MODULE IN

FOUNDATION OF
SPECIAL AND
INCLUSIVE
EDUCATION
Content Outline
 Definition of Special Education.
 Objectives of Special Education.
 Philosophical foundations of Special Education.
 Prominent Personalities in the development of Special
Education.
What is Special Education?
Special Education (also known as special-needs education,
Basic Philosophy of Special Education
aided education, exceptional education, special ed or SPED)is a
broad term that describes a wide variety of instructional
services that are based on a child’s individual needs.  Ideally,
this process involves the individually planned and
systematically monitored arrangement of teaching procedures,
adapted equipment and materials, and accessible settings.
These interventions are designed to help individuals with
Prominent Personalities in the Development of Special
special needs achieve a higher level of personal self-
Education
sufficiency and success in school and in their community
which may not be available if the student were only given
access to a typical classroom education.
Objective of Special Education
 To develop the maximum potential of the child
with special needs to enable him to become
self-reliant and shall be geared towards
providing him with the opportunities for a full
and happy life.
Specific Objective of Special Education
 The development and maximation of learning
competencies, as well as the inculcation of
values to make the learners with special needs
as useful and effective members of society.
The Ultimate Goal of Special Education
 The integration or mainstreaming of learners
with special needs into the regular school
system and eventually into the community.
 “Every child with special needs has a right to a
educational program that is suitable to his needs.”
 “Special education shares with regular education basic
responsibilities of the educational system to fulfill the
right of the child to develop to his full potential.”
o Jean Marc Gaspard Itard - French physician noted
for his work with the deaf. From about 1800 he devoted
a great deal of his time and private fortune to
the education of deaf persons.
o Thomas Hopkins Gallaudet- educational
philanthropist and founder of the first American school
for the deaf. Established the American Asylum for
deaf-mutes.
o Samuel Gridley Howe -American physician, educator,
and abolitionist as well as the founding director of the
 New-England Institution for the Education of the Blind Content Outline:
(later known as the Perkins School for the Blind) and
the Massachusetts School for Idiotic and Feeble-  Definition of Exceptionality
Minded Youth.  Categories of Exceptionality
-known particularly for his success in teaching the  The 13 legal Categories of Exceptionalities.
alphabet to Laura Bridgman, a student who was blind What is Exceptionality?
and deaf.
o Dorothea Dix- American educator, social reformer, and An individual or a child who has an exceptionality has
humanitarian whose devotion to the welfare of the some area of functioning in which he or she is significantly
mentally ill led to widespread reforms in the United different from an established norm. This definition includes
States and abroad. both students with disabilities and those with special gifts or
o G Stanley Hall psychologist who gave talents.
early impetus and direction to the development of  Learning disabilities
psychology in the United States. Frequently regarded as
 Developmental delays
the founder of child psychology and educational
 Emotional and behavioral disorders
psychology.
 Communication disorders
o Anne Sullivan Macy-American teacher of Helen
 Hearing disabilities
Keller, widely recognized for her achievement in
educating to a high level a person without sight,  Visual disabilities
hearing, or normal speech.  Physical disabilities
13 Legal Categories of Exceptionalities
1. Autism
Activity
2. Deaf-Blindness
3. Deafness
4. Emotional Disturbance
5. Intellectual Disability
Make a Slogan with the theme “Education for all” 6. Hearing Impairment
7. Multiple Disabilities
8. Orthopedic Impairment
9. Other health Impairment
 10. Specific Learning Disabilities
11. Speech or Language Impairment
12. Traumatic Brain Injury
13. Visual Impairment
1. AUTISM
Always Unique Totally Interesting Sometimes
Mysterious
 A developmental disability significantly affecting
verbal and non-verbal communication and social
interaction.
3 Primary Features:
1. Restricted range of social interaction.
2. Impaired communication skills
3. Persistent pattern of stereotypical behaviors,
interests, and activities.
2. DEAF-BLINDNESS
 A hearing and a visual impairment.
3. DEAFNESS
 A hearing impairment that is so severe that the child is
impaired in processing linguistic information through
hearing; with or without amplification that adversely
affects a child’s educational performance.
4. EMOTIONAL DISTURBANCES
 A condition exhibiting one or more of the following
characteristics over a long period of time and to marked
the degree that adversely affects a child’s educational
performance.
