foundation of special and inclusive education Pambayang Kolehiyo ng Mauban

regarded as diametrically opposed in their approaches. This article pre-

sents a theory of inclusive special education that comprises a synthesis
of the philosophy, values and practices of inclusive education with the
interventions, strategies and procedures of special education. Develop-
ment of inclusive special education aims to provide a vision and guide-
lines for policies, procedures and teaching strategies that will facilitate
the provision of effective education for all children with special educa-eeds and disabilities.
Inclusive education and special education are based on different phi-
losophies and provide alternative views of education for children with
special educational needs and disabilities. They are increasingly
regarded as diametrically opposed in their approaches. This article pre-
sents a theory of inclusive special education that comprises a synthesis
of the philosophy, values and practices of inclusive education with the
interventions, strategies and procedures of special education. Develop-
ment of inclusive special education aims to provide a vision and guide-
lines for policies, procedures and teaching strategies that will facilitate
the provision of effective education for all children with special educa-
tional needs and disabilities.

Foundation of Special
and Inclusive
Education
EDUC 102
A Modular Instruction
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foundation of special and inclusive education Pambayang Kolehiyo ng Mauban

Introducti
The creation of special and inclusive education as part of the regular schooling bridged
the gap between people with disability and people without disability; thus, making them equal in
all opportunities provided by the society. On an equal note, people with disability become
empowered in promoting their strengths to others as they discover their talents and skills in every
school attendance and participation. As for their parents, teachers and other inclined
professionals in the community, it is a source of hope seeing what they are capable of doing.
However, this present situation they are into could not be understood without the knowledge of
all the indispensable components that make up special and inclusive education, its scope and
limitations, underpinning philosophies, and the significant people behind it with their roles.
It is along with these concerns that this module was devised, for students even those who
do not aim to teach such group of learners to respect and appreciate their personalities, and
escalate their awareness of the do’s and don’ts in addressing people with disability. Likewise, it
would make them understand what special and inclusive education is as a course, for it is divided
in three concepts namely: module overview, discovery and exploration, and learning task. The

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foundation of special and inclusive education Pambayang Kolehiyo ng Mauban

module overview gives a hint of the lessons that students will be learning together with the
objectives they have to accomplish after going through the entire module. Meanwhile, the
discovery and exploration provides the discussion of the lessons and other information enclosed
as FYI (for your information) in text and non-verbal discussions. With this are the varied
learning tasks intended to assess the student’s comprehension.
Now flip on the next page, and be equipped of the learning this module offers!

MAA

Module 1

Background &
Philosophies
of Special & Inclusive
Education

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foundation of special and inclusive education Pambayang Kolehiyo ng Mauban

Module
Overview

Laws serve as the pillar of an implemented policy whether it is locally or

internationally alongside with the principles that tighten its mandate. For special and
inclusive education, both of these (laws and principles) generated the views of making
it realized and thereby gained acceptance and respect among people without disability.

Going through this module, you will learn the: (1) individual and interrelated
definitions, features, and goals of special and inclusive education, (2) its historical
background, (3) legal foundations, (4) definitions of important terminologies, and (5)
SPED situation.

Objectives:

After going through this module, you should be able to:

1. compare and contrast special and inclusive education;
2. explain the purpose and importance of special and inclusive education;
3. summarize the laws that mandated its creation and implementation;
4. discuss the issues or challenges encountered in the practice of special
inclusive education;
5. identify ways of helping people with disability as a future educator, and

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6. reflect on oneself as a person who respects people with disability.

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foundation of special and inclusive education Pambayang Kolehiyo ng Mauban

Discovery &
Exploration
Now let’s get started! Read the definitions and everything that follows to accomplish the
learning tasks therein. Make sure not to skip any on your reading.

Lesson 1: Special & Inclusive

Education Defined
WHAT IS SPECIAL EDUCATION?

It is a set of educational programs or services specially designed to meet the unique needs
of learners with disabilities that cannot be sufficiently met using traditional educational programs
or techniques. Special education services and programs may be provided individually (one-on-
one set up) or in a group with other learners with similar educational needs.

It is in a one sense a profession, with its own tools, techniques, and research efforts all
focused on improving instructional arrangements and procedures for evaluating and meeting the
learning needs of children, youth and adults with special needs. At a more practical level, it is the
individually planned and systematically monitored arrangement of physical settings, special
equipment and materials, teaching procedures, and other intervention designed to help
exceptional children achieve the greatest possible personal self-sufficiency and academic success
(Heward and Orlansky, 1988). Salend (2011) defines special education as characterized by:
• individual assessment and planning;
• specialized instruction;
• intensive instruction;
• goal-directed instruction;
• research-based instructional practices;
• collaborative partnerships; and
• student performance evaluation.

Historically, Special Education has been regarded as "an attempt to increase the fairness
of universal public education for exceptional learners" because there are "those with special
difficulties or extraordinary abilities in learning" (Kauffman & Hallahan 2005). Acknowledging
learner differences, the essence of special education lies in its goal to educate a certain
population of students, particularly those at the tail ends of a normal statistical distribution of
performance (Thomas & Loxley 2001) (see Figure 2.4). In other words, special education tries to
ensure that those perceived to have difficulties learning will be taught, albeit in a different way.

