Prod Ed 4 LP 1

1| Foundations of Special & Inclusive 1
Education
UNIT 1: THE SPECIAL AND INCLUSIVE EDUCATION

1.0 Intended Learning Outcomes
a. discuss the philosophies, theories, and legal bases of special and inclusive education.
b. distinguish the typical and atypical development of children.
1.1. Introduction
This primary unit focuses on the philosophies of special and inclusive
education. Historical perspectives and legal bases are discussed thoroughly as their
foundations. In this learning packet, the role of theories and the theories of learning that
influenced on the implementation of Special and Inclusive Education will be completely
explained. In connection to this, the typical and atypical development of children will be
recapitulated in order to appreciate their characteristics and gives awareness to future
teachers in the field.
When the Education for All in 1990 was adopted by 150 governments to boost
efforts towards delivering the right to education, ten years later it was reaffirmed in the
World Education Forum and adopted the six EFA goals. With each governments effort to
help the most disadvantaged and vulnerable children a number of programs were
implemented. However, in a research study entitled “Challenges Encountered by Teachers
in Managing Inclusive Classrooms in Swaziland” by Dr. S’lungile Thwala, she concluded
that mainstream teachers generally lacked confidence as they attempted to include students
with disabilities into classes and recommended that the Education agency of the government
should consider increasing the availability of special needs courses, workshops and
conference for teachers in primary schools who are working with students with disabilities.
This course was included in the new curriculum offered in higher educational institutions in
order to train and prepare the preservice education students with its continuing adherence
to serve the needs of the poor and the most disadvantaged, including working children,
remote rural dwellers and nomads, ethnic and linguistic minorities, children, young people
and adults affected by conflict, HIV/AIDS, hunger and poor health; and those with special
learning needs. This course is an eye opener for the soon to be teachers in the field and this
will give them the know how to address the needs of these learners in a regular classroom
setting.
1.2. THE SPECIAL AND
INCLUSIVE EDUCATION
Special Education is an educational
program/service designed to meet the
needs of children with special needs who
cannot profit from general or regular
education because of disabilities or
exceptional abilities. It is the education of
persons who are physically, mentally,
emotionally, socially, or culturally different
from the so-called “normal individuals
that they require modification of school
practices or services to develop them their
http://camnortenews.com/page/?p=29695 maximum capacity.”
Education
1.2.1 PHILOSOPHIES AND ITS LEGAL BASES
What is special education?
What are the underlying
philosophies and legal bases that
supports this kind of education?
How can teachers help their
students with special needs? Maybe
these are some of the questions you
might ask as you read this learning
packet. Let us try now to focus on
what is Special Education.
According to Special
Education Division Philippines
memorandum, special education
refers to the education of persons
https://steemit.com/philippines/@greenhorn/inclusive-education-sped-students-access-to-learning who are gifted or talented and
those who have PHYSICAL,
MENTAL, SOCIAL OR SENSORY IMPAIRMENT AND CULTURAL DIFFERENCES so
as to require modifications of the school curricula, programs and special services and
physical facilities to develop them to their maximum capacity. These persons may be
gifted/talented, fast learner, mentally retarded, visually impaired, hearing impaired, with
behavior problems, orthopedically handicapped, with special health problems, learning
disabled, speech impaired or multiply handicapped.
Special Education aims 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. As the Foundations of Special Education, states
that “All the efforts to uphold the rights and dignity of children with disabilities primarily
root from the philosophical understanding of man.” With its Philosophical Foundations it
clearly says that “Children with disabilities should have the rights as normal children do
and must not be isolated nor be looked down.” It is also must be treated as persons of dignity
and their needs should be provided.
Specifically, its Basic Philosophy tells us that “Every Child with special needs
has a right to an educational program that is suitable to his needs.” Thus, Special Education
shares with regular education basic responsibilities of the educational system which is to
fulfill the right of the child and to develop to his full potential. And with its Specific
Objective which expresses also on the development and maximization of the learning
competencies, as well as the inculcation of values and that will make the learners with special
needs as useful and effective members of society. Finally, in Article 1, Section 5 of Child and
Youth Welfare Code (P. D. #603) which states that “the integration or mainstreaming of
learners with special needs into the regular school system and eventually into the
community” is the Ultimate Goal of Special Education.
https://www.slideshare.net/annvitug/foundations-of-special-education
Vision for Children with Special Needs

The Department of Education clearly states its vision for children with special needs
in consonance with the philosophy of inclusive education, thus: “The State, community and
family hold a common vision for the Filipino child with special needs. By the 21st century, it
Education
is envisioned that he/she could be adequately provided with basic education. This education
should fully realize his/her own potentials for development and productivity as well as
being capable of self-expression of his/her right in society. More importantly, he/she is God-
loving and proud of being a Filipino. It is also envisioned that a child with special needs will
get full parental and community support for his/her education without discrimination of
any kind. This special child should also be provided with a healthy environment along with
leisure and recreation and social security measures” (Department of Education Handbook
on Inclusive Education, 2000).
Inciong, Teresita G., et al. Introduction to Special Education, Rex Bookstore, Manila. 2013
What is Inclusive Education? Is it related to special education?

INCLUSIVE EDUCATION is
an approach to education that
supports and welcomes diversity
amongst all learners which is a
concept of effective schools
where every child has a place to
study and teachers become
facilitators of learning rather
than providers of information
(ICEVI:2012). Inclusive education
is defined as a learning
environment that promotes the
full personal, academic and
https://www.savethechildren.org.ph/our-work/our-stories/story/watch-children-with-disability-are-just-like-any-other-child/ professional development of all
learners IRRESPECTIVE of age, race, class, color, gender, disability, sexual preference,
learning styles and language. Inclusive Education does not refer to the way to educate the
child with disabilities but rather the way to educate everyone.
https://www.special-education-degree.net/what-are-inclusive-special-education-programs/
Inclusion in Education is viewed as “a dynamic approach of responding positively