 Inability to learn that cannot be
explained.
 Inability to build or maintain satisfactory
interpersonal relationships with peers.
 Inappropriate types of behavior.
 A general pervasive mood of
unhappiness.
 A tendency to develop physical
symptoms or fears with personal or
school problems.
*schizophrenia
5. HEARING IMPAIRMENT
 An impairment in hearing, whether permanent or
fluctuating, that adversely affects a child’s educational
performance but that is not included under the
definition of deafness.
6. INTELLECTUAL DISABILITY
 A significantly sub-average general intellectual
functioning, existing concurrently with deficits in
adaptive behavior and manifested during the
developmental period that adversely affects a child’s
educational performance.
7. MULTIPLE DISABILITIES
 A concomitant impairment (such as mental retardation-
blindness, mental retardation- or orthopedic
impairment, etc.) the combination of which causes such
 severe educational needs that they cannot be 9. OTHER HEALTH IMPAIRMENTS
accommodated in special education solely for one of
 Having limited strength, vitality or alertness, including
the impairments.
a heightened alertness to environmental stimuli that
8. ORTHOPEDIC IMPAIRMENT results in limited alertness with respect to the
educational environment that-
 defined as a bone-, joint-, or muscle-related disability
a. Is due to chronic or acute health problems such as
that is so severe that it negatively affects a child’s
asthma, ADD(Attention deficit disorder), ADHD
educational performance. 
( Attention deficit hyperactivity disorder), diabetes,
epilepsy, heart condition, hemophilia, lead poisoning,
Includes:
leukemia, nephritis, rheumatic fever and sickle-cell
- Congenital anomalies
anemia.
Example: Clubfoot
b. and adversely affects a child’s educational
performance.
10. SPECIFIC LEARNING DISABILITY
 A disorder in one or more of the basic psychological
processes involved in understanding or in using
- Caused by disease language, spoken or written, that may manifest itself
Example: Poliomyelitis in an imperfect ability to listen, think, speak, write,
spell, or to do mathematical calculations.
 Including conditions such as:
-Perceptual disabilities
-Brain injury
-Minimal brain dysfunction
-Dyslexia
- Other causes -Developmental aphasia
Example: Cerebral palsy-actually caused by brain  Disorders not included: the learning problems that are
damage. primarily the result of visual, hearing or motor
disabilities, of mental retardation, of emotional
 disturbance, or of environmental, cultural or economic
disadvantage.
11. SPEECH O LANGUAGE IMPAIRMENT
 A communication disorder such as stuttering, impaired
articulation, language impairment or a voice
impairment that adversely affects a child’s educational
performance.
12. TRAUMATIC BRAIN INJURY
 An acquired injury to the brain that caused by an
external force, resulting in total or partial functional
disability or psychosocial impairment or both adversely
affects a child’s educational performance.
 applies to open or closed head injuries resulting in
impairments in one or more areas, such as cognition;
language; memory; attention; reasoning; abstract
thinking; judgment; problem-solving; sensory,
perceptual, and motor abilities; psychosocial behavior;
physical functions; information processing; and speech.
 does not apply to brain injuries that are congenital or
degenerative, or to brain injuries induced by birth
trauma.
13. VISUAL IMPAIRMENT
 An impairment in vision that even with correction
adversely affects a child’s educational performance.
 Includes both partial sight and blindness.
Activity
Answer the following questions.
1. Should Society be more concerned on the cost of helping
these children or value humanity and disregard the expenses?
2. Should children be treated differently?
Learning Content
 Difference between Special Education and Regular
Education

Special Education vs. Regular Education
1. Admission
 Regular: Entrance Examination
 SPED: Identification and Assessment
2. Curriculum (Mandated by DepEd)
 Regular: The curriculum prescribed for regular
children
 SPED: The curriculum for children with
special needs aimed primarily at developing
special adoptive skills to maximize their
potentials.
3. Instructional materials methods and strategies
 Regular: Dimensional following the
curriculum, set of objectives for learning.
 SPED: Constructivism (Learning by
experience)
  Applies to both: use of materials that are low Activity 2
cost and indigenous material shall develop for
the use of children. Teaching strategies shall be Observe and analyze the picture below then answer the
creative and multi-dimensional. They shall questions.
make maximum use of all remaining sense
modalities and provide for active participation
in the learning process.