WHAT IS INCLUSIVE EDUCATION?

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Inclusion is not a strategy to help people fit into the systems and structures which exist in
our societies; it is about transforming those systems and structures to make it better for everyone.
Inclusion is about creating a better world for everyone.

Inclusive education and special education are based on different philosophies and provide
alternative views of education for children with special educational needs and disabilities. They
are increasingly regarded as diametrically opposed in their approaches. Development of inclusive
special education aims to provide a vision and guide-lines for policies, procedures and teaching
strategies that will facilitate the provision of effective education for all children with special
educational needs and disabilities.

The most controversial issue currently regarding the education of children with special
educational needs and disabilities (SEND) is that of inclusion (Farrell, 2010; Kauffman & Badar,
2014a; Slee, 2011). Theories of inclusion and inclusive education have important implications
for special education policies and practices in both developed and developing countries (Artiles
et al., 2011; Singal & Muthukrishna, 2014).Inclusive education is generally considered to be a
multi-dimensional concept that includes the celebration and valuing of difference and diversity,
consideration of human rights, social justice and equity issues, as well as of a social model of
disability and a socio-political model of education. It also encompasses the process of school
transformation and a focus on children’s entitlement and access to education (Kozleski et al.,
2011; Loreman et al., 2011; Mitchell, 2005; Slee,2011; Smith, 2010; Topping, 2012).

Salend (2011) distils from the literature on inclusive education four key principles
through which the philosophy of inclusion is put into practice. These are, firstly, providing all
learners with challenging, engaging and flexible general education curricula; secondly,
embracing diversity and responsiveness to individual strengths and challenges; thirdly, using
reflective practices and differentiated instruction; and fourthly, establishing a community based
on collaboration among students, teachers, families, other professionals and community
agencies. Inclusive education, therefore, aims to provide a facilitative and constructive focus for
improving the education of children with SEND. Salend (2011) defines inclusive education as
characterized by:
• a philosophy of acceptance and belonging within a community;
• a philosophy of student, family, educator and community collaboration;
• celebration of the diversity and value of all learners;
• valuing educating learners in high-quality schools;
• valuing educating learners alongside their age peers;
• valuing educating learners in mainstream classrooms;
• valuing educating learners in schools in their local community

COMMON BARRIERS TO INCLUSION

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Attitudes, values systems, misconceptions, and societal norms - can lead to prejudices
and/or actual resistance to implement inclusive practices (UNESCO 2005).
Physical barriers- the lack of building, facility, transportation, or road accessibility are
types of physical barriers that can literally affect one's mobility.

Curriculum-a rigid "one size fits all" type of curriculum that does not allow room for
individual differences can significantly stunt one's learning and opportunity for growth.

Lack of teacher training and low teacher efficacy- whether training in teaching strategies,
using curriculum frameworks, or behavior and classroom management, lack of training as
well as low confidence in one's own skills can directly affect how inclusive practices are
implemented.

Poor language and communication-language barriers may also directly have implications
on how well inclusive practices are implemented.

Lack of finding enough funding can allow for training w teachers as well as coming up
with mare appropriate programs instructional materials, or facilities, lack of funds can be
limiting and debilitating to schools

Lack of policies-policies have the ability to unify beliefs and mobilize resources,
unfortunately, lack of it can become a convenient justification for inaction.

Organization of educational systems-centralized systems may have some type of

detachment in terms of implementing policies and seeing the reality of how such policies
are affecting learners and other stakeholders.

Too much focus on performance-based standards-schools have also reportedly refused

inclusion because of fear that the presence of learners with additional needs will pull
down their rankings in standardized tests.

WHAT IS INCLUSIVE AND SPECIAL EDUCATION?

The definition of inclusive special education encompasses a synthesis of the philosophies

and practices of both inclusive education and special education. It involves educating children
with SEND in the most inclusive settings in which their special educational needs can be met
effectively, using the most effective instructional strategies, with the overarching goal of
facilitating the highest level of inclusion in society post-school for all young people with SEND
(Kauffman & Badar, 2014a).

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The definition of inclusive special education also encompasses a process of ongoing

whole-school organization and development in order to assist mainstream schools to effectively
educate as many children with SEND as possible. This includes ensuring that special school,
resource room and special class teachers assist mainstream schools in implementing effective
education for children with SEND, while at the same time effectively providing for those
children with higher levels of SEND who need to be educated in these special education settings.

GOALS AND FEATURES OF INCLUSIVE SPECIAL EDUCATION

Inclusive special education regards the identification of SEND, and the setting up of
procedures such as (Individualized Education Program) IEPs and transition plans, as essential
components of providing effective education for children with SEND in order to facilitate their
inclusion in their communities’ post-school. Therefore, these are key features of inclusive special
education.

Inclusive special education acknowledges that many children with more severe SEND are
more comfortable with peers who have similar interests, difficulties, abilities and disabilities to
themselves, so this must be taken into account when considering educational placements. In this
way a sense of belonging and being included in a learning community is emphasized, whether
children with SEND are educated in special classes, resource rooms, special schools or
mainstream classrooms.