to pupil diversity and of seeing individual differences not as problems, but as
opportunities for enriching learning” (UNESCO, 2005). Inclusion does not simply mean the
placement of students with disabilities in general education classes. This process must
incorporate fundamental change in the way a school community supports and addresses the
individual needs of each child that addresses and responds to the diversity of needs of all
learners through increasing participation in learning, cultures, and communities and
reducing exclusion within and from education.
Inclusion is seen as a process of addressing and responding to the diversity of needs
of all learners through increasing participation in learning, cultures and communities, and
reducing exclusion within and from education. It involves changes and modifications in
content, approaches, structures and strategies, with a common vision which covers all
children of the appropriate age range and a conviction that it is the responsibility of the
regular system to educate all children (UNESCO, 2005). UNESCO Guidelines for Inclusion
has also identified the four (4) key elements of inclusion: a.) inclusion is a process; b.)
inclusion is concerned with the identification and removal of barriers; c.) inclusion is about
the presence, participation, and achievement of all students; and d.) inclusion involves a
Education
particular emphasis on those groups of learners who may be at risk of marginalization,
exclusion or underachievement.
However, with the Inclusive Education’s Philosophy which implies that,
“Participation of students with exceptional needs in inclusive settings is based on the
philosophy of equality, sharing, participation and the worth and dignity of individuals”. This
philosophy is based on the belief that all children can learn and reach their full potential
given opportunity, effective teaching and appropriate resources. This is based on the
conviction that all children with disabilities have a right to participate in an environment as
close to normal as possible and to benefit socially and academically from being in the central
school and society.
According to Scanlon, Gargiulo & Metcalf, 2010; Boyle & Scanlon, 2010, maximum
integration with typically developing children is highly desirable and should be a major goal.
The philosophical contention of inclusion includes the normalization of children and the
elimination of labels for children with disabilities. An additional hope for inclusion is the
underlying belief that a large part of a child’s problem would disappear by doing away with
labels (Gargiulo & Metcalf, 2010; Boyle & Scanlon, 2010).
Proponents of inclusion cite enhanced social interaction as a big benefit for students
of all levels of ability. Friendships, otherwise unimaginable, form, and these bonds allow kids
to understand diversity in ways that textbooks and formal classroom lectures can’t. While
not a traditional subject such as math and science, diversity proves important in creating an
open-minded society. Throughout their lives, students will encounter others who do not
think or act as they do; by learning how to work and interact with these individuals, they
gain an advantage not only in the classroom, but also in life in general.
https://seameoforum.files.wordpress.com/2011/09/inclusive-education-vietnam-oct20-20111.ppt
HISTORICAL BACKGROUND OF SPECIAL

