KAWAY ARALAN SA BAGONG KADAWYAN:

PNU FLEXIBLE LEARNING

For PNU USE ONLY (Term 1, AY 2020-21)

 02 PROF ED 05
Foundations of Special and Inclusive Education

Historical & Legal Foundations

Week Two

Faculty: ZHANINA U. CUSTODIO, Ph.D.

SHIRLEY N. CERBO, Ph.D.
ROMELIE ANNE B. CALAPARDO
 Readings of the Week
• Victor the Wild Boy of Aveyron https://
owlcation.com/social-sciences/The-Wild-Boy-of-Aveyron
• A history of disability http://
www.ncld-youth.info/Downloads/disability_history_timeline.pdf or
http://dhss.alaska.gov/gcdse/Pages/history/pdf_guide.aspx

Videos of the Week

• Victor, the Feral Child of Aveyron https://
www.youtube.com/watch?v=CMYcUXNUChs&t=7s
• Victor https://www.youtube.com/watch?v=0rlSH0BXnPM
 OBJECTIVES
Share in-depth observations on the current status
of special education in the country and discuss its
implications on the special and inclusive education
programs

Demonstrate knowledge of special and inclusive

education policies that promote the development of
safe, secure and fair learning environments
Historical & Legal Foundations
of Special and Inclusive Education
Era of Extermination (BC)
 Era of Extermination (BC)
ANGELS DEVILS
• Mutterings
revelations • Changelings
• Benefit through alms • Punishment for
• “Children of Great sins
Spirit” • Intercourse with
• Angels from heaven devil
Era of Ridicule (Medieval)
Era of Asylum (Renaissance)
Era of Education (Industrial Rev)
Era of Education (Industrial Rev)
 Era of Education (Industrial Rev)
“. . . He is unusual to our food, selecting his nourishment by smell but at the
same time indifferent to fragrant or foul odors; lying flat on the ground to
drink; tearing garments placed upon him and trying constantly to escape;
walking often on all fours; fighting with his teeth; giving few marks of
intelligence; having no articulate language even devoid of the faculty of
speech. It was later discovered that the boy’s hearing was insensitive to loud
noises and to music; yet he readily heard the fall of a nut. His sense of touch
was likewise deficient. As to sight, his eyes constantly wandered and could
not be fixed on objects”
Bonaterre (1798)
 Era of Education (Industrial Rev)
Jean Marc Gaspard-Itard

• One of the earliest teachers to argue that special

teaching methods could be effective in educating
disabled children.
• Between 1801 and 1805, Itard used systematic
techniques to teach a boy, named Victor, how to
communicate with others and how to perform daily living
skills, such as dressing himself
 Era of Education (Industrial Rev)
Jean Marc Gaspard-Itard

“solve the metaphysical problem of determining

what might be the degree of intelligence, and the
nature of ideas in the lad, who deprived from birth
of all education should have lived entirely
separated from the individuals if his kind”
Itard (1789)
 Era of Education (Industrial Rev)
Jean Marc Gaspard-Itard
“solve the metaphysical
problem of determining what
might be the degree of
intelligence, and the nature
of ideas in the lad, who
deprived from birth of all
education should have lived
entirely separated from the
individuals if his kind”
 Era of Education (Industrial Rev)
Eduard Seguin (1812-1880)

focused on teaching
individuals with ID
(sensory and motor
training)
 Era of Education (Industrial Rev)
Maria Montessori (1870-1952)

self- construction of the

child and “prepared
environment”
19
+
Modern Period (20th century)
Philippines
19 • Insular School for the Deaf and Blind
07
19 • Undersecretary of Education and Culture for Non-formal Education
60 • PD 1139
s
• Law to Enhance Mobility of PWDs
19 • BP 344
83

19 • 1987 Philippine Constitution

87
+
Modern Period (20th century)
Philippine Policies
1
• Proclamation 480 declares 1990-1999 as the “Decade of Education for All”
9
8
1
9
• World declaration of EFA
9
9
1
0 • Magna Carta for the Disabled or RA 7277
9 • Special Protection Against Abuse, Exploitation and Discrimination Act or RA
7610
9
2
+
Modern Period (20th century)
Philippine Policies
1
9 • Salamanca Statement for the Education of CwD
9
1
4 • Four Pillars of Learning
9 • Report to UNESCO
9
1
6 • The Indigenous People’s Rights Act or RA 8371
9
9
7
 Current Developments (21 th
century)

Philippine Policies
2
0 • The Dakar Framework for Action EFA
0
0
2 • Governance of Basic Education Act or RA 9155
0 (ALS)
0
1
2 • Bureau of Non-Formal Ed TO Bureau of ALS or EO 356
0 • Standard Curriculum for Elem Public Schools and Private
0 Madaris or DO 51, series of 2004
4
 Current Developments (21 th
century)

Philippine Policies
• UN Convention of the Rights of PWDs
2 • The Philippine Education for All (EFA) 2015 National
0 Action Plan
0 • Juvenile Justice and Welfare Act RA 9344
2
6 • UN Declaration on the Rights of IP
0 • Magna Carta for Disabled Persons RA 9442
0
7
 Current Developments (21 th
century)