Inclusive special education acknowledges the role of physiological, psychological,

environmental and social factors in the aetiology of SEND. A psycho-social model involving an
ecological view of the aetiology of SEND and of the interventions needed to address these is an
essential component of inclusive special education.

Inclusive special education promotes the use of special education interventions that focus
on children’s strengths as well as their needs and that have been influenced by a range of
medical, psychological and other treatment models. A focus on evidence-based practice is a
central feature of inclusive special education. This involves the selection and implementation of
interventions whose effectiveness is supported by strong bases of research evidence (Hornby et
al., 2013).

Inclusive special education considers that the priority for children with SEND must be
that they have access to curricula that are appropriate for them throughout their education. An
important issue in inclusive special education is to achieve the right balance for each child with
SEND between an academic or developmental curriculum, which is focused on the needs of the
majority of children, and a functional curriculum which addresses the specific educational needs
of children with SEND.

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Inclusive special education acknowledges the current reality in mainstream schools, that
many teachers do not feel competent to teach children with SEND because of insufficient input
on teaching children with SEND in their training and inadequate resources. Therefore, a key
component of inclusive special education is the provision of effective and ongoing training and
support for mainstream class teachers. With increased levels of training and support, a greater
proportion of mainstream classroom teachers will become more confident and competent to
teach children with a wide range of SEND.

The focus of inclusive special education is to provide young people who have SEND with
the knowledge, skills and attitudes they need to achieve as much independence and success as
possible after they leave school. Therefore, the focus is on providing funding to ensure that all
children with SEND, whatever the type or severity of that SEND, have educational provision that
is funded sufficiently to ensure their optimal development, whether this is provided in
mainstream classrooms or in special schools, special classes or resource rooms.

Inclusive special education recognizes that inclusion in the community after leaving
school is the most important end that educators should be seeking. Whereas inclusion in
mainstream school classrooms will lead to this end for some children with SEND, for others
placement in resource rooms, special classes or special schools may be the best means to the end
of inclusion in the community when they leave school.

Inclusive special education supports the need for intensive research to provide evidence
regarding the effectiveness of policy and practice in inclusive special education. Such research
needs to focus on evaluating the effectiveness of interventions, programs and educational
placements. Research also needs to be conducted on post-school and long-term follow-ups of
outcomes for children with SEND who experience either mainstream or special schooling or
some combination of both during their time at school.

Inclusive special education is about providing the best possible instruction for all children
with SEND, in the most appropriate setting, throughout all stages of a child’s education, with the
aim of achieving the highest possible level of inclusion in the community post-school. Its focus
is on effectively including as many children as possible in mainstream schools, along with the
availability of a continuum of placement options from mainstream classes to special schools, and
involving close collaboration between mainstream and special schools.

SPECIAL EDUCATION VS. MAINSTREAMING VS. INCLUSIVE EDUCATION

Part of what needs to occur when creating cultures is to also determine distinctions among
frameworks and practices. Most important in this scenario is to understand how different special
education, mainstreaming and inclusive education are from each other. In the previous chapter.
we discussed how special education is often regarded as segregated and exclusive. It has to be

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noted, however, that this perception is entirely due to its nature of addressing cases in a highly
individualized way. This is not to mean that special education is an environment that violates
human rights. Because special education assesses, instructs, and evaluates students individually
and intentionally, this type of educational setting is beneficial to those with very unique needs as
well.

Mainstreaming shares more similarities with inclusion than with special education. Both
look at integrating the child with additional needs into a general education setting. There are,
however, nuances between the two as well (see table 3.1)

Lesson 2: Ability (And Disability) As A Dimension

Another dimension of diversity that is significant is 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.

According to the Collins English Dictionary, ability refers to the possession of the qualities
required to do something; necessary skill or competence, or power. Disability, on the other hand,
is defined by the World Health Organization (WHO n.d.) 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 condition) and that individual's contextual
factors (environmental and personal factors). This definition underscores that disability is not
only a health issue, but also an issue that affects a person's state in life and the environment
he/she is in.

"Disabilities 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. They have to be acknowledged 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 with cast accept them and create avenues for them to live in.

MODELS OF DISABILITY

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A. The Moral Religious Model

The Medieval age is said to have started from AD 476, the year the Western Roman Empire
fell, and ended toward the early 1800s, eventually ushering in the Renaissance age and Age of
Discovery. This period saw the Church as one of the most influential figures in Europe. The idea
of God as an all-powerful being was so strong in man's consciousness that it affected the way
society treated PWDs at the time. Parents who bore children with disabilities were seen from
within a spectrum where on one end, God was punishing them for a sin that needed to be atoned,
and at the other extreme He was blessing the family by giving them a precious gift that only they
could care for. The middle ground was to see disability as a test of faith and an opportunity to
redeem oneself through endurance, resilience, and piety (Niemann 2005 as cited in Retief and
Letsosa 2018).

Such perspectives are rooted in a moral or religious model of disability, which sees disability
as either a blessing or a curse. It is characterized by notions of charity and caretaking. However,
Jackson (2018) adds that protection is also a primary concern as there is an instinct to protect
both with disabilities for their vulnerability and the economic and social order which might be
disrupted by "deviant members" of society.