EDUCATION
The root of SPED can be traced to the

beginnings of human existence, from primitive
times when men became aware of those typical
appearance and behavior. Ever since, people
reacted to such differences in many ways, from
being cruel to being humane. Those who looked
different were either tortured, killed, thrown into https://steemit.com/philippines/@greenhorn/inclusive-education-sped-students-access-to-learning
pits, exorcised, ignored, exiled, exploited and even
considered divine, then pitied and cared for and finally, had been gradually accepted and
educated. In the 17th Century, idiots and insane children were put in asylums and there was
no education or intervention given. The table below summarizes the important
developments of Special Education around the world.
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IMPORTANT
CENTURY DEVELOPMENTS PROPONENTS DETAILS/DESCRIPTION
Effective procedures Phillippe French Physician; concerned with
were developed and Pinel (1745- the humanitarian treatment of
were devised for 1826) individuals with mental illness;
teaching children with Strongly influenced the work of
sensory impairments. ITARD.
Programs for the blind
and deaf.
Jacob Introduced the idea that persons
Rodrigues who were deaf could be taught to
18th Pereine (1715- communicate; Developed an
Century 1780) early form of sign language;
Provided inspiration and
encouragement for the work of
ITARD and SEGUIN
Jean Marc French Physician; Authority on
Gaspard Itard the diseases of the ear and the
(1774- 1838) education of deaf students;
Systematic efforts to educate an
adolescent thought to be
severely mentally retarded
Educated VICTOR – the wild boy
from Aveyron
Thomas Taught children with hearing
Gallaudet impairments to communicate via
(1787-1851) a system of manual signs &
symbols
First systematic attempts Samuel an American physician and
were made to educate the Gridely Howe educator; Known for his success
(1801-1976) in teaching individuals with
idiotic and the insane –
visual and hearing impairments;
mental retardation and
Founded the first facility for the
emotional or behavioral blind- teachers deaf and blind
problems students.
Louis Braille A French educator who himself
(1809-1852) was blind; Developed a tactile
system of reading and writing
based on a code or six raised dots
Eduoard A pupil of Itard; a French
Seguin (1812- physician responsible for
1880) developing teaching methods for
children with mental retardation;
His training program
emphasized sensory motor
activities.
Education
Francis Scientist concerned with
Galton – individual differences; genius is
(1822-1852) solely the result of heredity-born
not made
Alexander Children who are hearing
Graham Bell handicapped can learn to speak
(1847-1922)– and can use their limited hearing
if it is amplified
Alfred Binet – Intelligence can be measured and
(1857-1911) – can be improved through
education; Authored the first
developmental assessment scale
capable of quantifying
intelligence
Maria She began her career as a
Montessori physician and spent her earliest
(1870-1952) years working with the children
with mental retardation
Lewis Terman An American educator and
(1877-1956) psychologist who revised Binet’s
original assessment instrument
Publication of the Standard-Binet
19th Intelligence Scale; Developed the
Century notion of intelligence quotient
(IQ) Grandfather of gifted
education – lifelong study of
gifted individuals
Anna Freud The techniques of psychoanalysis
(1895-1982) can be applied to children with
emotional or behavioral problems
Alfred Strauss He saw that children show
(1897-1957) unique patterns of learning
disabilities due to brain injury
and such children may require
special training
Samuel Kirk Early stimulation environment to
(1904-1996) accelerate intellectual
development
In the 20th century, the recognition of children and people with exceptionalities and
establishing their rights was given focused. The creation of laws and legislation for the care
and protection of exceptional children and their focus on education. The creation of specific
educational programs for each exceptionality together with mainstreaming and inclusion of
this kind of learners were given importance.
Education
You can scan this QR code for more detailed presentation of this topic.
HISTORICAL PERSPECTIVES OF SPECIAL EDUCATION IN THE PHILIPPINES
1902 The interest to educate Filipino children with disabilities was expressed during
the American regime where deaf and blind children were found in a census of
school-aged children in Manila and nearby provinces.
1908 Special Education in the Philippines started where the school for deaf (in
Harrison, Pasay City) was established and marked the official government
recognition of obligations towards the education of the handicapped children.
1926 The Philippine Association for the Deaf (PAD) was founded.
1927 The government established the Welfareville Children’s Village in
Mandaluyong, Rizal.
1945 The National Orthopedic Hospital opened its School for Crippled Children
(NOHSCC).
1949 The Quezon City Science High School for gifted students was inaugurated. The
Philippine Foundation for the Rehabilitation of the Disabled was also organized.
1950 PAD opened a school for children with hearing impairment.
1953 The Elsie Gaches Village (EGV) was established.
1955 Members of Lodge No. 761 of the Benevolent and Protective Order of Elks
organized the Elks Cerebral Palsy Project Incorporated.
The First Summer Institute on Teaching the Deaf was held at the School for the
1956 Deaf and the Blind in Pasay City.
1957 The Bureau of Public Schools (BPS) of the Department of Education and Culture
(DEC) created the Special Education Section of the Special Subjects and Services
Division. The inclusion of special education in the structure od DEC provided
the impetus for the development of special education in all regions of the
country.
1958 The American Foundation for Overseas Blind (AFQB) opened its regional office
in Manila which assisted the special education program of the DEC by providing
consultancy services in the teacher training program that focused on the
integration of blind children in regular classes and materials production.
1960 Some private colleges and universities started to offer special education courses
in their graduate school curriculum.
The Manila Youth and Rehabilitation Center (MYRC) was opened which
extended services to children and youth who were emotionally disturbed and
socially maladjusted.
DEC issued Circular No. 11, s. 1962 that specified the “Qualifications of Special
Education Teachers”
1962 PFRD sponsored the Second Pan Pacific Rehabilitation Conference in Manila
that convened international experts in the rehabilitation of handicapped
persons.
The experimental integration of blind children at the Jose Rizal Elementary
School in Pasay City was initiated.
Education
Under R. A. 5250, the training of DEC teacher scholars at the University of the
Philippines commenced in the areas of hearing impairment, mental retardation
and mental giftedness.
Philippine General Hospital opened classes for its school-age chronically ill
patients.
1963 With the approval of R. A. 3562, the training of DEC teacher scholars for blind
children started at the Philippine Normal College.
The Manila Science High School for the students was established.
1965 This marked the start of the training program for school administrators on the
organization, administration and supervision of special education classes.
1967 BPS organized the National Committee on Special Education with General Letter
No.213 that regulates the size of special classes for maximum effectiveness.
1968 With the approval of R. A. no. 5250, the teacher training program for teachers of
exceptional children was held at the Philippine Normal College for the next ten
years.
1969 Classes for socially maladjusted children were organized at the Manila Youth
Reception Center.
1970 The training of teachers for children with behavior problems started at the
University of the Philippines
1971 DEC issued a memorandum on Duties of the Special Education teacher for the
Blind.
1973 The Juvenile and Domestic Relations Court of Manila established the Tahanan
Special School for socially maladjusted children and youth.
1974 The First National Conference on the Rehabilitation of the Disabled was held at
the Social Security Building in Quezon City.
The Division of Manila City Schools implemented the Silahis Concept of Special
1975 Education in public elementary schools.
DEC was reorganized into Ministry of Education and Culture
1976 Proclamation 1605 declared 1977 to 1987 as the Decade of the Filipino Child.
1977 MEC issued Department Order No. 10 that designated regional and division
supervisors of special education programs
Marked the creation of the National Commission Concerning Disabled Persons
(NCCDP) and later renamed National Council for the Welfare of Disabled
1978 Persons (NCWDP) through P. D. 1509.
MEC Memorandum No. 285 directed school divisions to organize special classes
with a set of guidelines on the designation of teachers who have no formal
training.
1979 The Bureau of Elementary Education special Education Unit conducted a two-
year nationwide survey of unidentified exceptional children who were in school.
1981 The United Nations Assembly proclaimed the observance of the International
Year of Disabled Persons.
1983 Batas Pambansa Blg. 344 enacted the Accessibility Law, “An Act to Enhance the
Mobility of Disabled Persons by requiring cars, buildings, institutions,
establishments and public utilities to install facilities and other devices.
1990 The Philippine Institute for the Deaf (PID) an oral school for children with
hearing impairment was established.
Education
1991 The first National Congress on Street Children was held at La Salle Greenhills in
San Juan Metro Manila.
1992 The Summer Training for Teachers of the Visually Impaired started at the
Philippine Normal University and was sponsored by DECS, the Resources for
the Blind and the Christoffel Blindenmission.
1993 DECS issued Order No. 14 that directed regional offices to organize the Regional
Special Education Council (RSEC)
1993- Declared as the Asian and the Pacific Decade of the Disabled Persons
2002
1996 The third week of January was declared as Autism Consciousness Week.
DECS Order No.1 was issued which directed the organization of a Regional
Special Education Unit and the Designation of a Regional Supervisor for Special
1997 Education.
DECS Order No. 26 on the Institutionalization of Special Education Programs in
all schools was promulgated.
1998 DECS Order No. 5, “Reclassification of Regular Teacher and Principal Items to
Special Education Teacher and Special Schools Principal Itera” was issued.
1999 The following DECS Order Nos. were issued:
# 104 - “Exemption of the Physically Handicapped from taking the National
Elementary Achievement Test (NEAT) and the National Secondary Aptitude
Test (NSAT); #108 - “Strengthening of Special Education Programs for the Gifted
in the Public School System”; #448 - “Search for the 1999 Most Outstanding
Special Education Teacher for the Gifted; Memorandum No. 457 - “National
Photo Contest on Disability; #11 – “Recognized Special Education Centers in the
Philippines.; #33 – “Implementation of Administrative Order No. 101 directing
the Department Of Public Works and Highways, the DECS and the Commission
on Higher Education to provide architectural facilities or structural features for
disabled persons in all state colleges, universities and other public buildings”;
Memorandum No. 24 – “Fourth International Noise Awareness Day; #477 –
“National Week for the Gifted and the Talented”.
For a more comprehensive detail of the history of special education you may scan
this code:
LEGAL BASES OF SPECIAL & INCLUSIVE EDUCATION

