GREETINGS

FOUNDATION OF
SPECIAL &
INCLUSIVE
EDUCATION
PRAYER
TEACHING STRATEGIES 05/02
REVIEW
1. Inclusive education and special education are
both the same.
CORRECT ANSWER:

FALSE
REVIEW
2. "No learners left behind" means learning can
be achieved for those who can make it.
CORRECT ANSWER:

FALSE
REVIEW
3. A regular school can be exempted to not
establish special education.
CORRECT ANSWER:

TRUE
REVIEW
4. An IEP shall be designed to meet the unique educational
needs of a learner with disability who shall receive
appropriate services, have real opportunities for equality,
and fully participate in the general education system and
the community.
CORRECT ANSWER:

TRUE
REVIEW
5. Child Find System (CFS) refers to the system of
identification, location, and evaluation of all learners
with disabilities not more than twenty-four (24)
years of age who are not receiving basic education
services
CORRECT ANSWER:

TRUE
REVIEW
6. The DSWD shall be responsible for the effective
management and provision of social and welfare
services, including auxiliary social services, for
learners with disabilities based on their assessed
needs, subject to its prescribed guidelines.
CORRECT ANSWER:

TRUE
REVIEW
7. The DepEd in collaboration with the Commission on
Higher Education (CHED), shall not develop a scholarship
program for in-service teachers who shall take courses or
the required master's degree units on special needs
education, inclusive education
CORRECT ANSWER:

FALSE
REVIEW
8. Teachers may do home visitation as an
early intervention for learners.
CORRECT ANSWER:

TRUE
REVIEW
9. Private schools can seek assistance from the
government to have an ILRC.
CORRECT ANSWER:

TRUE
REVIEW
10. Schools can reject learners with disabilities.
CORRECT ANSWER:

FALSE
Historical, Philosophical,
Theoretical, and Legal
Foundations of Special and
Inclusive Education
 Responsibility of Government Agencies (Sec. 24)

• (f) DILG - The DILG, in consultation with the

DepEd, LGUs and other relevant agencies and
stakeholders, shall promulgate the policies and
guidelines relevant to the implementation of this Act
by the LGUs.
 Responsibility of Government Agencies (Sec. 24)

• (g) LGUs - The LGUs shall also perform the following

functions and responsibilities:

• (1) Partner with public or private volunteers and local or

international private organizations, duly recognized and
accredited by appropriate government office, for technical
guidance and information dissemination campaigns and
funding support to augment the funding for the services
pertaining to this Act;
 Responsibility of Government Agencies (Sec. 24)
• (2) Participate in all efforts concerning inclusion of learners
with disabilities in the general education system, health
services, transport services, and other social and welfare
services;

• (3) Adopt measures to raise awareness in the community to

respond to the needs of learners with disabilities;

• (4) Enact appropriate ordinances to implement the LGU's

role in this Act;
 Responsibility of Government Agencies (Sec. 24)

• (h) Barangays - The barangays shall coordinate with the

Persons with Disability Affairs Office (PDAO) established
under Republic Act No. 7277, as amended by Republic Act
No. 10070, in their respective cities and municipalities for the
assistance that they may provide for learners with disabilities,
their parents or guardians, care providers, and other family
members on matters affecting the education and provision of
services to learners with disabilities as provided in this Act.
 Responsibility of Government Agencies (Sec. 24)

• A barangay may seek assistance from the ILRC in its area to

facilitate the proper training of barangay help desk personnel
to perform their functions under this section.

• The ILRC shall likewise ensure that necessary information

and materials on the rights of learners with disabilities under
this Act and other existing laws are provided to the
barangays.
 Protection of Learners with Disabilities (Sec. 25)

• The Secretary shall issue policies and guidelines for

implementation at all governance levels of DepEd to protect the
learners with disabilities within the ILRC and school premises
against neglect, abuse, cruelty or exploitation, bullying,
discrimination, and other acts or conditions prejudicial to their
physical and psychosocial well-being and development as provided
in this Act, Republic Act No. 7277, as amended, Republic Act No.
10627 or the "Anti-Bullying Act of 2013", Republic Act No. 7610
or the "Special Protection of Children Against Abuse, Exploitation
and Discrimination Act", and other existing laws.
 Procedural Safeguards

• The DepEd shall establish and maintain procedures

to ensure that learners with disabilities and their
parents or guardians are guaranteed procedural
safeguards for the enforcement and protection of their
rights under this Act, including the provision of free
and appropriate public education.
 Procedural Safeguards
• Procedural safeguards shall include the creation of policies,
procedures, and other administrative approaches which
include, but not limited to, the rights of the learners with
disabilities or their parents or guardians to be informed in
their mother tongue, and be served written notice on matters
affecting the education of the learners with disabilities; the
right to confidentiality of personal identifiable information
including the right of parents to written notice and written
consent to the exchange of such information among agencies.
 Procedural Safeguards (Sec. 26)

• The DepEd shall likewise ensure the speedy and timely

administrative resolution of complaints filed by learners with
disabilities, their parents, guardians, care providers, or other
immediate family members, which shall be promptly acted upon
and resolved not later than thirty (30) calendar days from receipt of
the complaint.