B. The Biomedical/Individual Model

"Disability is seen as a medical problems that resides in the individual. It is a defect in or

failure of a bodily system and as such, is inherently abnormal and pathological. The goals of
intervention are cure, amelioration of the condition to the greatest extent possible, and
rehabilitation (i.e., the adjustment of the person with the disability to the condition and to the
environment). Persons with disabilities are expected to avail themselves of the variety of services
offered to them and to spend time in the role of patient or learner being helped by trained
professionals" (p. 26).

Whereas a moral/religious perspective sees disability as something permanent, the

biomedical (medical) model considers disability as a "glitch" the PWD is born into, which needs
assessment and fixing. While Oliver (1990) refers to the model as the individual model,
Nankervis, 2005 as cited in Jackson, 2018, p.3 describes it to be a normative model based on a
person's levels of deficiency "compared to a normative state" (Jackson 2018).

C. The Functional/Rehabilitation Model

The functional/rehabilitation model is quite similar to the biomedical model in that it sees
the PWD as having deficits. These deficits then justify the need to undergo rehabilitative
intervention such as therapies, counseling, and the like in the aim of reintegrating the disabled
into society. The main difference between the two models is in the concept of habilitation and
rehabilitation. The biomedical model often suggests habilitation, which refers to help given to
those whose disabilities are congenital or manifested very early in life in order to maximize

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function. On the other hand, the functional/rehabilitation model refers to the assistance given by
professionals to those who have an acquired disability in the hope of gaining back one's
functionality.

D. The Social Model

Clough (Clough & Corbett 2000) points out that the social (sociological) model became
society's reaction to how the biomedical perspective view disability In fact, Mike Oliver, a
lecturer in the 1980s who coined the term social model" and is considered one of its main
proponents, wrote a position paper directly reacting against how the medical field has been
reinforcing a disabling view of PWDs. According to the sociological response, disability occurs
as a result of society's lack of understanding of individual differences PWDs are seen as disabled
not because they are deficient but because society "insists" they are deficient and disadvantaged,
Norms, after all, are determined by society. Professor David Pfeiffer challenges the concept of
norms

E. Rights-Based Model and Twin Track Approach

The rights-based model of disability is a framework that bean similarities with the social
model. Although most practitioners see the te as one and the same. Degener (2017 in Retief &
Letsosa 2018) argues their nuances. While the social model reiterates social factors and
dynamics the form our perceptions of disability, the rights-based model "moves beyond
explanation, offering a theoretical framework for disability policy that emphasizes the human
dignity of PWDs" (Degener 2017:43).
A rights-based approach to education ensures that all energies are devoted to the realization
of each learner's right to education. It is built on the principle that education is a basic human
right and therefore all must have access to it. There are four key actors directly involved in such
a model: (1) the government as duty-bearers, (2) the child as the rights-holder, (3) the parents not
only as duty-bearers but also as representatives of the child, and (4) the teachers, both as rights-
holders and duty-bearers (Van den Brule Balescut & Sandkull 2005).

Lesson 3: Brief History of Special Education in

the Philippines
The mandate and establishment of Special Education in the Philippines did not happen by
chance as it was thoroughly planned and organized through coordinating agencies upon the
enactment of particular laws that intend to protect and secure the rights of people SEND.
Following are the significant dates with its corresponding events testifying the firm decision of
the country in giving equal opportunities to people with SEND.

1907 – Special education started in the Philippines with the establishment of the Insular School
for the Deaf and the Blind, a residential school located in Pasay City, Metro Manila, by Ms.
Delia Delight Rice, an American educator.

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1952 – a pilot school for the Special Education (at the Philippine Women’s University) of the
mentally handicapped children started. All children from this school were transferred to the
Special Child Study Center in Cubao, Q.C., in 1957.
Other government and private special schools based on categorical disabilities were also set up.
For example, special schools were first set up for people with:
 mental retardation and physical disabilities in 1927
 cerebral palsy in 1953, and
 behavior problems and chronic illness in 1962.

Rep. Act No. 3652 (June 1963) – An Act to promote the Education of the Blind in the
Philippines which established teacher training course and Philippine National School for the
Blind.
1964 – Philippine Normal College (PNC) now PNU, offered courses in SPED for teaching the
blind wherein 14 elementary school teachers were selected for training.

Republic Act 5250 in 1968 –a 10-year training program for teachers of children with special
needs was established and encouraged the admission of people with disabilities into regular
public schools.

1970 – Insular School for the Deaf and the Blind was reorganized into two separate government
special schools: the Philippine National School for the Blind and the Philippine School for the
Deaf.

1974 – there were 76 such special classes in 31 regular schools in the Division of City Schools,
Manila. Reports from the schools involved revealed that this solution was inadequate and
inefficient. To improve the SPED program in Manila, the innovative 'school within the school',
or Silahis Centre, was introduced in 1974. The 76 special classes and the SPED teachers from the
31 schools were consolidated into six Silahis Centers based in large regular schools strategically
located throughout the city. 'Silahis' in Tagalog-based Filipino - the national language of the
Philippines - refers to 'rays (of the sun)'.

The Silahis Centers, manned by trained SPED teachers for the different types of exceptionalities
and administered by the principal of the regular school, offered an array of educational services
appropriate to the needs and capabilities of people with disabilities (those with visual
impairment, hearing impairment, mental retardation, speech impairments) as well as to people
identified as gifted and fast learners. These services included special classes, resource room
plans and partial or full integration and mainstreaming (Inciong, 2001).