LAWS ITS DESCRIPTION
CREATED
Commonwealth a provision in this act for the care and protection of disabled children.
Act No. 3203 Articles 356 and 259 of the Civil Code of the Philippines mention “the
(1935) right of every child to live in an atmosphere conducive to his physical,
1
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moral and intellectual development”, and the concomitant duty of the
government to “promote the full growth of the faculties of every child”.
Republic Act An act to promote the education of the blind in the Philippines which
No. 3562 established teacher training course and Philippine National School for
(June 1963) the Blind.
Republic Act These acts provided that teachers, administrators, and supervisors of
Nos. 3562 special education should be trained by the Department of Education
and 5250 and impoverished.
(June 13, 1968)
The 1973 The fundamental law of the land explicitly stated in section 8, Article
Constitution of XV the provision of “a complete, adequate and integrated system of
the Philippines education relevant to the goals of national development”. The
constitutional provision for the universality of educational
opportunities and the education of every citizen as a primary concern
of the government clearly implies the inclusion of exceptional children
and youth.
Presidential Otherwise known as the Child and Youth Welfare Code was enacted
Decree No. 603 with Article 3 on the Rights of the Child provides among others that the
(1975) “emotionally disturbed or socially maladjusted child shall be treated
with sympathy and understanding and shall be given the education and
care required by his particular condition. Equally important is Article
74 which provides for the creation of special classes which states that
“Where needs warrants, there shall be at least special classes in every
province, and, if possible, special schools for the physically
handicapped, the mentally retarded, the emotionally disturbed, and the
specially gifted. The private sector shall be given all the necessary
inducement and encouragement to establish such classes or schools”.
Presidential This created the National Commission Concerning Disabled Persons
Decree No. 1509 (NCCDP) and was renamed as National Council for the Welfare of
(1978) Disabled Persons (NCWDP).
Or also known as The Education Act of 1982 which states “the state
shall promote the right of every individual to relevant quality education
regardless of sex, age breed, socioeconomic status, physical and mental
Batas
condition, social and ethnic origin, political and other affiliations. The
Pambansa Blg.
State shall therefore promote and maintain equality of access to
232 (1982)
education as well as enjoyment of the benefits of education by all its
citizens.”
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Section 24 “Special Education Service” affirms that “the State further
recognizes its responsibility to provide, within the context of the formal
education system services to meet special needs of certain clientele.
These specific types shall be guided by the basic policies of state
embodied on General Provisions of this Act which include: (2) “special
education, the education of persons who are physically, mentally,
emotionally, socially, culturally different from the so-called ‘normal’
individuals that they require modification of school practices/services
to develop to their maximum capacity.”
Batas Or otherwise known as The Accessibility Law” was enacted and states
Pambansa Blg. that “An Act to Enhance the Mobility of Disabled Persons” requires
344 (1983) cars, buildings, institutions, establishments and public utilities to install
facilities and other devices for persons with disabilities.
The 1987 This cites the rights of exceptional children to education in Article XIV.
Constitution of Section 1 declares that the Senate shall protect and promote the right of
the Philippines all citizens to quality education at all levels and shall take appropriate
steps to make such education accessible to all. Section 2 emphasizes that
“the State shall provide adult citizens, the disabled and out-of-school
youth with training in civics, vocational efficiency and other skills.”
Republic Act This law declared August 1 of each year as “White Cane Safety Day in
6759 (1989) the Philippines.” Blind persons use the cane in travelling.
Republic Act This law is “An Act Providing for Strong Deterrence and Special
No. 7610 (1992) Protection Against Child Abuse, Exploitation and Discrimination,
Providing Penalties for Its Violation and Other Purposes.”
Republic Act An act providing for the rehabilitation, self-development and self-
No. 7277 (1992) reliance of disabled persons and their integration into the mainstream
of society and for other purposes.
Presidential Set new dates for the National Disability Prevention and Rehabilitation
Proclamation Week Celebration on the third week of July every year which shall
No. 361 (2000) culminate on the birth date of the Sublime Paralytic Apolinario Mabini.
Republic Act Or otherwise known as “The Newborn Screening Act of 2004” is based
No. 9288 (2004) on the premise that a retarded child could have been normal. Newborn
screening is a very simple test that should be given to the baby 24 hours
after birth that primarily checks for five metabolic disorders like
congenital hypothyroidism, congenital adrenal hyperplasia,
galactosemia, phenylketonuria and G6PD deficiency that could affect
the health of the child within the first few weeks of life.
Republic Act An Act Amending Republic Act No. 7277, Otherwise Known as the
No. 9442 (2007)
“Magna Carta for Disabled Persons, And for Other Purposes”
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Republic Act An Act Expanding the Benefits and Privileges of Persons with Disability
No. 10754 (2015) (PWD).
https://www.slideshare.net/raymartfundal/history-of-special-education-163179466
This timeline shows the development of the International Legal Framework in Support of
Inclusion
1994
Salamanca Statement & Framework for 2001
1948 1990
Action on Special Needs Education which EFA Flagship on the
Universal states that “schools should accommodate Right to Education for
The World all children regardless of their physical,
Declaration of Persons with Disabilities
Declaration of intellectual, social, emotional, linguistic
Human Rights Towards Inclusion
Education for All or other conditions”
1989 1993 2000 2007

United Nations The United Nations World Education UN Disability Convention
Convention on the Standard Rules on the Forum for Action, which promotes the rights of
Rights of the Child DAKAR wherein the persons with disabilities and
Equalization of
Opportunities for Persons urgency of reaching the mainstreaming
with Disabilities marginalized disability in development
Groups was restated
ACT NOW
Make a four paragraph with 8 sentences each - position paper, choose one legal
basis and discuss the underlying philosophy/philosophies and theory/ies.
Explain how is this legal basis implemented nowadays.
(Use separate sheets in accomplishing this activity. Compile all outputs in a folder and submit as scheduled.)
Rubric:
 Content – 20pts.
(Takes a strong, well-defined position; Philosophies and theories effectively addressed. Legal basis well-
explained)
 Grammar, Punctuation & Spelling – 15pts.
(Rules of grammar, usage, and punctuation are followed; spelling is correct. Language is clear and precise;
sentences display consistently strong, varied structure)
 Coherence – 15pts.
(Structure of paper is clear and easy to follow. Paragraph transitions are logical and maintain the flow of
thought throughout the paper. Conclusion is logical and flows from the body of the paper)
TOTAL -------– 50pts.
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The Inclusive Education is guided by the following principles: a.) No discrimination
with students; b.) Equal educational opportunity to all; c.) School adapt to the need of
student; d.) Equal educational benefits for all students; e.) The student’s views are listened
to and taken seriously; f.) Individual differences between students are a source of richness
and diversity and not a problem.
The Inclusive Education Framework aims to achieve the following: 1.) Encourage
whole-school and individual reflective engagement and discussion on the development of
inclusion; 2.) Support school professionals to plan, implement and review inclusive policies
and practices; 3.) Outline and demonstrate processes of individuals and organizational
planning and implementation; 4.) Document schools’ current and developing inclusive
practices and record constraints and resources associated with inclusion; 5.) Foster an
ongoing individual and organizational commitment to inclusive practices and policies.
In the Philippines, Inclusive Education evolved through the years with the following
illustrations and situations:
When students are directly or indirectly prevented or denied access to

