ELE2: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

01/22/2020
v Orientation
o 09175024412 & mprabacal@ust.edu.ph
o Feb 24-29: shifting exams

01/27/2020
v Learner diversity
o Recognizing the group or individual differences among students (Eggen & Kauchack, 2010)
o Looking at each student’s unique profile – his biological challenges, family pattern, and where
he stands in the developmental ladder (Greenspar & Weider, 1998)
§ We need to know their qualities so we can cater to their needs
§ If you know them, you can design a program that can best fit them
§ You can only accept 2 students with exceptionality in a class of 30 students
o Identified with race, gender, and other physical attributes, spiritual beliefs and social orientation
o The most important challenge in a diverse educational setting is to deal with prejudices and
discrimination
§ Person-first language
o Sources of learner diversity
§ Culture
• Attitudes and values learned from the home and community that may compliment
or reinforce classroom practices
• “it takes a village to teach a child”
§ Gender identity
• Role identity
• Stereotype threats
• Awareness of one’s femaleness or maleness
• It is an important aspect of developing self-concept
• Three related aspects of gender identity:
o Gender roles
§ The behaviors, interests, attitudes, skills, and personality traits that
a culture considers appropriate for males or females
• Babae ang magbubuntis, lalaki ang magbibigay ng sperm
§ Ang lugar o tungkulin mo sa lipunan ay nakadepende sa kung ano
ang kasarian mo

o Gender-typing
§ Socialization process by which children learn appropriate
gender roles
• Females are only contained in a concept na nagbubuntis
lang tayo at ang mga lalaki ang nagtatrabaho
• Ang robot ay para lang sa mga lalaki, ang doll ay para lang
sa mga babae
§ Mga baluktot na nakasanayang paniniwala na nililimitahan ang
kakayahan ng tao base lamang sa kanyang kasarian
o Gender stereotypes
ELE2: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
§ Preconceived generalizations about male or female role behavior
§ Bawal maging piloto ang babae, lalaki lang. bawal maging nurse
ang lalaki, babae lang
§ Nagbabago ang stereotype based on the generation
• Children generally acquire gender identity (the ability to label themselves and
others as boys or girls) by age 2 or 3
• They develop gender stability or gender constancy (the recognition that gender
is permanent and cannot be changed) between the ages of 5 and 7
§ Language
• dialect
§ Learning styles
• Visual, audio, kinesthetic, tactile
§ Socio-economic status
• Basic needs and experiences
• Parent involvement
o Learning modalities
§ The sensory channels or pathways through which individuals give, receive and store
information
§ It is how they learn best
§ People start as tactile/kinesthetic learners (1 y/o to 10 y/o) à becomes visual learners à
auditory learners (elderly)
§ Types:
• Visual learners – learn by seeing (there are more receptors in the eyes than other
parts of the body kaya mas marami visual learners)
• Auditory learners – learn by listening
• Tactile/Kinesthetic – needs to feel or touch to learn and move