4. Teachers:
 Regular: Bachelor of Science in Elementary or
Secondary Education
 SPED: Article VIII Section 2 – for the effective
implementation of the special education
program. the education, welfare and training of
personnel shall be given high priority. All
personnel involved in the education of children
with special needs shall have adequate and
appropriate educational backgrounds and
1. What’s going on the picture?
personnel qualities.
___________________________________________________
___________________________________________________
Activity 1 ___________________________________________________
Answer the following questions. ___________________________________________________
___________________________________________________
1. Do you think it may be necessary for children with special ___________.
needs to have their own learning facilities, separate from a
public-school setting? 2. What might their facial expressions/hand gestures imply?

2. In your own opinion, do you think teachers can be trusted ___________________________________________________

with these children or does there need to be more supervision ___________________________________________________
in order for proper care of these children? ___________________________________________________
___________________________________________________
___________________________________________________
___________________.
3. What might the objects in the background imply?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________.
Learning Content
 Individuals with Disability Education Act
 Individual Programs and Plans
What is IDEA?
The Individuals with Disabilities Education Act (IDEA) is a
law that makes available a free appropriate public education to
eligible children with disabilities throughout the nation and
ensures special education and related services to those children.
 The EAHCA of 1975 was renamed the Individuals with
Disabilities Education Act
 children” was replaced with the term “individuals”
 “handicapped” became “with disabilities”
 Significant change in attitude which focuses on person-first,
not disability-first
 Disabilities are now viewed as one aspect of a person, not
their sole identity.
Individual Education Plan
The Individual Education Plan It is a legally binding document
that schools must follow.
Goals of IEP
 Need to be “measurable” -- how will you know when
s/he learns it?
 Need to make sense
 Need to be a natural part of the day
 Must be tied to general curriculum for that age and
grade of child
 Need to be based on the student’s assessed need
 Must be individualized to the student. One size does
not fit all.
 Need to say how goals will be worked on all during the
school day (for example, speech needs to be done in
class, lunch, recess, etc.)
 Need to blend so that a student is working on several
goals at a time
 Need to say what teaching methods, materials or
equipment are used.
 Need to be written to encourage interaction with
students without disabilities
 Must be changed if the student is not learning.
Who are the members of the IEP team?
1. A local representative from the school agency.
2. The child’s teacher.
 3. One or both of the child’s parent or responsible part.  1926
4. The child.
5. Other individuals at the discretion of the parent or -Philippine Association for the Deaf was founded.
agency.  1927
-The Government established Welfareville Children’s
Village in Mandaluyong.
Learning Content  1945
-The National Orthopedic Hospital opened the school
 The History of Special Education in the Philippines for crippled.
 Persons Behind the Special Education in the Philippines

Special Education in the Philippines

 1902- Fred Atkisnon
-Proposed that deaf and blind children be enrolled in
schools like the other children.
 1907- David Barrows
-worked for the establishment of Insular School for the  1949
Deaf and Blind in Manila. (located now on Harrison -Quezon City Science High School was inaugurated for
Street, Pasay, City. gifted students.
-Philippine Foundation for Rehabilitation of the
Disabled was organized.
The time when the private sector started supporting the
government’s program for Filipinos with disabilities.
 1953
-Elsie Gaches Village was established to take care of
abandoned, orphaned and youth with physical and
mental disabilities.
 1954
-First week of August was declared as Sight Saving
Week.
 1955
-First parent teacher work conference special education
was held at SBD.
-Members of Lodge No. 761 of the Benevolent and
Protective Order of Elks organized the Elks cerebral
palsy project incorporated.
 1957
- The Bureau of Public Schools (BPS) of the
department of Education and Culture (DEC)
created the special education section of special
subjects and services division.
The Program include:
 Legislation
 Teacher training
 Census of exceptional children
 Integration of children with disabilities in
regular classes
 Rehabilitation of residential and special
schools
 Material production.
 1962
-Manila Youth Reception Center (MYRC) was opened
for the socially maladjusted and emotionally disturbed.