education in any form (Exclusion)
When students are classified according to impairment, provided a

separate environment to respond to particular impairment
(Segregation)
When students are placed in the mainstream system, often in special class,
or in a general classroom with no adequate adaptations and support
(Integration)
When students are provided with equitable & participatory learning

experience, removing the barriers that impede learning (Inclusion)
Many public schools are still incapacitated and

exasperated by the difficulty of meeting other vital
requirements of sound Inclusive Education and
could be one of the reasons why many general
education teachers in the Philippines doubt their
capacity to teach in an inclusive school. According
to a research by Muega and Echavia (2011), 87 in-
service teachers said they are willing to handle and work
with professionals for the inclusion of Children with
Special Needs in general education classrooms, but their
overall response indicates they are not prepared to
https://www.special-education-degree.net/what-are-
take on the challenge of handling students with
inclusive-special-education-programs/
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disorders or disabilities. At this point, teachers in the Philippines, whether trained or
otherwise, will have to accept that they will be spread too thinly in an inclusionary setting
because the presence of students with special needs in an oversized group of students, if
taken seriously, requires the preparation of more than one lesson plan. While inclusion
policy has been already adopted in the Philippines, many school teachers have yet to fully
appreciate the value of IE (Muega & Echavia, 2011).
ACT NOW
Answer the following questions:
1. What do you think are the values to be inculcated to our future teachers
as they face the challenges of Special and Inclusive Education?
2. What preparations shall a future teacher seek in dealing with learners’
disability?
How did you find the task? Are you now enlightened of what is Special and
Inclusive Education? Are you now ready to face the challenge as a future teacher? Well, if
your answer is YES, then you are on the right path and destined to be a TEACHER!
1.2.2. THE ROLE OF THEORY AND THEORIES OF

LEARNING
What do we mean by theories? What are the roles of
theory into practice? What are the different theories of
learning that involves special and inclusive
education?
Every discipline is built on the concepts and ideas
contributed by earlier scholars. The theories generated
in studying learning disabilities and related mild
disabilities have produced significant applications to many areas of both special education
and general education. Theories help us understand the complexities of learning, guide and
act as a basis for instruction, meant to be working statements; they are not meant to be ideas
“frozen into absolute standards masquerading as eternal truths” or “programs rigidly
adhered to” (Dewey,1946, p.202.1998). The most practical of all things because it provides a
guide for action, clarifies and structures thought, and creates a catalyst for further research.
They constantly evolve and serve as a guide to systematize knowledge. The purpose of
theory is to bring form, coherence, and meaning to what we observe in the real world
(Dewey,1998). The current theory is challenged, modified, and strengthened as researchers
and practitioners test the theory’s relevance and usefulness.
The focus is to emphasize that the transition from theory to practice relates to the
application of important aspects of learning theories to optimize instructional actions (Ertmer
& Newby, 2013). Ertmer and Newby note that learning theories provide curriculum
1
Education 5
designers with instructional strategies and techniques verified to facilitate learning in
classrooms, which includes the need to implement inclusive education practices for students
with special educational needs, especially in general education settings. These instructional
strategies and techniques include modifications of curricula and instructional design, the
development of structures, and the use of evidence-based practices. Three major theories are
considered to underpin inclusive education theory.
Effective inclusive education practices should incorporate ideas from each of these
theories so that teachers can successfully make curricular and instructional decisions for each
student. Therefore, each of the theories underpinning inclusive education practice is
theoretically and practically detailed as follows:
1. Behaviourism-based Inclusive Education
Practices - behaviourism is one of the classical
theories of learning and also recognized as
the oldest (Nalliah & Idris, 2014). Behaviorism
is known as a predominant psychological
model (Harold & Corcoran, 2013), as suggested
by the metaphor for, ‘learning as the
acquisition of stimulus-response pairs’
(Doolittle, 2014). Behaviourists ‘believe the
objective of the theory is to impart to the learner
https://www.alamy.com/friends-teasing-a-boy-image281534410.html
the knowledge of reality’ (Hickey, 2014, p. 17).
Behaviourism occurs when consequences are associated with the stimulus or response
that is followed by reinforcement to be maintained (Ertmer & Newby, 2013). Even though
behaviourism has been heavily criticized over the years, the behaviourist approach is "still
vital and is considered a scientific enterprise" (Abramson, 2013, p. 56). To summarize, the key
principles of behaviourism that support education are: behaviour is learned, behaviour is
governed by the setting in which it occurs, teaching does not occur without learning, learning
equates to changing behaviour, behaviour is governed by what follows actions, and there
needs to be a focus on the observable (Harold & Corcoran, 2013). Practically, behaviourism-
based inclusive education practices include the application of behaviourism in inclusive
education settings, which clearly appears in the emphasis on student behaviour and
performance in manipulating stimulus materials (Ertmer & Newby, 2013). Examples of
behaviourism-based inclusive education practices are included in well-known instructional
approaches such as explicit or direct instruction (AlShammari, 2019A; Steele, 2005).
The method has shown positive research results with students with special needs in
general education classrooms (Al-Shammari, Al-Sharoufi, & Yawkey, 2008). Practices based
on explicit or direct instruction are systematic, involving a step-by-step process provided by
a teacher and followed by students during instruction (Zhang et al., 2016). In addition,
explicit or direct instruction-based practices that Asian Institute of Research Education
Quarterly Reviews Vol.2, No.2, 2019 410 break down tasks into their smallest elements are
widely used for teaching students with special educational needs in inclusive education
classrooms (Steele, 2005).
2. Cognitivism-based Inclusive Education Practices - cognitivism essentially focuses on the
attributes of one's thinking, memory, self-reflection, and motivation to learn. Piaget argued
that "during each developmental stage, the ability to learn and the process of learning is
different" (Evgeniou & Loizou, 2012, p. 666). The cognitive approach focuses on the
1
Education 6
mental activities of the learner that influence responses and acknowledges the processes
of mental planning, goalsetting, and organizational strategies. Cognitive theories place
emphasis on making knowledge meaningful and helping learners be more organized and
able to relate new information to existing knowledge stored.
In addition, cognitivist approaches
emphasize thought processes and their
importance in learning, including
memory, thinking, reflection, abstraction,
and metacognition, which are all needed
in the learning process (Petersen, 2014).
Therefore, cognitivist instruction "must be
based on a student's existing mental
structures or schema to be effective"
(Ertmer & Newby, 2013, p. 60). Practically,
cognitivism-based inclusive education
practices involve the applications of
cognitivism in inclusive education
settings, which clearly appears in the
emphasis of mental information
http://www.globi-observatory.org/drawdisability-continuing-the-
inclusion-conversation-in-negros-occidental-philippines/ processing and interactions in guiding
student learning (Ertmer & Newby, 2013).
Other practices used, based on cognitivism, for students with special needs in
inclusive education classrooms are various metacognitive strategies, which are evidence-
based such as study skills, concept mapping, and reciprocal teaching (Al-Shammari, 2019B;
Hornby, 2014). In line with Hornby, Hattie (2008) also offers specific best practice
interventions best used for students with special needs in cognitivism-based inclusive
education settings, which include metacognitive strategies. Metacognitive strategies teach
students to understand the way they think. Thus, cognitivism can be related to the key
components of the best practices in inclusive education by helping students to assimilate and
accommodate information.
3. Constructivism-based Inclusive Education Practices - constructivism focuses on creating
cognitive tools that reflect the wisdom of the culture in which they are used as well as the
insights and experiences of learning. Constructivism involves a person understanding the
importance of the social dimension during the learning process through observation,
treatment, interpretation, and adaptation of information on building a cognitive structure.
Vygotsky (1962) emphasized the social role of learning because of its impact on cognitive
development through learning and interaction between children and their peers, parents,
and teachers. Constructivism equates to learning that involves constructing, creating, and
inventing, basically for individuals to develop their own knowledge and meaning.
Constructivists believe that an understanding of the brain informs teaching (Lenjani,
2016). Akpan and Beard state, "constructivism is the best paradigm for teaching all learners,
but particularly students with special educational needs" (2016, p. 393). Teachers are
essentially considered facilitators, providing essential information, and organizing activities
for students to discover their own learning (Liu & Ju, 2010).
Lenjani (2016) details the main guiding principles of constructivism as: 1) learning is
searching for meaning; 2) meaning requires the understanding of the whole as well as the
1
Education 7
individual parts; 3) teachers should have an understanding of the mental models that
learners use to perceive their world and assumptions that they make in order to support their
models; and 4) the purpose of learning is that an individual constructs his or her own
meaning and does not include simply memorizing information for the correct answers or
repeating merely what someone else has stated. The key to constructivism is that learning
should include learner-centred, task-based, hands-on and minds-on activities (Shi, 2013)
while also being meaningful and closely related to practical and real-life experiences
(Lenjani, 2016).
In conclusion, Behaviourism-based inclusive education practices focus on how to
provide instruction and on which reinforcers are effective for particular students with special
needs in general education classrooms. While Cognitivism-based inclusive education
practices are specifically the applications of cognitivism in inclusion settings, which involves
the emphasis on mental information processing and interactions to guide student learning.
And the last but not the least is the Constructivism-based inclusive education practices which
emphasizes in making learning more meaningful and using real-life experiences.
https://www.asianinstituteofresearch.org/EQRarchives/Theories-based-Inclusive-Education-Practices
How did you find the task? Does it answer your queries in mind on the relationship
of these learning theories to Special and Inclusive Education? Are you now equipped with
the basic knowledge of Special and Inclusive Education? Well, if you nod your head or
say YES, let me congratulate you on your journey to the next subtopic!
1.2.3. TYPICAL AND ATYPICAL DEVELOPMENT OF CHILDREN
Children's development
usually follows a known and
predictable course. The
acquisition of certain skills
and abilities is often used to
gauge children's
development. These skills
and abilities are known as
developmental milestones.
Such things as crawling,
walking, saying single words,
putting words together into
phrases and sentences, and
http://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/ECD%20201 following directions are
4%20Rao%20report.pdf?ver=2014-10-02-145634-017 examples of these predictable
achievements. Although not all children reach each milestone at the same time, there is an
expected time-frame for reaching these developmental markers.
The following points are important to understanding the nature and course of
children's development. The course of children's development is mapped using a chart of
developmental milestones. These milestones are behaviors that emerge over time, forming
the building blocks for growth and continued learning. Some of the categories within which
these behaviors are seen include: 1.) Cognition (thinking, reasoning, problem-solving, &
understanding); 2.) Language (expressive and receptive abilities); 3.) Motor Coordination
1
Education 8
(gross/fine motor, jumping, hopping, throwing, catching, drawing, & stacking); 4.) Social
Interaction (initiating, peer contact, group play); 5.) Adaptive (dressing, eating, washing).
http://www.ldonline.org/article/6047/
Below is a table that shows the characteristics of a Typical Development in a Child:

Typical Development of a Child
Life Physical Cognitive Social Emotional
Stages
A  Rapid  Begin to think  Group values  Depend upon
growth, hypothetically guide peers for
D
maturity of and see individual emotional
O sexual different behavior. In stability,
L organs, points of view early support and to
development  During adolescence help mold their
E of secondary middle and most peer emerging
S sexual late groups are still identities
characteristic adolescents same sex  Self-esteem
C
 Girls the ability to  Become greatly affected
E generally see multiple interested in by acceptance
N physically perspectives is sexual of peers
mature refined relationships  Early
T before boys but most adolescents are
S  Learning to contact is moody,
accept through groups. dramatic and
changes in May begin to very vulnerable
their bodies experiment in to emotional
and adapt sexual behavior stress
their  In early  Middle and late
behavior adolescence adolescence,
based on social roles still identity is more
these largely defined individualized
changes by external and a sense of
sources self develops
 During middle and stabilizes
and late  Self- esteem in
adolescence middle and late
• Choose adolescence is
friends based influenced by
on personal his/her ability
characteristics to live up to
and mutual internalized
interest. Peer standards for
group declines behavior
in interest.
• Experiment
with social roles
and explore
1
Education 9
options for
career choices
S  The ability to  Thinking  Relationships  Develop the
C sit still and becomes more outside the ability to be
attend logical and family increase self-directed in
H increases as rational in importance beginning and
O they move  Understand  Imitate, learn finishing
through this cause and and adopt age projects
O stage effect and appropriate  Developing
L  Practice, begin to social roles, better sense of
refine, and understand including those themselves as
A
master ramifications gender specific individuals,
G complex of their acts  Develop with
E motor skills  Develop the understanding likes/dislikes
ability to of rules, relied and special
understand on to dictate interest
other people’s proper social  Evaluate their
perspectives behavior self-worth by
their ability to
perform.
Derives self-
esteem from
perceived
ability
 Height &  Receptive &  Must learn  Beginning of
weight gain expressive social rules of impulse control
consistent language sharing and and ability to
 Cannot sit develops taking turns delay
P still for long rapidly, before they will gratification
periods of Grammar & be able to  Self-directed
R
time syntax is cooperate with and self-
E  Begin to refined, others starters. Very
loose Vocabulary  Begin to curious and
protruding increases understand, willing to try
S stomach rapidly explore, imitate new things
C  They may and practice  Understanding
create their social roles. of right and
H
own words for Play often wrong leads to
O objects and reflects self–assessment
O events. Use & experimentation and effects of
repeat words of social roles development of
L they don’t  Learns the self-esteem
understand concepts of  Self-esteem
 Thinking is right and wrong largely
concrete, and dependent
cannot think understands the upon other
abstractly, and nature of rules. people’s
2
Education 0
takes things Experience guilt reaction to
literally when they’ve them
 Limited done something
understanding wrong
of cause and
effect, and
sequencing
events
 Thinking is
egocentric
 Have vivid
imaginations;
engage in
magical
thinking and
fantasy.
Difficulty
distinguishing
between
fantasy and
reality
I  Birth to one  Birth to one  Birth to one  Birth to one
year of age, year of age, year of age, year of age,
N
development alertness, most important task is to
F of control recognition, task is develop trust
A and mastery and interest in development of through
of gross and visual, attachment to positive
N fine motor auditory and primary attachment
T skills tactile stimuli. caretaker. with primary
 One to two Develop Stranger anxiety caretakers
years of age, object develops at  One to two
A perfected permanence about six years of age,
N skills; toward end of months of age. Primary task
balance, year  One to two involves the
D coordination,  One to two years of age, beginning
T stability, years of age, affectionate and development of
ability to ability to trusting autonomy,
O
manipulate understand relationships understanding
D objects and produce with other that they exist
D  Two to three language. family members as a separate
years of age, Acquire and adults entity from the
L increase in understanding outside the caretaker.
E motor skill; skills before family. Engage Begins
master spoken skills in simple games exploring but
R
challenges in  Two to three and play. often checks
the years of age,  Two to three back with
environment language is years of age, caregiver.
such as used to begin to imitate
2
Education 1
bicycles, communicate social roles.  Two to three
stairs, balls, with others. Playing in the years of age,
eating Language presence of autonomy is
utensils, skills other children solidified.
crayons, etc. perfected. but not Experience
By the end of interacting with pride and
this year them (parallel pleasure at
ready to play). Toilet being “good”
master toilet training and
training. represents a embarrassment,
significant shame, and
internalization distress at
of social rules. being “ bad”.
https://www.michigan.gov/documents/NORMAL~1_104261_7.pdf
Child development exists on a

continuum. The development of
most children falls somewhere in
the “middle” of that continuum.
A child is described as
developing atypically when one
of two situations arises: A child
reaches developmental
milestones earlier than other
children his/her age. A child
reaches developmental
milestones later than other
children his/her age. It is very
https://www.123rf.com/photo_79645404_group-of-diverse-kids-playing-at-the-field-together.html important to pay attention to
children whose development is just a little bit different. They are referred to as “gray area”
children because for the most part, their development is typical. This is why they may not
qualify to receive services in the developmental areas in which they may be struggling,
especially during their school years. It is important to monitor their progress and especially
watch those areas in which they may be developing typically, but lagging a bit behind their
peers. Here are a few examples: A child may have a lot of words in his vocabulary, but may
still struggle with articulation or pragmatics; A child may walk to get to where he/she needs
to get, but he/she may still take much longer than other children to get to his/her destination.
It is also quite important to pay attention to children with moderate to severe delays, or who
have multiple disabilities. These children are usually identified quite early in life and end up
receiving a wide variety of services. Intervention should be focused on providing as much
support as possible to both the child and his/her family, so that the child can be active and
participate in his/her community.
The focus of intervention for children with severe developmental delays may be
different from intervention for other children. A seriously involved child may never learn
how to read or walk, but with proper intervention, he/she may learn how to eat or use the
toilet on his/her own. This will make a huge difference in his/her life and the lives of those
who care for him/her.
2
Education 2
Typical Developmental Atypical Development
Milestones (Missing or Not Meeting
Milestones)
4 YEARS OF AGE (Early Childhood)
Enjoys doing new things
Plays “Mom” and “Dad”
Is more and more creative
SOCIAL with make-believe play
Would rather play with other
AND children than by his/herself
Cooperates with other Ignores other children or doesn’t
EMOTIONAL children respond to people outside family
Often can’t tell what’s real
and what’s make believe
Talks about what he/she
likes and what he/she
interested in
Knows some basic rules of Speaks unclearly; doesn’t use “me”
LANGAUGE grammar, such as correctly and “you” correctly
AND using “he” and “she”
COMMUNI Sings a song or says a poem
CATION from memory such as the
“Itsy Bitsy Spider” or the
“Wheels on the Bus”
Tells stories Can’t retell a favorite story
Can say first and last name
Names some colors and some Generally loses skills once had
numbers
COGNITIVE Understands the idea of Doesn’t follow three-part
(learning, thinking, counting commands
problem-solving) Starts to understand time
Remembers parts of a story Can’t retell a favorite story
Understands the idea of Doesn’t understand “same” and
“same” and “different” “different”
Draws a person with two to
four body parts
Uses scissors
Starts to copy some capital
letters
Plays board or card games Shows no interest in interactive
games or make believe
Tells you what he thinks is
going to happen next in a
book
Hops and stands on one foot Can’t jump in place
MOVEMENT up to two seconds
2
Education 3
AND Catches a bounced ball most
PHYSICAL of the time
DEVELOPMENT Pours, cuts with supervision, Has trouble scribbling
and mashes own food
6 YEARS OF AGE (EARLY CHILDHOOD)
Wants to please friends Usually withdrawn and not active
Wants to be like friends Doesn’t respond to people, or
responds only superficially
More likely to agree with
rules
SOCIAL Likes to sing dance and act
Shows concern and sympathy Doesn’t show wide range emotions
AND for others
Is aware of gender
EMOTIONAL Can tell what’s real and Can’t tell what’s real and what’s
what’s make-believe make-believe (also Cognitive)
Shows more independence
(for example, may visit a
next-door neighbor by
himself, even though adult
supervision is still needed)
Is sometimes demanding and Shows wide range behaviors
sometimes very cooperative (usually fearful, aggressive shy, or
sad)
LANGUAGE Speaks very clearly Doesn’t talk about daily activities
AND Tells a simple story using full
COMMUNI sentences
CATION Uses future tense; for Doesn’t use plural or past tense
example, “Grandma will be properly
here”
Says name and address Can’t give first and last name
COGNITIVE Counts 10 or more things Loses skills once had
(learning, thinking, Can draw a person with at Doesn’t draw pictures
problem-solving) least six body parts
Can print some letters or Is easily distracted, has trouble
numbers focusing on one activity for more
than 5 minutes
Copies a triangle or other Doesn’t play a variety of games and
geometric shapes activities
Knows about things used Can’t tell what’s real and what’s
every day, like money and make believe (also Social and
food Emotional)
Stands on one foot for 10 Can’t brush teeth, wash and dry
MOVEMENT AND seconds or longer hands, or get undressed without
PHYSICAL help
DEVELOPMENT Hops and may be able to skip
Can do a somersault
2
Education 4
Uses a fork and spoon and
sometimes a table knife
Can use the toilet on her own
Swings and climbs
6-8 YEARS OF AGE (MIDDLE CHILDHOOD)
Shows more independence Plays best with younger children
SOCIAL from parents and family
AND Starts to think about the
EMOTIONAL future
Understands more about his
or her place in the world
Pays more attention to
friendships and teamwork
Wants to be liked and
accepted by friends
LANGUAGE AND Speaks only in two-to three-word
COMMUNICATION sentences, even in his native
language of Spanish
Shows rapid development of Can only follow single step
cognitive processing (mental) directions
THINKING skills
AND Learns better ways to Can occasionally label what he sees
LEARNING describe experiences and
talks about thoughts and
feelings
Has less focus on one’s self
and more concern for others
MOVEMENT AND Needs physical help with bathing
PHYSICAL and brushing teeth
DEVELOPMENT Has physical delays in activities like
catching a ball hoping
Shows more independence Is frequently aggressive, including
SOCIAL from parents and family times when there is no apparent
provocation
AND Starts to think about the Has behavioral outburst that are
future severe
EMOTIONAL Understands more about his Needs constant supervision
or her place in the world
Pays more attention to Is withdrawn from peers
friendships and teamwork
Wants to be liked and
accepted by friends
Shows rapid development of Needs a modified curriculum at
cognitive processing (mental) school
THINKING skills
2
Education 5
AND Learns better ways to Has a low IQ. Although the profile
LEARNING describe experiences and does not provide his Full Scale IQ,
talks about thoughts and his subtest IQs are below 70
feelings
Has less focus on one’s self Needs small group or one-on-one
and more concern for others instruction at school, as he
struggles in larger group
https://www.dhs.wisconsin.gov/clts/waiver/county/mod2-matrices.pdf
For more understanding, you may scan this QR code:
ACT NOW
Write two paragraph with 1000 words - reflective essay on the importance of
knowing the typical and atypical development of learners
Rubric:
 Content – 20pnts.
(Takes a strong, well-defined position; Philosophies and theories effectively addressed. Legal basis well-
explained)
 Grammar, Punctuation & Spelling – 15pnts.
(Rules of grammar, usage, and punctuation are followed; spelling is correct. Language is clear and precise;
sentences display consistently strong, varied structure)
 Coherence – 15pnts.
(Structure of paper is clear and easy to follow. Paragraph transitions are logical and maintain the flow of
thought throughout the paper. Conclusion is logical and flows from the body of the paper)
TOTAL -------– 50pnts.
2
Education 6
1.3. References
Tjentz, and Tjentz. “What Are Inclusive Special Education Programs?: Special Education Degrees.”
Special Education Degrees | Your Guide To A Career In Special Education, 25 Mar. 2021,
www.special-education-degree.net/what-are-inclusive-special-education-programs/.
Jennifer Ocampo Follow Secondary School English Teacher at Department of Education -