02/05/2020
v Parenting styles (Baumrind)
o Authoritarian
§ Very firm with children and expect unquestioning and unwavering obedience
§ They set strict rules
§ “just do it or else”
§ Misbehavior is often met with physical punishments or threats
§ Child would be a good follower, not good with decision making, poor leadership skills
o Permissive
§ Not firm or controlling
§ Have few expectations or demands
§ “do anything you want”
§ Do not demand responsible behavior and avoid confrontation with their children
§ Child would be carefree, does not follow authority
o Authoritative
§ Firm yet loving
§ Clear and reasonable expectations and limits for their children
§ Treat children with respect and warmth
§ Likely to use discipline strategy called induction
ELE2: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
• You help the child realize the consequences of his/her actions
• Let the child come up with the decision
§ Good leader, sensitive to the needs of others
o Rejecting-neglecting
§ Detached from their children
• Low responsiveness
• Little communication
§ Do not provide structure, supervision, support, or guidance
§ After giving birth, leave their children to other relatives
§ May happen intentionally or unintentionally
o IMPORTANT: the implications for understanding learner diversity
o Education act of 1982 article XIV. Sec 5 (1987)
§ Mandates that all people regardless of sex, age, creed socioeconomic status, physical and
mental condition, social and ethnic origin, political and other affiliation should be given
access to quality education in line with the goals and conducive to their full development
v History of Special Education
o Started in Paris, France
o Middle ages and the Renaissance: people who were mentally retarded or psychologically
disturbed often considered either divinely possessed or controlled by demons
§ Kept in asylums (places for mentally-challenged people)
§ Families will hide their children inside their homes
o Early 1600s: first programs to teach the deaf to communicate using sign language
o 1760: National Institute for Deaf founded in Paris
§ Recognized as the first publicly sponsored school for the disabled
§ SEE – Signing Exact English
• All grammar rules have signs corresponding to it
o IEP – individualized educational program
o Jean Marc Gaspard Itard (1774-1838)
§ Father of special education
§ Doctor during the French Revolution
§ He was educated to become a tradesman, but during the French Revolution he joined the
army and became an assistant surgeon at a military hospital
§ He demonstrated considerable talent for medicine, and in 1796 he began a formal surgical
internship in Paris
§ In 1799, the wild boy was discovered in a wood in southern France. It appears that he
was abandoned by his parents. He was considered to be about 11-12 years of age
§ Itard believed that the boy’s mental deficiency was entirely due to a lack of human
interaction and that this could be overcome
§ He brought the boy who he named Victor to The National Institute for Deaf Mutes and
devoted the next five years to an intensive, individualized educational program”
§ Through his work, Itard was the first physician to claim that an enriched environment
could compensate for developmental delays caused by hereditary or previous deprivation
§ Itard’s influences in education were seen in the works of his student, Edward Seguin
• Seguin improved and expanded his teacher’s sensory-training approach
o John Locke
§ Finafollow ni Itard
ELE2: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
§ Itard was influenced by John Locke who maintained that “the mind is an empty vessel
waiting to be filled
§ Locke believed that all knowledge comes through the senses
• Create activities which stimulate the senses
o Victor
§ Victor’s eyesight and hearing were normal but his responses to sensory input were often
sluggish or non-existent
§ He was unable to speak
§ Itard reasoned that Victor could not learn effectively until he became more attuned to his
environment
§ As a result, his educational approach relied heavily on sensory training and stimulation
§ After 5 years, victor improved but he never approached “normalcy”
§ After 5 years, he could read and speak a few words, demonstrate some affection for his
caregivers and carry out simple commands
§ The most important factor was that Itard actually tried to help Victor during a time when
it was thought that children with ‘mental’ problems were unable to learn
o Maria Montessori developed her method by adopting Seguin’s educational approach through
sensory education. It is through the Montessori approach to education that Itard has had an
impact on thousands of school children all over the world
§ Self-correcting approach
§ More hands-on and interactive
§ Designed for children with disabilities, and poor children in Italy
o HOW DID IT REACH AMERICA?
§ Samuel G. Howe (1801-1876) started the first school for the blind in the US
§ Thomas H. Galladuet (1787-1851) organized the first school for the deaf in the US
§ Louis Braille (1809-1852) developed the system of writing that enables the blind to see
by touch
• He was a French blind man (he was born with sight, but his father was a sculptor
and he made use of the chisel, poked his eye and became infected); became a high
school teacher
o used 6-raised dots
§ Identifying individuals with special needs
• Alfred Binet thought that human intelligence could be precisely measured
• In 1904 Binet was asked by the French government to produce a measurement
system that would identify children could not work in classrooms at the same
level as “normal” children
• Binet produced a version of his test in 1908 that measured the mental age of the
child, later called intelligence quotient (IQ)
• Binet felt that his test should provide a general guide to identifying the special
needs of students
o Previous to 1970
§ Laws in many states permitted public schools to deny enrollment to children with
disabilities (Mudrick et al, 2006)
§ A child with physical disability (but normal cognitive ability) was rejected because he
“produces a depressing nauseating effecting upon the teachers and school children”
(Smith 2004)
ELE2: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
§ Many CWN were educated by devoted parents and teachers
o Changes in attitudes
§ Significant changes in attitudes toward special education began in the early 1960s
§ 1961: President John F. Kennedy appointed a special committee on mental retardation
§ As a result, laws were passed that allocated funds for training experts in special education
• For funding of programs, projects
o Legislation
§ The Vocational Rehabilitation Act of 1973
• Only half of the children identified as disabled in the early 1970s had access to
educational programs appropriate to their needs
• “No otherwise qualified handicapped individual in the US shall solely by reason
of his handicap, be excluded from the participation in, be denied the benefits of,
or be subjected to discrimination under any program or activity receiving federal
financial assistance”
§ Public law 94-142: Education of all handicapped children act
o Passed and signed into law by President Gerald Ford in November 1975
o Key point: requirement that every child be provided with a “free
appropriate public education”
o Among the most controversial conditions of PL 94-142 is the provision
that children with disabilities be educated with nondisabled children
whenever possible – a process that came to be known as mainstreaming or
currently inclusion
o Reauthorized in 1990 as the individual with disabilities education act
of 1990 (IDEA)
§ Landmark piece of legislation
§ Patterning our inclusive education in IDEA

02/10/2020
o Provisions of IDEA
§ IDEA is a landmark piece of legislation that has changed the face of SPED
§ Reflects the society’s concern for treating people with disabilities
§ Full citizens with same rights and privileges
§ Each state must ensure:
Child Identification screen and identify all
handicapped children
Full service at no cost to every HC must be assured
parents an appropriate public
education at no cost to family
Due Process Parents have a right to
information and consent
before the child is evaluated,
labeled or placed
Parent Consultation parents are consulted about
the child’s evaluation,
placement and educational
plan
ELE2: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
Education in the Least child should be educated in
Restrictive Environment the least restrictive
(LRE) environment that is
® opportunity to learn with consistent with educational
peers who are non- needs
disabled as much as
possible
® LRE is not equal to
General Education
classroom, depends on
severity
IEP a written IEP must be
prepared for each child

it should state the child’s

Non-discriminatory
evaluation
® from assessments
® culturally-sensitive
Confidentiality
® not used to label the
child
Personnel development
and in-service training
® continue training
level of functioning, long and
short-term goals, service and
plan for evaluation
child should be evaluated in
all areas of development
results must be kept
confidential
training must be provided for
teachers and other
professionals to ensure the
best service for the child

• Child identification – identify children who needs special needs

• Full service at no cost to parents - libre
• Due process – parent should always have the right to information and sila lang pwede
mag bigay ng consent. Important for evaluating and labeling
• Parent consultation – parent has the power and every right to say what situation is best
for the child
• Education in the LRE – child should learn with other children side by side
• IEP – individualized educational program. Longer term for program, shorter term for
plan
o Usually done by the IEP team; parent, student, teachers, allied health
professionals
o What you see in IEP:
§ Personal profile
§ Present level of performance (PLOT)
• Source; assessment.
• Areas of assessment:
o cognitive(teacher or psych),
o communication(SLP),
o physical(gross-PT, fine-OT),
o socio-emotional(parent),
o self help (PT)
§ Goals/objectives
• If the child is 14 y/o and above, they may contribute to goal
writing
ELE2: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
§ Set an educational program for the child
• Program à services
• Suggested by SLPs
• Services needed for the child to attain the goal
• As an SLP, work with other professionals
• Non-discriminatory evaluation – should be evaluated in all areas of development
• Confidentiality – results must be kept confidential
• Personnel development and in service training – training must be provided for teachers
and other professionals to ensure the best service for the child
§ Types of related services
• Audiology, counselling services, early identification and assessment, interpreting
services, medical services, OT, orientation and mobility services, parent counselling and
training, PT, psychological services, recreation, SLP services, transportation
• Related services do NOT include a medical device that is surgically implanted (e.g.
cochlear implant)
§ Equal access and the student with special needs
• The passage of PL 94-142 has forced local school systems to reevaluate their physical
plants in light of the needs of special students
• Until the passage of the law in 1975 most facilities were designed exclusively for the
non-disabled
o Early intervention for children and families (PL 95-457)
§ Established for preschoolers with handicaps (3-5yrs)
§ Target – children from birth to age 3 who show developmental delays
§ At-risk for developmental delays
• Premature
• Low socio-economic class
Multidisciplinary specialists from different disciplines participate in the
Team Services program

