Foundation of

Special and
Inclusive Education
Maria Nadine Roman
WHAT IS SPECIAL EDUCATION?
It is the practice of educating students with special needs in a
way that addresses their individual differences.

This process involves the individually planned and

systematically monitored arrangement of teaching procedures,
adapted equipment and materials and accessible settings.
 OBJECTIVE
The development and maximization of learning
competencies, as well as the inculcation of values to
make the learners with special needs as useful and
effective members of the society.
 13 CATEGORIES OF
SPECIAL EDUCATION
AS DEFINED BY
INDIVIDUALS WITH
DISABILITIES
1. SPECIAL LEARNING DISABILITY
The umbrella term “SLD” covers a specific group of
learning challenges. These conditions affect a child’s
ability to read, write, listen, speak, reason, or do math.

a. DYSLEXIA
It is mainly a problem with reading accurately and
fluently.

A key sign of dyslexia in kids is trouble decoding words.

They’re having a hard time matching letters to sounds and
then use that skill to read words accurately and fluently.
b. DYSGRAPHIA
It is an issue with a set of skills known
as transcription. These skills include handwriting,
typing, and spelling.

One of the main signs of dysgraphia is messy

handwriting.

Trouble forming letters can make it hard to learn

spelling. That’s why many kids with dysgraphia
are poor spellers.
c. DYSCALCULIA
It is a learning disability in math.

Kids with dyscalculia can have trouble with

quantities and concepts like bigger and smaller.
They may also struggle with math symbols and
more complex math.

Kids with dyscalculia also have trouble

remembering math facts. Or they may understand
the logic behind math, but not how or when to apply
what they know to solve math problems.
d. AUDITORY PROCESSING DISORDER
It is a condition that makes it hard for kids to
recognize subtle differences between sounds in
words. It affects their ability to process what other
people are saying.

e. NON-VERBAL LEARNING DISABILITIES

Kids with NVLD have trouble understanding
communication that isn’t verbal. That includes body
language, tone of voice and facial expressions.
2. ATTENTION-DEFICIT/HYPERACTIVITY
DISORDER (ADHD)
It involves a group of key skills known as executive
function. Executive function impacts the ability to
focus, organize, use working memory, and other
skills.

3. AUTISM SPECTRUM DISORDER

It is neuro-developmental disorder that causes
difficulty with social interaction and communication.

They may also have trouble with perseveration.

 4. EMOTIONAL DISTURBANCE
This may include anxiety disorder, schizophrenia,
bipolar disorder, obsessive-compulsive disorder,
and depression.

5. SPEECH OR LANGUAGE
IMPAIRMENT
This covers trouble in pronouncing words or making
sounds with the voice.
 6. VISUAL IMPAIRMENT
A child who has eyesight problems is considered to
have a visual impairment.

7. DEAFNESS
These are kids who can’t hear most or all sounds,
even with a hearing aid.

8. HEARING IMPAIRMENT
 9. DEAF-BLINDNESS
Kids with a diagnosis of deaf-blindness have both
severe hearing and vision loss.

10. ORTHOPEDIC IMPAIRMENT

Kids lack function or ability in their bodies. An
example is cerebral palsy.

11. INTELLECTUAL DISABILITY

Below-average intellectual ability.
 12. TRAUMATIC BRAIN INJURY
It is caused by an accident or some kind of physical
force.

13. MULTIPLE DISABILITIES

The child has more than one condition covered by
IDEA.

Having multiple issues creates educational needs

that can’t be met in a program designed for any one
disability.
 FACTS and FIGURES
• Children with disabilities who are in school are
about 101, 762 (2011-2011).
• Children with disabilities are still combating
educational exclusion
• 97.3 % of them are
still unreached.
• About 5,916 are
mainstreamed in
regular classes.
 EDUCATION POLICIES
• The right to education is a basic human
right.
• All children and youth shall have access to
quality education.
 BRIEF HISTORY OF
SPECIAL EDUCATION
IN THE PHILIPPINES
1908 - School for deaf in Harrison, Pasay City

June 1963 - Republic Act No. 3562 - promotes the

education of the blind which resulted to the establishment
of the Philippine National School for the Blind

1964 - Philippine Normal College offered courses in SPED

for teaching the blind

1952 - Philippine Women's University started a SPED

school for mentally handicapped children

1957 - All children from this school were transferred to the

Special Child Study Center in Cubao, Q.C.
 REPUBLIC ACT 7277
(MAGNA CARTA FOR DISABLED
PERSONS)
It is an Act providing for the rehabilitation, self-
development and self-reliance of disabled persons
and their integration into the mainstream of society.