Learning Task #1

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To summarize your understanding, illustrate a Venn diagram in another sheet

and fill it with the similarities and differences of Special and Inclusive Education. Limit
your answers into words or phrases. (20pts.)

Lesson 4: Legal
Foundations
SPECIAL EDUCATION PHILOSOPHY
The state shall promote and maintain equality of access to education as well as the
enjoyment of the benefits of education by all its citizens.
Every child with special needs has the right to an education that is suitable to his needs.

SPECIAL EDUCATION MISSION

To make education accessible to every Filipino learner.

SPECIAL EDUCATION VISION

The child with special needs is adequately provided with basic education that fully
realizes one’s potentials for development and productivity as being capable as self-expression of
his/her rights in the society.

Care and Protection of Disabled Children (C.A.3203) – the rights of every child in the
Philippines to live in an environment conducive to his physical, moral and intellectual
development and the duty of the government to promote the full growth of every child.

Accessibility Law (Batas Pambansa Blg. 344) – requiring certain buildings, institutions,
establishments and public utilities to install accessible facilities and other devices, including
transportation and communication devices.

Amendments to the Accessibility Law – providing stricter identification of specific individuals

and offices liable for violations with increased penalty and the added accessibility requirements
with regard to public transportation.

White Cane Acct (R.A. 6759) – declared the 1st day of August each year as “White Cane Safety
Day,” white cane being a symbol of the need of blind persons.

Child and Youth welfare Code (Presidential Decree No. 603) – protects and supports children
with special needs by addressing different areas where they can be assisted, improved and be
developed to cope with life’s demands and be integrated into the society to become useful
citizens of the country.

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The Economic Independence of Disabled Persons Act (S.B. 1730) – requires that all
governmental agencies, instrumentalities and government owned and controlled corporations to
source at least ten percent of their supplies and equipment requirements from cooperatives of
PWDs that are engaged in the manufacturing and fabrication in order to support their economic
independence.

The Magna Carta for Disabled Persons (R.A. 7277) – affirms the full participation and moral
integration of persons with disabilities into the mainstream of our society by giving them equal
opportunities to develop their skills and potentials and affording them equal access to the basic
services extended by the government.

The Philippine Education Act of 1982 – in this act, the need for vocational training is further
enshrined.

The Philippine Action Plan (1990-2000) – in support for EFA has focused its policies and
strategies to specific groups of people that include the rural poor, those in the urban slums,
cultural communities, the disabled, and the educationally disadvantaged as well as the gifted.

DECS ORDER NO. 26 s 1997 mandates the following:

 Organize at least one (1) SPED Center in the Region or Division, which will cater to
Children with Special Needs (CSNs)
 Organize SPED programs in all districts in schools where there are identified CSNs
 Expand the role/function of SPED Centers:
 Support children with special needs who are integrated in regular schools
 Assist in the conduct of in-service training
 Conduct continuous assessment of CSNs
 Initiate and conduct regional/division/district-based training
 Plan incentives to sustain the continuing interest in the implementation of the
program

As for DepEd, its ultimate policy goal for special education is ‘the integration or
mainstreaming of learners with special needs into the regular school system and eventually in the
community.’ The policy reiterates the messages similar to all legislation with a particular focus
on learners with:
 gifts and talents
 physical impairment
 intellectual impairment
 social impairment sensory impairment
 cultural differences

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Learners with special needs have the right to: relevant quality education and educational
program suited to the particular needs of the learner that maximizes potentials for learning of
values development of equal opportunities for authentic inclusion in society. The policy
recognizes a variety of program and service options for learners with disabilities couched in a
philosophy of providing the least restrictive environment for the learner.

Learning Task #2
Given the information discussed in the three lessons, comprehensively answer the
following question in 3-5 sentences.

1. What is the importance of Special and Inclusive Education?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________.
2. What is the role of DepEd in the implementation of Special and Inclusive Education?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________.
3. Describe the people with SEND who are specifically characterized in lessons 2 and 3.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________.

4. Why did inclusion become an issue or challenge in Special Education?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________.

Lesson 5: Important Terms

The following Defined
terms and its definitions are taken from the FOURTEENTH CONGRESS
OF THE REPUBLIC OF THE PHILIPPINES 1 8 P3 during its First Regular Session.
(1) Disability shall mean -

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 A physical or mental impairment that substantially limits one or more psychological,

physiological or anatomical function of an individual;
 A record of such impairment;
 Being regarded as having such impairment.
(2) Impairment is any loss, diminution or aberration of psychological, physiological or
anatomical structure or function.
(3) Handicap refers to a disadvantage for a given individual, resulting from an impairment or a
disability, that limits or prevents the functions or activity that is considered normal given the
age and sex of the individual.
(4) Disabled persons are those suffering from restriction or different abilities, as a result of a
mental, physical, sensory or neurological impairment, to perform an activity in the manner
or within the range considered normal for a human being;
(5) Marginalized/disadvantaged disabled persons refer to disabled person who lack access to
rehabilitative services and educational opportunities due to poverty, abandonment, illness and
other forms of neglect. For purposes of this Act, the word “poor” are those who either have
no means of livelihood or have incomes below threshold;
(6) Children and youth with special needs are the gifted and fast learners and those who are
disabled, impaired and handicapped persons in need of special education as well as service
for rehabilitation. He/she differs from the average child in -
 Mental characteristics;
 Sensory abilities;
 Neuromuscular or physical characteristics;
 Social abilities;
 Multiple handicaps; and for
 Has a developmental lag to such as an extent that he requires modified school practices or
special education services to develop to his/her maximum capability. They include person
aged zero to twenty-one (0-21) years old and may be as follows:

(a) Gifted Children and Fast Learners are those capable of superior performance and
these include those with demonstrated achievement or potential ability in one or more of the
following areas: general intellectual ability, specific academic aptitude, creative or
productive thinking ability, leadership ability or those individuals who consistently manifest
the following cluster of traits:
 above average ability (including intelligence),
 high creativity (implies the developmental appreciation of innovative ideas)
 and high tasks commitment (related to a high degree of motivation) and those
who by reason thereof, require services or activities not ordinarily provided by the
school.

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(b) The Mentally Handicapped/Mentally Retarded are those who have substantial
limitation in present functioning characterized by significant subaverage intellectual
functioning, existing concurrently with related limitations in two or more of the applicable
adaptive skill areas; communication, self-direction, home living social skills, community
use, self-direction, health and safety, functional academics, leisure and work.

(c) The Visually Impaired are those who are blind or have low vision. A person is blind if
he/she has a visual capacity of 20/200 or less in a better eye after maximum correction. The
low vision person retains a relative low degree of vision and can read only enlarged print or
regular print under special conditions.

(d) The Hearing Impaired are those who are deaf or hard-of hearing. The deaf person is
one whose hearing is non-functional for ordinary purposes in life. The hard-of hearing has a
sense of hearing which although defective is functional with or without a hearing aid.

(e) Student Children with Behavior Problems are those who cannot adjust to the socially
accepted norms or behavior and, consequently disrupt their academic progress, the learning
effort of their classmates and interpersonal relations.

(f) The Orthopedically Handicapped are those whose impairment permanently or

temporarily interferes with the normal functions of the joints, muscles or limbs.

(7) Special instructional materials mean a textbook in Braille, large type or any other medium
or any apparatus that conveys information to a student or otherwise contributes to the learning
process.

(8) Private sector participation encompasses all forms of indispensable, substantial and
meaningful participation of private individuals, partnerships, groups or entities, community-
based organizations or non-governmental organizations in the delivery of educational and
rehabilitative services for students and children with special needs.

(9) Basic Education consists of at least six (6) years of elementary education and at least four
(4) of secondary education including pre-school education.

(10) Special Education is basic education that takes into account the special needs of both
disabled children and gifted children that requires a systematic and deliberate process for them to
achieve functional literacy and which will bring the individual to the highest level of his
potential and capacity. It is also defined as that type of education tailored to meet the needs of
children who cannot profit because of disabilities or exceptional abilities.

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(11) Functional Literacy is the level of literacy necessary for the student or child to become a
useful citizen and effective member of the society.

Lesson 6: Inclusive Learning

I. PRODUCING INCLUSIVE POLICIES

1. Involve other sectors of society. Current training and awareness campaigns seem to limit the
movement of inclusion to a mere home school relationship. At most, these are extended to
the departments for social welfare and health. However, for an inclusive set-up to truly be
successful, active involvement of the entire community must be ensured.
At the same time, they must be specific enough to reach the local churches, the subdivision
playgrounds, and the village stores. In recent years, students in the tertiary level from various
programs have been showing growing interest in the PWD community.

 Collaborate. Whether creating an academic program specific to a child with

additional needs or creating a new legislative bill for the PWD community,
collaboration is crucial. Each member of the inclusive education team would have
their own strengths and weaknesses, and these have to be used wisely to benefit the
child with additional needs Del Corro Tiangco (2014) states that general education
teachers are trained in the general curriculum but would not know how to teach and
manage children with additional needs; while a special needs education teacher
would be equipped to handle atypical behaviors but would not know much about the
general education curriculum. True collaboration would guarantee an inclusive
program that would cover as many areas as possible.

 Recognize the shift in roles of the teachers. With the shift to inclusive education, the
role of special education (SPED) teachers suddenly seems to be reduced to only "as
needed." As a result, the SPED teacher's role no longer becomes that of an
implementer but that of a consultative nature instead. It also becomes the
responsibility of the general education teacher to know what to do when faced with a
learner with additional needs in his or her classroom. The SPED teachers' role-their
trainings, their insights, and their skills as a supposed prime mover in the inclusive
education framework-must neither be diminished nor disregarded.
 Include transitions in planning. An abrupt systemic change that is not well-planned or
that disregards practices-whether existing or implied-may hinder the shift to inclusion
and cause resentment from all stakeholders. Instead, current practices have to be
respected and honored so as to facilitate a gradual shift to inclusive education.

EVOLVING INCLUSIVE PRACTICES

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Two effective evidence-based inclusive practices that can be used in the classroom are Universal
Design for Learning (UDI) and Differentiated Instruction.