Philippine Policies
2 • Pantawid Pamilyang Pilipino
0 Program (4Ps)
0
8 • Inclusive Education as a Strategy for Increasing Participation Rate of
2 Children DO 72, s.2009
• Institutionalizing Mother tongue-based Multilingual Ed (MLE) DO 74,
0 s.2009
0 • Magna Carta of Women RA 9710

9
 Current Developments (21 th
century)

Philippine Policies
2 • Mainstreaming and Institutionalization on
0 Madrasah Ed Program TO Bureau of Elem
Ed and Regional and DO
1
0 • Adopting the National IP Education
2
01 Policy Framework DO 62, s. 2011
1
 Current Developments (21 th
century)

Philippine Policies
2 • Kindergarten Act / RA 10157
0 • Revised School-Based Management Framework, Assessment Process and
Tool (APAT)
1
2 • Enhanced Basic Education Act RA 10533
0 • Batas Kasambahay RA 10361
1
2
3
0 • Open System High School System Act RA10665

1
5
 Current Developments (21 th
century)

Philippine Policies
2 • The Individuals with Disabilities Education Act (SB 1298)
0 • IE for Children and Youth with Special Needs Act (SB 996)

1
2
6 • Philippine Professional Standards for Teachers DO 42, s. 2017
0 • PSGs for BEEd, BSEd, BECEd, BSNEd requiring prof ed
course on Foundation of Special and Inclusive Education
1
7
 Current Developments (21 th
century)

Philippine Policies
2 • DO 21 Policy Guidelines on the
0 K to 12 Basic Education
1
2
9 • An Act Instituting Services for
0 LWDs in Support of IE
2
0
 INCLUSIVE
SPECIAL EDUCATION
EDUCATION
 Special Education
Defined as classes or
instruction designed for
learners with disabilities,
and gifted and talented
learners or LDGTL
(UNESCO, 2017).
 Special Education
Mainstreaming – the
practice of educating
students with learning
challenges in regular classes
during specific time-periods
based on their skills
(UNESCO, 2017).
 Special Education

Integration – LDGTL are

placed in mainstream
education (UNESCO,
2017).
Inclusive Education
A process intended to
respond to students’
diversity by increasing
their participation and
reducing exclusion within
and from education
(UNESCO, 2009)
 Inclusive Education
Education environments that adapt the design and
physical structures, teaching methods, and
curriculum as well as the culture, policy and
practice of education environments so that they
are accessible to all students without
discrimination. Placing students with disabilities
within mainstream classes without these
adaptations does not constitute inclusion (Article 24, CRPD)
Inclusive Education
Accommodations –
change how the learners
with disabilities, giftedness
and talents learn the same
material and meet the
same expectations as their
age peers
Accommodations do not alter the content of
assignments, give students an unfair
advantage or in the case of assessments,
change what a test measures.

They do make it possible for SWANs to show

what they know without being impeded by
their disability.
 Presentation Accommodations
(e.g.,listen to audio recordings instead of reading texts)
Response Accommodations
(e.g., give an oral exam instead of a written exam)
Ways to Setting Accommodations
Accommodate (e.g., allow the use of fidget spinners in class)
SWANs
(Pre-COVID- Timing Accommodations
19): (e.g.,allow frequent breaks until the completion of a task)
Schedule Accommodations
(e.g., give more time to complete a project)
Organization Accommodations
(e.g., use an alarm to help with time management)
Inclusive Education

Modifications – changes
what a student is taught or
expected to learn
 Special Education
LDGTL are accommodated in
a special class along with
other learners of the same
condition.
A special curriculum is
structured on the learners’
condition (e.g. intellectual
disability, visual impairments)
but is based on the regular
curriculum.
Inclusive Education
All learners, regardless of the
condition, participate in a
mainstream classroom
alongside their age peers.
SPECIAL
EDUCATION
The learners adhere to a
prescribed curriculum and
methodology with some
accommodations /
INCLUSIVE
adaptations and modifications EDUCATION
to meet the needs of LDGTL
 Special Education Inclusive Education
LDGTL are given specialized All students simply require
and intensive instruction good instruction, but different
anchored on their curriculum. teaching strategies may be
employed to those with high
or very high education needs. SPECIAL
EDUCATION

The special education teacher The general education

oversees the learning of the
LDGTL with the collaborative
partnerships of other
professionals listed in the IEP.
teacher oversees the learning
of students and in some
cases, with the help of a INCLUSIVE
shadow teacher or a special EDUCATION
education teacher.
Inclusive education is transformative rather than just being
alleviative (Toh, 2018) and it equates to the idea of equity
 Worksheet No. 2
Historical Foundations. How do you
think will the view and treatment of
Victor, the wild boy of Aveyron, be
different if he was discovered in the
following periods?
• Ancient Times
• Medieval
• Renaissance
• Industrial Revolution
• 20th century
• 21st century
45
 Tasks of the Week
 Submit Worksheet Number 2
 Answer Survey check-in via LMS
 Research Sample Story Vignettes on
PWDs for Project
 Evaluate week two toolkit via LMS
 Toolkit Evaluation
HOW MUCH DID THE TOOLKIT HELP YOU LEARN
THE TOPIC OF THE WEEK?

Stars: _____/5
Reason:

Comments / Suggestions: