Basic Concepts on Special

and Inclusive Education

Maria Luisa C. Umbrosa
Instructor
marialuisa.umbrosa@dnsc.edu.ph
 OBJECTIVES:

At the end of the lesson, students will be able to:

a. analyze basic concepts on special and inclusive education;
b.write a one-paragraph synthesis on the basic concepts
presented; and
c. point out the significance of special and inclusive education
through an interactive sharing.
 Acronyms and Abbreviations
 SpEd- Special Education
 LSEN- Learners with special educational needs
 SWAN- Students with additional needs
 CSN- Children with special needs
 SEN- Students with educational needs
 SEND – Students with special educational needs and dis-abilities.
 PWDs- Persons with disabilities
 IEP- Individualized Education Plan
 Inclusive education
 According to UNESCO (2009), Inclusive education
(IE)- is about putting the right to education into action
by including all learners, respecting their diversity.
 Inclusion is the process that helps overcome barriers
limiting the presence, participation, and achievement of
learners (UNESCO, 2017)
 Inclusive education

DepEd Order 21, series of 2019,

 Inclusion is the key standard and core principle of the k-
12 curriculum.
DepEd Order 42, series of 2017
 Teachers are expected to act as major implementers of
inclusive education.
Special education (SpEd)
 Classes designed for students with needs, dis-abilities,
and talents.
 It involved planning, implementing, monitoring, and
evaluating a specially designed and coordinated set of
services through IEP.
INCLUSIVE EDUCATION SPECIAL EDUCATION
Every learner can participate in an all Only learners with dis-abilities, giftedness, and
included, mainstreamed classroom. talents are accommodated in the same class.

Learners follow the prescribed Special curriculum is adhered.

curriculum/methodology with
accommodations.
Teaching strategies should be varied Given specialized and intensive instruction
and modified. anchored to their curriculum.

General education teachers oversees SPED teachers oversees learners with other
students’ learning with the help of professionals using IEP.
shadow teachers.
Ideal number of learners: 30-35 It varies
 Related concepts
MAINSTREAMING
 Practice of educating students with learning
challenges in regular classes.
 Based on the admission requirements
 Involve shadow teaching; pull-out provision
 APPROACHES TO CHILDREN WITH DISBILITIES

INTEGRATION
 Franklin (1969) posits that it refers to
creation of spaces such as regular classroom,
special education classrooms, or pull-out
classrooms for diverse learners.
 APPROACHES TO CHILDREN WITH DISBILITIES

EXCLUSION
 is used to describe the process that occurs
when a student is denied access to
participation at school(Booth, 1996).
 APPROACHES TO CHILDREN WITH DISBILITIES

SEGRAGATION
- occurs when students with disabilities are
educated in separate environments (classes or
schools) designed for students with
impairments or with a particular impairment.
“Whilst integration was the square peg struggling to fit the
round holes, inclusion is a circle containing many different
shapes and sizes, all interrelating with the whole, and with a
caption reading, ‘Come in. We celebrate difference here.
You can be yourself and not struggle to fit in.”
 SUMMARY
The open learning potential of each student rather than a
hierarchy of cognitive skills.

Reform of the curriculum and a cross-cutting pedagogy that

recognizes every child’s potential to learn, rather than a need
to focus on student deficiencies.

Active participation of students in the learning process rather

than an emphasis on specialized discipline knowledge as key
to teachers’ expertise.
 SUMMARY

A common curriculum for all, based upon

differentiated and/or individualized instruction, rather
than an alternative curriculum being developed for
low achievers.

Teachers prepared and able to apply child-centered

and inclusive methodology that recognizes the diverse
needs of every child.
 Let’s do it! (Trio Task)
• Write a one-paragraph with 5 sentences
synthesis on the concepts presented to
summarize your understanding regarding
Special and Inclusive Education.
• Put your answer on a ½ crosswise.
• Draw/sketch an object/figure that represents
inclusive education, with 1-2 sentence
explanation.
• You are given ten (10) minutes to complete the
task.
NEXT TASK:

Study for our Quiz/ Oral Recitation next

meet.