Foundation of Special &Inclusive Education
Special Education (SPED)
— set of educational programs and/or services designed to address the needs for learners w/ disabilities
through educational plans & imstruments...
Inclusive Education
— process of addressing and responding to the diversity of needs of all learners by moving toward the
end goal..
Disability
— long term physical, mental, intellectual, behavioral or sensory condition that substantially limits one
or more physiological or anatomical function..
Educational Placement
— appropriate learning environment where the learners with disability is placed such as maimstream
and inclusive class, resource team...
CATEGORIES OF DISABILITY
1. Physical Disability - impact one or more body system (paraplegia)
2. Sensory Disability - affect senses (deaf)
3. Intellectual Disability - limitations in both intellectual and adaptive behavior (down syndrome)
4. Developmental Disability - impairment in physical, learning language or behavior areas.
5. Psychiatric Disability - mental health condition
6. Learning Disability - neurologically-based processing problems that interfere with learning
7. Vision Disability - loss of vision (blindness)
8. Hearing Disability - hearing loss (deaf)
9. Speech and Language Disability - communication and related areas such as oral motor function
10. Mobility Disability - affect movement and coordination (uses wheelchair)
11. Neurological Disability - nervous system. Affect muscle control.
12. Chronic Illness - impact person's life (diabetes)
13. Invisible Disability - not immediately apparent to others
14. Multiple Disability - more than one type of disability
15. Cognitive Disability - affect learning, memory, perception ( alzheimer's disease)
16. Behavioral Disability - patterns of behavior that interfere with daily functioning (ADHD)
Individualized Education Plan (IEP)
- systematic, purposive and developmental educational programming document of curricular &
instructional priorities and contents designed to meet the learner's special needs.
Purpose of the IEP
- customized learning plan for children w/ disabilities
Main Role of a SPED teacher is to differentiate instruction based on student's needs.
Speech Therapy and Occupational Therapy
- support services is often provided in inclusive education setting.
LEGAL FRAMEWORK for SPED
1. R.A. no. 7277 (Magna Carta for Disabled Person)
- persons with disability
2. R.A. No. 10533 (Enhanced Basic Education Act of 2013)
- extending the basic education cycle.
3. R.A. no. 11036 (Mental Health Act)
- promote mental health education
4. R.A. no. 9442
- persons with disabilities (PWD) & prohibits discrimination against them.
5. R.A. 10157 (Kindergarten Education Act)
- early childhood education system.
6. R.A. 11650 (2022)
- institutionalizing inclusive education for learners with disability.
7. R.A. No. 9262
- emotional and psychological neglect or abuse by a parent is covered here.
Article 209: parents have the obkigation to provide care, guidance and protection.
DepEd POLICIES
1. DepEd Order No. 72, s. 2009
- institutionalizing inclusive edication in public schools.
2. DepEd Order No. 26, s. 1997
- creating special education centers in schools
3. DepEd Order No. 77, s. 2010
- guidelines in organizing SPED centers
4. DepEd Order No. 32, s. 2012
- policies and guidelines on inclusive education for children with disabilities.
5. DepEd Order No. 29, s. 2012
- DepEd policy encourages early intervention services for children of disability.
IMPLEMENTATION AND COMPLIANCE
1. Local Government Units (LGUs)
- supporting the implementation of SPED programs and services.
2. School and Educational Institutions
- responsible for implementing inclusive education policies & ensuring that students with disabilities
have access to appropriate services and accommodations.
Salamanca Statement
- international agreement has influenced the development of inclusiveeducation
Special Education Fund (SEF)
- provides financial assistance for children w/ disabilities to access education.
Inclusive Learning Resources Center (ILRC)
- center with improved physical infrastructure and facilities.
Transition Program
- educational equity program that includes curriculum instruction and policies that will support the
education of learners with disabilities. Aimed to help LWDs.
Typically Developing Learners
- the learners in th general education classes who are at peace in their developmental domains of
learning expected lf their respective chronological age.
Assistive Devices & Technologies
- resources with the primary purpose of maintaining or improving an individuals functioning and
independens to facilitate participation and to enhance overall well-being.
Examples are: wheelchair, canes, walkers, scooters, crutches, hearing aids, prosthetic devices, and
orthotic devices.
Mobility aids: wheelchair, walkers, crutches, braces
Writing aids: pencil grips, slant boards, adapted keyboards, voice to text
Positioning tools: adjustable desks, special seating, support cushion
Technology: tablets, laptop with adaptive software, speech recognition tools
Indigenization & Contextualization of the Curriculum
- educational approaches aimed at making learning more meaningful, relevant and inclusive -
particularly for diverse cultural groups, including indigenous peoples.
Indigenization
- process of integrating indigenous perspectives, knowledge systems, histories, languages & practices
into the curriculum.
Contextualization
- adapting the curriculum contents amd teaching strategies to fit the local context - social, economic,
geographic & historical factors of learners.
Indigenization of the Curriculum GOALS:
- promote cultural respect & understanding
- address historical injustices
- support indigenous student access
Contextualization of the Curriculum GOALS:
- make learning more relevant and engaging
- enhance learners' connection to their community and environment
- improve learning outcomes by linking lessons to real-life situations.
Indigenization amd contextualization are often linked, especially in countries with indigenous
populations. Both aimed to:
- foster a more inclusive and equitable education system
- validate students' experience and cultural backgrounds
- encourage critical thinking about identity, culture, and history.
Implementation Strategies
- consult with indigenous communities and local stakeholders
- provide teacher training on culturally responsive pedagogy
- revise textbooks and teaching materials to reflect local and indigenous content.
- use MTB-MLE where appropriate
Indigenous People in the Philippines
- Igorot of the Cordilleras, Ifugao, Bontoc, Kankanaey, Ibaloi