In support of this legislation, the Department of

Education has directed all school divisions in the
country to establish Special Education centers.
 REPUBLIC ACT 5250
It is an act establishing a
ten-year training program
for teachers of special and
exceptional children in the
Philippines and authorizing
the appropriation of funds
thereof.
 WHAT IS INCLUSION?
• Reaching out to all learners
• Addressing and responding to diversity of needs
of all children, youth and adults
• Involves changes and modification in content,
approaches, structures and strategies
 Education system has full
responsibility to ensure right to Assessment
education

Support System
It is equipped and ready to
handle diversity through:

Flexible modified curriculum ,

teaching and learning methods

Involvement of peers, parents and the community

Flexible teaching methods with innovative

approaches to teaching aids, and
equipment assistive devices and learning resources

Responsive, child-friendly environment PROCESS

Professional environment working
deliberately and actively to promote
inclusion for all
of INCLUSION
PHILIPPINE MODEL of INCLUSION

1. Partial mainstreaming
towards inclusion
- students are educated in
regular classes at least
half the day
- receive additional help or
specialized services
- pull-out
PHILIPPINE MODEL of INCLUSION

2. Full mainstreaming
or inclusion
- complete regular
instruction
- receive all special
service in general
classroom
INDIVIDUALIZED EDUCATIONAL
PROGRAM
It is a document
developed by a team of
persons from the
child’s attending
school systems who
have a direct
relationship to helping
the student with
special needs to be
able to reach his full
potential.
 APPROACHES TO
MAKE INCLUSIVE
EDUCATION WORK IN
REGULAR SCHOOLS
Establishment of a SPED Center which will
function as a Resource Center
-Support children with special needs enrolled in
regular schools
- Conduct of in-service trainings for regular teachers
and administrators
- Conduct assessment of children with disabilities
- Produce appropriate teaching materials

Information, Dissemination and Education

- Explanation of concepts
- In-service trainings
- Continuous orientation of the school personnel and
pupils in inclusive schools
Strengthening the Support Services which
include the following:
-Hiring of trained SPED teachers
-Provision of specialists like physical therapist,
speech therapist and other specialists
- Hiring of teacher-aids
- Implementation of the “buddy” system
- Provisions of instructional materials and
equipments.

Parent and Community Involvement

- Provision of parent education
-Involvement of families / communities of people
with disabilities
- Linkage with other Gos and NGOs
ALTERNATIVE
MODELS
1. COMMUNITY-BASED
REHABILITATION
SERVICES / PROGRAM
 2. HOME-BASED
INSTRUCTION FOR THE
HANDICAPPED
3. VOCATIONAL PROGRAM
 CONCERNS
BESETTING SPED
PROGRAMS
Inadequate Special Education Services
Throughout The Country

Limited Facilities, Materials And Equipment

For Systematic And Scientific Early
Identification And Screening Procedure

Early Intervention Program Is Not Sufficient

Fast Turn-over Of Special Education Teachers

Imbalance Between The Demand And Supply

For SPED-trained Personnel
Attitudinal Barrier

Lack of Coordination Among Government

Agencies in the Provision of Programs and
Services

Death of Researches and Studies about

Children with Special Needs
 SOCIAL BENEFITS
Creates positive social and attitudinal changes in
both regular and disadvantaged children such as:

a. Reducing and eliminating prejudices against

disabled children
b. Improving self-concept or self-esteem
c. Growth in social cognition
d. Encouraging greater participation in social
progress
 ECONOMIC BENEFITS
• There is higher simple and functional
literacy rates.
• There is higher employment participation
rate.
• Enable children to become independent
and productive in later years