-DEC issued Circular No. 11 s. 1962 “Qualifications of
Special Education Teachers”
-Experimental integration of blind children at the Jose
Rizal Elementary School (Pasay)
-St. Joseph of Cupertino School for the Mentally
Retarded was founded.
 1963
-Teacher scholar training for blind children started at
PNU Philippine Printing House for the Blind was
established (UNICEF and CARE, Philippines)
 1965
-Training program for school administrators on the
organization, administration and supervision of special
education classes.
 1967
-BPS organized the National Committee on Special
Education.
-General letter No. 213: regulating the size of special
classes for maximum effectiveness.
 1968
-R.A 5250: an act establishing a ten-year training
program for teachers of special and exceptional
1977-1987: Decade of the Filipino Child
children in the Philippines.
-teacher scholar at UP commenced in the areas of
hearing impairment, mental retardation and giftedness.
 1969
-Classes for socially maladjusted children where held at
MYRC.
-Jose Fabella Memorial School was divided into five
units:
 Philippine Training School for Boys
(Tanay)
 Philippine Training School for Girls
(Alabang)
 Reception and Child Study Center (Manila)
 Elsie Gaches Village (Alabang)
 Nayon ng Kabataan (Pasay)
 1970
-R.A No. 5250: Teacher training program for children
with behavioral problem started at Up.
-the school for the Deaf and blind was reorganized into
two separate residential school.
 1973
-UNESCO and Philippines Association for retarded:
First Asian conference on mental and retardation was
held in Manila.
 1975
-Silahis concept of Special education was implemented.
-Special subjects and services division was abolished.
 1976
-First camp Pag-ibig: day camp for children with
disabilities.
-Molave youth home for children with behavioral
problem was organized in Quezon City.
 1977
-Ministry of education issued department order No. 10:
designating regional and division supervisors of special
education programs. Bacarra Special Education Center
(Division of Ilocos Sur) Bacolod Special Education
Center (Division of Bacolod)
 1978
-Presidential Decree 1509: Creation of National
Commission Concerning Disabled Persons (NCCDP)
-MEC memorandum No. 258: Directed school divisions
to organize special classes with a set of guidelines on
the designation of teachers who have no formal
training.
-UP opened its special education training program for
undergraduate students.
-PAD started mainstreaming program in the Division of
Manila City schools.
  1979
-Caritas-Medico-Pedagogical Institution for the
mentally retarded was organized.
-Jagna special education center in the division of Bohol
was organized.
 1980
-School for crippled children at the southern island
hospital in Cebu City was established.
 1981
-UN: international Year of disabled persons
 1982
-Batas Pambansa Bilang 344
 1987
-Autism Society of the Philippines was organized
1993-2002 Asian and the Pacific Decade on the Disabled
Person
 1996
-The first week of January was declared as Autism
Consciousness Week
-First Seminar workshop on information technology for
the visually impaired
 1997
-DECS order NO. 26: Institutionalization of Special
education program in all school.
-First Philippine Wheelathon race was the main event
of the 19th disability prevention and rehabilitation.
 1998
-Palarong Pinoy Para sa May K was held at Philsport
Complex.
 1999
-DECS order No. 104: Exemption of the physically
handicapped from taking the National Achievement
Test (NEAT) and National Secondary Aptitude Test
(NSAT)
-DECS order No. 108: strengthening of special
education program for the gifted in public school
system.
-DECS Order No. 448: Search for the 1999 Most
outstanding special education teacher for the gifted.
-Memorandum No. 457: National Photo Contest on
Disability
 2000
-DECS Order No. 11: Recognized Special Education
Centers in the Philippines.
-Memorandum No. 24: fourth International Noise
Awareness Day
-Every fourth week of November: national observance
of the week of gifted talented
Activity 1
Create a Timeline Chart that shows the History of the
Special Education in the Philippines.
References:
 https://www.slideshare.net/annvitug/foundations-of-
special-education
 https://prezi.com/g6otunbtjgx-/history-of-special-
education-in-the-philippines/
 https://www.slideshare.net/JuanitoPineda4/mase-
401-introduction-to-special-education-nature-
theories-and-concepts
 https://www.slideshare.net/gjarong/regular-and-
sped-compared
 https://www.slideshare.net/rbarnabas/idea-1990-pl-
101476-presentation