1. Universal Design for Learning

In architecture, universal designs refer to structures that were made in such a way that they
can be used by customers or clients with a wide range of needs (Dukes & Lamar-Dukes 2009 as
cited in Salend 2011). Such designs ensure accessibility for all. For example, an architect designs
a commercial complex where ramps, elevators, escalators, handrails, wide doorways and
sidewalks, and signs embossed in Braille abound. It is a very user-friendly building Obviously,
the designer imagined that some customers might walk into the complex in wheelchairs or white
canes. The architect does not know if or when it's going to happen, but he anticipated it and
incorporated it into his design anyway.

Such is the mechanics of a Universal Design for Learning (UDI) approach to instruction.
UDL refers to the design of instructional materials and activities to make the content information
accessible to all children (Rose & Meyer 2006 as cited in Turnbull et al. 2013). It is best used in
a general education classroom where learners are different. Through the provision of delivering
content and allowing student to construct learning in more than one way, UDL ensures that all
students learn genuinely.
There are three elements to UDL:
1. Multiple means of representation
2. Multiple means of action and expression
3. Multiple means of engagement

In UDI., teachers are supposed to present information and materials in many different ways,
taking into consideration that some students may have not fully absorbed the lesson the first time
it was presented. The concept of multiple means of representation is meant to ensure that all
students are able to access and understand learning material. After this, teachers allow students to
express what they learned in various ways, and finally, the teacher uses different techniques to
reinforce learning at the students' optimal levels.

2. Differentiated Instruction
According to Tomlinson (2010), differentiated for differentiating) Instruction is a teacher's
response to students' varying needs, interests, and learning styles. "It refers to a systematic
approach to planning curriculum and instruction for academically diverse learners. It is a way of
thinking about the classroom with the dual goals of honoring each student's learning needs and
maximizing student's learning capacity." When teachers differentiate instruction, they use a
variety of teaching and learning strategies that are necessary to meet the diverse needs of
students in any class (Friend & Bursuck 2009).

Lesson 7: SPED Situation, Globally &

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GLOBAL SITUATION
1. STUDENTS
 Children with disabilities “face stigma, discrimination, prejudice and barriers.
 They are abandoned, neglected, socially excluded, segregated, over protected, not given
accessibility and the services and support they need.
 Across these countries, children, adolescents and youth with disabilities accounted for
15% of the out-of-school population.
 Relative to their peers of primary, lower secondary and upper secondary age, those with
disability are more likely to be out of school by 1, 4 and 6 percentage points,
respectively, and those with a sensory, physical or intellectual disability by 4, 7 and 11
percentage points. (GEM Report, 2020)
2. SCHOOLS
 Children with disabilities are less likely to attend school than those without. Even if they
attend school, they are more likely to drop out early while the level of schooling they
receive is frequently below than that of their peers. (Plan International, 2020)
 Children with disabilities are often unable to go to school because of unsuitable school
buildings. In addition, there is a limited understanding within their communities and
among teachers about their learning needs, which is often fueled by prejudices around
disability. (Plan International)
 Low expectations triggered by a label, such as having learning difficulties, can become
self-fulfilling.
 In Europe, the share of students with special education needs ranged from 1% in Sweden
to 20% in Scotland. (Gem Report, 2020)
 Learning disability was the largest category of special needs in the United States but was
unknown in Japan. In Australia’s Queensland state, 37% of students in special schools
had moved from mainstream schools.

WHAT CAN SCHOOLS DO?

1. ESTABLISH Home Based-Learning (HBL)

Students receive learning materials and tasks from their teachers (e. g. via ‘Student Learning
Space’ or SLS) with the following role of the parents or caregivers:
 Set up routine – “Make a timetable”
 Set up discipline – “Make rules together with your child”
 Guide – “Use small steps”
 Motivate – “Stay strong”
This guide explicates the principle, considerations, and good practices related to home based-
learning for students, which are generally applicable to all students. For students with Special
Educational Needs (SEN), some additional considerations may be necessary given their unique

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profile and needs. Schools are advised to adapt the practices in this guide base on the profile of
their students with SEN.
Research on Parental Involvement for students with SEN
Parents need:
 Resources
 Skills
 Emotional availability

According to Assoc Prof. Dr. Sharifah Mariam Aljuneid

Principal Educational Psychologist
Special Educational Needs Division
MOE Singapore

Learning Task #3
From a printed material or electronic reference, attach here a copy of study or
article that discusses an intervention or assistance of reaching to people with disability
be it in school or other places in the community. Afterwards, answer the questions or do
the tasks that follow based on your chosen study or article.

1. How is the intervention given? Highlight it from the copy, but if not explicitly mentioned,
discuss the procedures.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

2. What particular disability is addressed by the intervention? Support your answer.

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

3. Who are involved in its conduct? Specify their role/s.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

4. Was it effective? Why/Why not?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

…IN THE PHILIPPINES

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*2010 PSA Census

*2020 Projection of 1, 706, 590 Persons with Disability (1. 57% of 108.7 M June 23, 2020 PopCom Population Clock estimated population)

ENROLLMENT OF SCHOOLS WITH LEARNERS WITH DISABILITIES,

SY 2019-2020
LWD Enrollment No. of Enrollees
Elementary 196, 982 14, 812

Graded -108, 526 2, 030

Non-graded -67, 935 3, 231
Self-contained - 25, 471 9, 551

Secondary 163, 849 6, 458

JHS -135, 593 4, 162
SHS -27, 896 2, 296

TOTAL 360, 831 21, 270

*BEIS data generated February, 21, 2019

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According to Dr. Leila Pinera Areola

Director IV
Bureau of Learning Delivery
DepEd Philippines

Learning Task #4
How can you be of help?

