set of skills known
as transcription. These skills include handwriting,
typing, and spelling.

One of the main signs of dysgraphia is messy

handwriting.

Trouble forming letters can make it hard to learn

spelling. That’s why many kids with dysgraphia are
poor spellers.
c.
DYSCALCULIA
It is a learning disability in math.

Kids with dyscalculia can have trouble with quantities

and concepts like bigger and smaller. They may also
struggle with math symbols and more complex math.

Kids with dyscalculia also have trouble remembering

math facts. Or they may understand the logic behind
math, but not how or when to apply what they know to
solve math problems.
d. AUDITORY PROCESSING
DISORDER
It is a condition that makes it hard for kids to recognize
subtle differences between sounds in words. It affects
their ability to process what other people are saying.

e. NON-VERBAL LEARNING
DISABILITIES
Kids with NVLD have trouble understanding
communication that isn’t verbal. That includes body
language, tone of voice and facial expressions.
2.
ATTENTION-DEFICIT/HYP
ERACTIVITY DISORDER
It involves a group of key skills known as executive
(ADHD)
function. Executive function impacts the ability to focus,
organize, use working memory, and other skills.

3. AUTISM SPECTRUM
DISORDER
It is neuro-developmental disorder that causes
difficulty with social interaction and communication.

They may also have trouble with perseveration.

 4. EMOTIONAL
DISTURBANCE
This may include anxiety disorder, schizophrenia,
bipolar disorder, obsessive-compulsive disorder, and
depression.

5. SPEECH OR
LANGUAGE
IMPAIRMENT
This covers trouble in pronouncing words or making
sounds with the voice.
 6. VISUAL
A childIMPAIRMENT
who has eyesight problems is considered to
have a visual impairment.

7.
These are kidsDEAFNESS
who can’t hear most or all sounds,
even with a hearing aid.

8. HEARING
IMPAIRMENT
 9. DEAF-
Kids BLINDNESS
with a diagnosis of deaf-blindness have
both severe hearing and vision loss.

10. ORTHOPEDIC
IMPAIRMENT
Kids lack function or ability in their bodies.
An example is cerebral palsy.

11. INTELLECTUAL
DISABILITY
Below-average intellectual ability.
 12. TRAUMATIC BRAIN
It isINJURY
caused by an accident or some kind of physical
force.

13. MULTIPLE
The DISABILITIES
child has more than one condition covered by
IDEA.

Having multiple issues creates educational needs that

can’t be met in a program designed for any one
disability.
 FACTS and
• FIGURES
Children with disabilities who are in school
are about 101, 762 (2011-2011).
• Children with disabilities are still
combating educational exclusion
• 97.3 % of them are
still unreached.
• About 5,916 are
mainstreamed in
regular classes.
 EDUCATION
POLICIES
• The right to education
human right.
is a basic

• All children and youth shall have access to

quality education.
 BRIEF HISTORY OF
SPECIAL EDUCATION
IN THE
PHILIPPINES
1908 - School for deaf in Harrison, Pasay City

June 1963 - Republic Act No. 3562 - promotes the education

of the blind which resulted to the establishment of the
Philippine National School for the Blind

1964 - Philippine Normal College offered courses in SPED

for teaching the blind

1952 - Philippine Women's University started a SPED

school for mentally handicapped children

1957 - All children from this school were transferred to the

Special Child Study Center in Cubao, Q.C.
 REPUBLIC ACT 7277
(MAGNA CARTA FOR
DISABLED
It
PERSONS)
is an Act providing for the rehabilitation, self-
development and self-reliance of disabled persons and
their integration into the mainstream of society.

In support of this legislation, the Department of

Education has directed all school divisions in the
country to establish Special Education centers.
 REPUBLIC ACT
5250
It is an act establishing a ten-
year training program for
teachers of special and
exceptional children in the
Philippines and authorizing
the appropriation of funds
thereof.
 WHAT IS
• INCLUSION?
Reaching out to all learners
• Addressing and responding to diversity of needs of
all children, youth and adults
• Involves changes and modification in
content, approaches, structures and strategies
 Education system has full
responsibility to ensure Assessment
right to education

Support System
It is equipped and
ready to
handle diversity
through:
Flexible modified curriculum ,
teaching and learning methods

Involvement of peers, parents and the

community

Flexible teaching methods with

innovative
approaches to teaching aids, and

PROCESS
equipment assistive devices and learning
resources
Responsive, child-friendly
environment
Professional environment
working deliberately and
actively to promote inclusion
of
PHILIPPINE MODEL of
INCLUSION
1. Partial
mainstreaming
towards inclusion
- students are educated in
regular classes at least
half the day
- receive additional help
or specialized services
- pull-out
PHILIPPINE MODEL of
INCLUSION
2. Full
mainstreaming or
inclusion
- complete regular
instruction
- receive all
special service
in general
classroom
INDIVIDUALIZED
EDUCATIONAL
PROGRAM
It is a document
developed by a team of
persons from the
child’s attending
school systems who
have a direct
relationship to helping
the student with special
needs to be able to
reach his full potential.
 APPROACHES TO
MAKE INCLUSIVE
EDUCATION WORK
IN REGULAR
SCHOOLS
Establishment of a SPED Center which
will function as a Resource Center
-Support children with special needs enrolled in
regular schools
-Conduct of in-service trainings for regular teachers and
administrators
- Conduct assessment of children with disabilities
- Produce appropriate teaching materials

Information, Dissemination and Education

- Explanation of concepts
- In-service trainings
- Continuous orientation of the school personnel and
pupils in inclusive schools
Strengtheningthe Support Services
which include the following:
-Hiring of trained SPED teachers
-Provision of specialists like physical therapist,
speech therapist and other specialists
- Hiring of teacher-aids
- Implementation of the “buddy” system
-Provisions of instructional materials and
equipments.

Parent and Community Involvement

- Provision of parent education
-Involvement of families / communities of people
with disabilities
- Linkage with other Gos and NGOs
ALTERNATIV
E MODELS
1. COMMUNITY-
BASED
REHABILITATION
SERVICES /
PROGRAM
 2. HOME-BASED
INSTRUCTION FOR
THE
HANDICAPPED
3. VOCATIONAL
PROGRAM
 CONCERNS
BESETTING SPED
PROGRAMS
Inadequate Special Education Services
Throughout The Country

Limited Facilities, Materials And Equipment For

Systematic And Scientific Early Identification
And Screening Procedure

Early Intervention Program Is Not Sufficient

Fast Turn-over Of Special Education Teachers

Imbalance Between The Demand And Supply For

SPED-trained Personnel
Attitudinal Barrier

Lack of Coordination Among Government

Agencies in the Provision of Programs and
Services

Death of Researches and Studies about Children

with Special Needs
 SOCIAL
BENEFITS
Creates positive social and attitudinal changes in
both regular and disadvantaged children such as:

a. Reducing and eliminating prejudices

against disabled children
b. Improving self-concept or self-esteem
c. Growth in social cognition
d. Encouraging greater participation in
social progress
 ECONOMIC
BENEFITS
• There is higher simple and
functional literacy rates.
• There is higher employment
participation rate.
• Enable children to become
independent and productive in later years