• Any private school, government official, and employee, and CDC

or ILRC personnel who shall cause any undue delay and fail to
comply with the said prescribed period shall be held
administratively liable.
Public Information, Education and Communication
(Sec. 27)

• A nationwide information dissemination campaign on the rights of

learners with disabilities under this Act and other existing laws,
prevention, early identification, assessment of a disabling condition and
strategy intervention programs for learners with disabilities shall be
intensified and jointly conducted by the DepEd and the Philippine
Information Agency.

• All information dissemination campaign materials shall be in accessible

formats which include, but not limited to, Braille, large-print format,
electronic, non-print, or multimedia format.
 Administrative Sanctions (Sec. 28)

• The DepEd and other implementing agencies shall

ensure compliance with the provisions of this Act.

• Any private school, government official, and

employee, and CDC or ILRC personnel who shall
violate or fail to comply with any provision of this Act
shall be dealt with administratively.
REFLECTION
1. How will the legal acts and laws will help
learners with disability to have quality
education?
REFLECTION
2. Do we really need to consider those laws and
acts in teaching?
TYPOLOGIES OF
LEARNERS WITH
SPECIAL NEEDS
Categories of Special Needs

1.Physical Needs
2. Developmental Needs
3. Behavioral/Emotional Needs
4. Sensory Impaired Special Needs
Categories of Special Needs

1.Physical Needs
Developmental Needs

Delays in development are typically apparent

very early in life, but some aren't obvious until
a person reaches a certain level in their
education. Early intervention is key for
managing a developmental special need.
Down syndrome:

presence of an extra chromosome in a person's DNA

visual or auditory problems, thyroid disease,
decreased muscle tone or cardiac conditions early
intervention is avakable, as children with Down
syndrome will experience delays in mobility and
educational development.
Autism spectrum disorder:

verbal and nonverbal communication can be

affected, evident before age 3. repetitive
activities and resistance to change in
routines. Autism may also fall under
sensory-impaired special needs.
Dyslexia:

alters the way the brain processes the

written word - have difficulty reading,
writing and spelling. - Treatment for
dyslexia is more successful when started at
a young age, rather thin waiting until
middle or high school to address.
Behavioral/ Emotional Needs Dissociation:

lack of connection in someone's thoughts, memory

or sense of identity resulting in multiple personality
disorders or other dissociative disorders. mistrust
authority and keep secrets, making it difficult to treat
them
• Obsessive compulsive disorder:

have obsessions or excessive thoughts that lead to

repetitive, compulsive behaviors. affects people of all ages
and results in unwanted, intrusive thoughts and urges.
• Attention-deficit (hyperactivity) disorder:
a disorder marked by an ongoing pattern of inattention and/or
hyperactivity impulsivity that interferes with functioning or
development
• Eating disorders with abnormal eating habits -
be they insufficient or excessive - can be
categorized as having an eating disorder. like
anorexia and bulimia, can affect someone's
physical and emotional health.
Sight-impaired: Blindness and loss of sight Hearing-
impaired:
Deafness and loss of hearing can affect the way an
individual learns and processes.. Sensory processing
disorder: A person with this disorder has difficulty
receiving and responding to information from the senses:
vision, hearing, touch, smell and taste. They may have a
heightened or lower sensitivity to stimuli like tolerating
light, being touched, maintaining eye contact and loud
noises.
GIFTED AND TALENTED
LEARNERS’ Qualities
~ They learn more quickly and independently than most
students their own age.
~ They often have well-developed vocabulary, as well as
advanced reading and writing skills.
~ They are very motivated, especially on tasks that are
challenging or difficult.
~ They hold themselves to higher than usual standards of
achievement. They are not necessarily awkward socially,
less healthy, or narrow in their interests-in fact, quite the
contrary.
 PSYCHOLOGICAL
BASES OF EDUCATION
REFLECTION
1. Why do we need to consider the different
categories of special needs?
REFLECTION
1. How can we apply or use different
psychological bases of education? Give a real-
life situation.
thank you :)