Help or assistance to be given

a. to a person with SEND

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b. to the parents whose child has

SEND

c. in the school with some students

who have SEND

d. in your neighborhood with some

people who have SEND

SPECIAL EDUCATION

(Current Practice)
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Self-Contained Classes Mainstreamed Classes

Nongraded (Transition Program) Graded ( Mild to Moderate LWDs)

(Severe to Profound LWDs) K to 12 Curriculum

Essential Skills  Adaptations

 Self-help  Reasonable
Accommodations
 Daily living
 Other support services
 Social & Commuication

 Functional literacy & numeracy

 Pre-vocational & vocational Organization of SPED

classes in Public
Graded ( Mild to Moderate LWDs) Schools
K to 12 Curriculum

 Adaptations

 Reasonable
Accommodations

 Other support services

According to Assoc Prof. Dr. Sharifah Mariam Aljuneid

Principal Educational Psychologist
Special Educational Needs Division
MOE Singapore

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Mainstreaming/Integration: regular school, regular classroom with negotiated levels of special educatio
Itinerant teacher:

schools
Resource room: regular classroom with targeted individual or small group support from
trained teacher
Community-based delivery system: instruction provided by a range of people to
learners with special needs in remote communities
Special class: part time or full-time inclusion in specialized program usually with
specialist teachers
Special education center: a school within a school; centers of expertise in regular
schools providing a range of special class options and a base for services (resource room,
itinerant teacher)

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Special day school: specialized programs for learners with significant needs. Access to
other services – medical, psychological, social
Residential school: a highly specialized school for identified learners who require
comprehensive service provision
Hospital and homebound instruction: programs provided by teachers for learners under
clinical care

REGULAR CLASSROOM VS SPED CLASSROOM

Basis of Comparison Regular Classroom SPED classroom
support Itinerant teacher: Special class: part time or
visiting specialist or full-time inclusion in
trained teacher providing specialized program
direct or consultative usually with specialist
support in regular schools teachers Special education
center
Resource room regular classroom with a school within a school;
targeted individual or small centers of expertise in
group support from trained regular schools providing a
teacher Community-based range of special class
delivery system: options and a base for
Instruction provided by a services (resource room,
range of people to learners itinerant teacher)
with special needs in
remote communitie
Special day school specialized programs for
learners with significant
needs.
Access to other services medical, psychological, a highly specialized school
social Residential school for identified learners who
require comprehensive
service provision Hospital
& homebound instruction

Give yourself a tap on your back as you finished the entire module, but make sure to
review all your answers before submitting it. Now, you are ready to journey on the next module.
See you there!

Referen
ces:
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Aligada-Hala, et al., (2020). Foundations of special and inclusive education. Rex Bookstore.
Manila, Philippines.

Anonymous. (2009). Managing children with special needs. Rex Book Store. Manila:
Philippines.

Beckley, P. (2019). Supporting vulnerable children in the early years. Jessica Kingsley
Publishers. London: UK.

Booth, T. and Ainscow, M. (2002). Index for inclusion developing learning and participation in
schools. Retrieved at [Link]

Buenaventura, J. R. (2015). Providers’ perspective of special education for children.

International Journal of Child Development and Mental Health Vol. 3 No. 2. Retrieved
from [Link]

Burnett, N. (2019). Solutions focused special education. Jessica Kingsley Publishers.

London: UK.

Deiner, P. (2013). Inclusive early childhood education development, resources and practice. 6th
Edition. Wordsworth CENGAGE LEARNING. United States of America.

DepEd Curriculum Guide for Special Education Program in the Primary Level

Dodson, W. (2019). Attention Deficit Hypertension Disorder (ADHD). Retrieved From

[Link]

Fabros, M. et al., (2013). No limits: Teachers including learners with disabilities in

regular classrooms. Retrieved at [Link]
24-no-limits

Griff, A. M. (2019). Visual impairment Medically. Retrieved at

[Link]

Hornby, G. (2015). Inclusive special education: Development of a new theory for the
education of children with special educational needs and disabilities. Retrieved at
[Link]

Inciong, T. and Quijano, Y. (2004). Inclusion of Children with Disabilities: The Philippines
Experience. Retrieved at [Link]

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Labrague, C. (2018). Children with special education needs in the public elementary
schools of Catbalogan City, Philippines. Retrieved at
[Link]

Learning Disabilities Retrieved at [Link]

conditions/learning-disabilities

Leviste, J. (2010). How to teach the Filipino preschool. Rex Book Store. Manila:
Philippines.

No limits: Teachers including learners with disabilities in regular classrooms. Retrieved @

[Link]

Salvia, J. et al. (2013). Assessment in special and inclusive education. Wadsworth CENGAGE
Learning.

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