IFSP individualized family service plan

® done by
social identifies child and family’s needs and programs are
workers made to meet those needs

Child Find system locates children who are handicapped or at-risk

Funds for funds for:

Intervention ® family training and counseling
Services ® medical services
® therapy services
® assessment and evaluation
® education and services
® amniotic fluid testing (detecting Down Syndrome)
ELE2: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
Special based on the child’s needs in the 5 areas of
Eligibility development (physical, communication, cognitive,
psychosocial, and self-help)

Standards of professional standards: best service possible

service

Programs are like regular preschool programs

Pre-academic institutions

o UN Convention on the Rights of the Child

o All rights should be applied to all children without discrimination
o Child’s best interest shall be the primary consideration
o Right of the disabled children to enjoy a full and decent life
o Disabled children's right to:
§ Care and education
§ Health care and rehabilitation
§ Training and employment preparation
o UNESCO Salamanca Statement (Salamanca, Spain)
§ Reaffirms the right to education of every individual and renews the pledge made by the world
community in 1990
§ We agreed upon:
• Education for disabled children
• Give highest policy and budget to improve education services
o National Budget (2014-2015)
o Education: #1 in the budget (out of the 2.60T budget)
o National Budget (2020)
o Education is still #1 (673 billion)
• Ensure that organizations and disabled children, their parents and communities are
included in planning and decision making
• Put greater effort to preschool education and vocational training
o K-12 curriculum (universal kindergarten)
o TESDA
§ Assessment task for shifting 1
• Find a child diagnosed with disability (0-8 y/o)
• Ask for personal details (pati age of parents)
• Interview the parents regarding their experiences with their child’s condition (ex. During
child find, evaluation process, child’s education/placement)
• Interview an allied health professional who is providing services to the child (ex.his
participation, remarkable experiences with the child, insight about inclusive education)
(just one allied health professional na tumutulong dun sa bata) (at least ask 5 questions)
• For submission (BY PAIR)
o Signed consent form
o Transcript of interview
o Child’s profile
o Analysis of interview
o Reflection paper about the experience (what is the importance of the
experience, how will the experience make you a better professional)
o Documentation (picture with every people involved)
• Format
ELE2: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
o Arial, 11, 1.5
o Margin nirmal
o Sbp
o Cover page is by class
o Submission: march 2 (Monday)
• Quiz on feb 17 : source of diversity, history of sped, legislation
• Feb 19 – talk for SLP
• March 2 – submission of AT & quiz 2
02/12/2020
v History of special education
o 1907: Charitable Institution
§ Religious institutions started some charitable work for the homeless, poor, sick, beggars
and orphaned children receiving support from pious and philanthropic individuals
§ Opening of the School for the Dead and the Blind in Pasay City started SpEd in the
Philippines was interrupted by the coming of the WW2 in 1941
• Reopened, but were separated because they have different needs
o 1926: Founding of the Philippine Association for the Deaf (PAD)
o 1927: Welfareville “Children’s Village”
§ In Mandaluyong City, the forerunner of the Jose Fabella Memorial School for the
handicapped children (near the Department of Health)
§ Friendliest city for children with special needs
o 1945: School for Crippled Children and Youth
§ Establishment of the national orthopedic hospital school for crippled children and youth
in banawe, qc
o 1956: Teacher’s Camp
§ SPED teachers were trained at Baguio Vacation Normal School and consequently SPED
classes were organized
o 1957: Creation of SPED Station