Philippines. “Test Rubrics.” SlideShare, www.slideshare.net/JenniferOcampo/test-
rubrics?from_action=save.
Rj Fundal Follow. “History of Special Education.” SlideShare,

www.slideshare.net/raymartfundal/history-of-special-education-163179466.
“SPED in the Philippines.” YouTube, YouTube, 8 Feb. 2017,

www.youtube.com/watch?v=8czXdfKn7F8.
“Providing Educational Opportunities to CHILDREN: PHOTOGRAPHER Jacob Maentz.” Jacob

Maentz Photography, 4 May 2020, www.jacobimages.com/2012/08/providing-educational-
opportunities-to-scavenger-children.
“Theories-Based Inclusive Education Practices.” Aior,

www.asianinstituteofresearch.org/EQRarchives/Theories-based-Inclusive-Education-Practices.
“Category - 1.4 Atypical Development.” ECI Module 1 Atypical Development RSS,

blogs.ubc.ca/earlychildhoodintervention1atypical/category/1-4-atypical-development/.
“(PDF) Inclusive Education in the PHILIPPINES: Through the Eyes of Teachers, Administrators,
and Parents of Children with Special Needs.” ResearchGate,
www.researchgate.net/publication/332961690_Inclusive_Education_in_the_Philippines_Throu
gh_the_Eyes_of_Teachers_Administrators_and_Parents_of_Children_with_Special_Needs.
1.4 Acknowledgment
The images, tables, figures and information contained in this module were
taken from the references cited above.

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1| Foundations of Special & Inclusive 1

UNIT 1: THE SPECIAL AND INCLUSIVE EDUCATION

Vision for Children with Special Needs

What is Inclusive Education? Is it related to special education?

Inclusion in Education is viewed as “a dynamic approach of responding positively

HISTORICAL BACKGROUND OF SPECIAL

The root of SPED can be traced to the

HISTORICAL PERSPECTIVES OF SPECIAL EDUCATION IN THE PHILIPPINES

LEGAL BASES OF SPECIAL & INCLUSIVE EDUCATION

1989 1993 2000 2007

When students are directly or indirectly prevented or denied access to

When students are classified according to impairment, provided a

When students are provided with equitable & participatory learning

Many public schools are still incapacitated and

1.2.2. THE ROLE OF THEORY AND THEORIES OF

Below is a table that shows the characteristics of a Typical Development in a Child:

Child development exists on a

For more understanding, you may scan this QR code:

Jennifer Ocampo Follow Secondary School English Teacher at Department of Education -

Rj Fundal Follow. “History of Special Education.” SlideShare,

“SPED in the Philippines.” YouTube, YouTube, 8 Feb. 2017,

“Providing Educational Opportunities to CHILDREN: PHOTOGRAPHER Jacob Maentz.” Jacob

“Theories-Based Inclusive Education Practices.” Aior,

“Category - 1.4 Atypical Development.” ECI Module 1 Atypical Development RSS,

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