SYNTHESIS PAPER IN FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION (ED 104)
SECOND SEMESTER 2019-2020
COURSE AND YEAR: BSED-II
NAMES:
Jocel Jamelo
Hershey Anne Lozada
Khryssyllyn Shane Barrido
Myka Casbadillo
TOPIC
The Philosophies and Theories
of Special and Inclusive
Education
Legal Basis of Special Needs
and Inclusive Education
Rhea Mae Pamonag
Melanie Demonteverde
Ginalyn Peralta
INTRODUCTION
The general philosophy of Special
and Inclusive Education is that all
people have the ability to learn,
regardless of their particular
disabilities or exceptionalities. The
trend in public education has
shifted from isolating special
education students in separate
classrooms to mainstreaming them
in the regular classroom.
Special education in the
Philippines is anchored on
fundamental legal documents that
present a chronology of events on
the growth and development of the
program.
The first legal basis and protection
of children with disabilities or
exceptionalities was enacted in
1953.
CONTENT
The theories in special and
inclusive education are: behavioral
theory which implies that the
child’s environment through the
process of imitation and
reinforcement; innatist theory;
cognitive-interactionist theory and
social-interactionist theory.
Articles 356 and 259 of
Commonwealth Act No. 3203
asserted ‘’the right of every child to
live in an atmosphere conducive to
his physical, moral and intellectual
development’’.
Republic Act No. 5250, ‘’an act
establishing the Ten-Year Teacher
Training Program for Teachers of
Special and Exceptional Children’’.
Presidential Decree No. 603,
otherwise known as the Child and
Youth Welfare Code.
DATE: ` March 22, 2020
PROFESSOR:
REACTION
I know that the primary objective of
inclusive education is to educate
disabled students in the regular
classroom and still meet their
individual needs. It allows children
with special needs to receive a
free and appropriate education
along with non-disabled students
in regular classroom.
Special education doesn’t just
encompass students with learning
disabilities, it is also made up of
gifted and talented students and
students that may have a physical
disability. It is important because
children with special needs have
equal rights to education. In fact,
this is why schools with special
programs teach students so they
can receive the education they
deserve. Often students with
disabilities are looked down by the
people in the society and it’s
wrong.
DR. MARLENE V. WENDAM
CONCLUSION
/ RECOMMENDATION
Most schools had an inclusive
culture, a positive attitude to
including students with special
education needs and good
relationships with parent.
However, only half of school, are
effective in promoting achievement
and outcomes with special
education needs.
Some schools need to improve
their use of data progress and
achievements to find out which
programs and teaching strategies
are most effective.
The inclusive schools being a mix
of the regular and special/disabled
students have undertaken
activities to bring about the
emotional development and
socialization of the special
students studying in their schools
apart from their academic training.
The disabled students are made to
attend school assemblies along
with the regular students.
Supply of aids and appliances free
of cost must be provided to all the
disabled students in the inclusive
schools itself.
 Presidential Decree No. 1509 Inclusion should be done more in
created the National Commission rural area schools and not just in
Concerning Disabled Person. the urban set up. Transport
facilities should be arranged for
Education Act of 1982 or Batas the inclusive schools by the state
Pambansa Bilang 232. government in order to encourage
the disables go to inclusive set up
Batas Pambansa bilang 344 even at the rural area.

Republic Act No. 6759

Republic Act No. 7610

Republic Act No. 9288 otherwise

known as ‘’The Newborn
Screening Act of 2004’’.

As we study special and inclusive
education we tend to look at things
The Biological and on how it happens or how and why
Environmental Causes of do we have special kids who need
Developmental Disabilities and seek attention and guidance.
Here we will talk about the
biological and environmental
causes of developmental
disabilities of children.
There is this basic concepts of
human reproduction that actually
give more emphasis on how a
child is developed and born.
Heredity is the mechanism for the
transmission of human
characteristics from one
generation to the next. Also the
Genome that serves as the
blueprint or book of human life.
We also have the four principles of
genetic determination, these are:
Dominant and Recessive Genes
Principle; Sex-Linked Genes
Principles; Polygenic Inheritance
Principle and Genotype and
Phenotype Genetic Heritage.
So common causes of
developmental disabilities include
genetic or chromosomal
abnormalities, substance
exposure, preterm birth. Low birth
weight and specific infectious
diseases. Environmental toxicants
have the ability to play a role in
each of these casual mechanisms.
Children who have a sibling with
autism are at a higher risk of also
having autism spectrum disorder.
Schools preparedness to develop
appropriate responses for children
with disabilities appears to vary
widely and as a result structured
systemic support on an ongoing
basis will be required for the
development of whole school
approaches linked to appropriate
training for specialists and
classroom teachers and support
personnel.

There is also critical and

developmental vulnerability during
pregnancy. Course of prenatal
development also plays a certain
role in child’s developmental stage
like the Germinal Phase,
Embryonic Phase, Fetal Phase
and Birth of Infant.

Typical and Atypical
Development of Children
Typical and Atypical development
of children are the usual and
unusual development that occurs
in children when they grow up. It is
a little bit difficult to determine
atypical and typical development
since children develops at their
own pace and style. Language
skills, cognitive skills, social skills
and physical skills are the most
important skills that a children can
develop as they grow up.
Newborn Screening is a simple
test given 24 to 72 hours’ after
birth. If the test is given too late,
the baby ca either die or eventually
be severely retarded. It is a blood
test wherein a blood sample will be
taken from the heel of the child.
Most children develop skills in Atypical development is when Beyond just understanding how
similar patterns and at similar development doesn’t follow the young children are growing
times. But attaining milestone normal course. It could include developing during these early
varies based on each child’s family things like learning and social years, parents also need practical,
and personal history and disabilities. It can mean that a child everyday knowledge on how to
environment. Therefore, milestone has a slower or faster rate of care for their children and how to
is generally reported in age development than other children, meet their needs.
ranges, then by specific age. or has a physical impairment.
If your children are showing
significant delays it can be a sign
of a motor and movement
disorder.

Older children can also be

displaying atypical development if
they are not able to eat with the
utensils, or if he cannot maintain
sitting.

Causes of motor delays are

genetics, attention deficit
hyperactivity disorder and
perfectionism.

REFERENCES:

 Casey Miller Vaughan, Bachelors with Alt Cert Graphic Design and Special Education, University of Louisiana at Lafayette (2005)
 Karen McKearn, M. S. Special Education, University of Wisconsin – Whitewater (1974)
 Rene Gilleo, B. A. Special Education and Psychology, Greensboro College (1993)
 Bailey, J.M., Bobrow, D., Wolfe, M., and Mikach, S., (1995). Sexual orientation of adult sons of gay fathers. Developmental Psychology, 31, 124-129
 Colby, A., Kohlberg, L., Gibbs, J.C., and Lieberman, M. (1983). A longitudinal study of moral judgement. Monographs of the Society for Research in Child Development. 48 (1-2,
serial No. 200).