§ Creation of the SPED section in the bureau of public schools tasked to provide
educational services for exceptional children
o 1963: Manila Science High school
§ Setting up of the manila science high school for gifted children
o 1966: Founding of St. Joseph of Cupertino School for Mentally Retarded
§ Founding of the st. joseph of Cupertino school for the mentally retarded, la vista, qc
§ Has a strong program for transition = those children who cannot go out to the ladder of
educ because of their mental ability, they will be taught skills na need nila for
productivity
o 1968: Implementation of ra 5250
• An act establishing a 10 year training programs for teachers of special and
exceptional children
• Teacher-scholars were sent to PNC and UP
• Opening of classes for chronically-ill children at PGH
o 1970: Teacher-Training Program for Children with Behavior Problems
§ Opening of teacher-training program for children with behavior problems at UP
o 1974
§ Southeast Asian institute for the deaf (SAID – Miriam college)
ELE2: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
o 1975: Six Silahis Centers
§ Organization of the six silahis centers to provide a LRE for CWSN at the division of city
schools in manila
o The silahis centers
§ It consolidated 76 SPED classes for different exceptionalities in 31 elementary schools in
6 centers primed for mainstreaming classes put in GenEd schools
• Silahis ng kagitingan (rizal ES)
• Silahs ng diwa (hizon ES)
• Silahis ng pag asa (obrero ES)
• Silahis ng kaunlaran (P. Gomez ES)
• Silahis ng kagandahan (albert ES)
• Silahis ng kapayapaan (legarda ES)
§ This program gives hope (illuminate) for children with disabilities
o 1978
§ Batino ES (QC)
• First Silahis Center
• Roselle Ambubuyog: person who is blind, but not born blind
o got sick when she was in Grade 1
o given antibiotics and had an allergy
o all the soft tissues were burned so she got permanently blind
o graduated 1st honor then went to Ramon Magsaysay High School
o given a scholarship in ADMU (BS Mathematics)
o working on software for blind people
o 1985
§ Mainstreaming
• word became popular because of Silahis centers
o 1999
§ DECS order no. 33
• Implementation of administrative order no 101 directing the department of public
works and highways, the DECS and the CHED to provide architectural facilities
or structural feature for disabled persons in all state college, universities, and
other buildings
o Special education act of 2007
§ SB 517 by sen. Jinggoy Estrada
§ An act establishing at least one special education center for each school division and at
least three speed centers in every school divsions for children with special needs, creating
the implementing machinery thereof, providing guidelines for government financial
assistanaa$
o Inclusive education for children and youth with special needs act of 2016
§ SB 996 by Gatchalian, Sherwin T.
§ An act instituting inclusive education and establishing special education centers for
children and youthwith secial needs in all public schools divisions, prodivding for
standards and guidelines, and appropriating funds
v Characteristics of a classroom
o The classroom is a complex environment
o Multidimensionality
ELE2: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
§ A broad range of activities happen within the boundaries of the classroom
o Simultaneity
§ So many things happening in the classroom and it is all happening at the same time
§ Loco parentis
o Immediacy
§ Things happen rapidly in the classroom
o Unpredictability
§ Many events occurring in the classroom cannot be anticipated even with careful plan
• BE FLEXIBLE
o Publicness
§ No privacy inside the classroom
o History
§ Class events today affect what happens in the future
o What should be the dynamics inside the classroom?
§ Equal system
• All students should have the resources necessary for high quality education
§ Equitable system
• Resources are given to students based on their individual needs
• “more for those who need it”