Module: EDUC – 30063:

Foundation of Special and

Inclusive Education

Prepared and Submitted by: Prof. Emir B. Velasquez

I. Overview

Special education and inclusive education are now a global issues and
educational systems are trying to research for ways to make its development and practice
possible. Teachers are to take every child’s needs more human’s actions, select plans and
implement inclusive settings in such a way that they meet the needs of the child. Teachers are
the key factor in allowing and Inclusive educations are all about making a quality education
available to all.

II. Table of Content

A. Special Education
1. Legal basis of Special Education
a. UN – Rights of the Children
b. Phil. Constitution – 1986
c. RA – 7277 – Magna Carta for Disabled Person
2. Framework in Development and Learning of Children : presented by Piaget,
Erickson, and Kohlberg
3. Nature of various types of students with special educational needs
3. 1. Learners who are gifted and Talented
3. 2. Learners with difficulty seeing
3. 3. Learners with difficulty hearing
3. 4. Learners with difficulty communicating
3. 5. Learners with difficulty remembering
3. 6. Learners with difficulty walking / moving
3. 7. Learners with difficulty with self-care
4. Main Issue on Special Education
5. The Special Education Process: Teacher’s Participation on Decision Making
B. Inclusive Education
1. Nature of Inclusive Education
2. Characteristics of effective classroom teacher
C. Suggestive Instructional Strategies for Special and Inclusive Education
1. General The Special Education Process: How the Regular Class room
Teacher Participate in Special Education Decision Making
2. General Guidelines in considering instructional strategies for inclusive
education
 2. 1. Different types of learning
2. 2. Specific levels of learning
3. General guidelines for Effective Teacher of Special and Inclusive Education

III. Course Outcomes

1. Describe the historical philosophical, psychological, social and legal

foundation of special and inclusive education in the Philippines
2. Identify the different categories of learners with special needs
3. Describe their typical and characteristics of learners with exceptionalities
4. Demonstrate an awareness of current trends and issues in the field of special
and inclusive education

IV. Learning Outcomes

1. Identify the vision, policy goals and objectives of Special Education

2. Cite important events relevant to the implementation of special and inclusive
education in the Philippines
3. Describe the different special programs and services offered by the public
and private
4. Discuss the salient feature of inclusive education
5. Define special education
6. Define and explain the basic concepts of human reproduction
7. Define and explain mental retardation and its classification
8. Describe the educational approaches in teaching children with mental
retardation
9. Enumerate ways and means by which intellectual development may be
enhanced
10. Enumerate and discuss the characteristics of gifted and talented children
11. Discuss the multiple intelligence of a person
12. Define and enumerate the classification and emotional and behavioral
disorders
13. Enumerate and describe the types and causes of the problems of vision
14. Enumerate and describe the causes and classification of hearing loss
15. Enumerate and describe the milestone in language development
V. Course Materials (Contents)

A. Special Education

1. Legal basis of Special Education

a. UN: Convention on the Rights of the Child (CRC) was adopted on 1989: Recognizes
for the first time the children’s right as a distinct human rights category that should be
protected and promoted:

Category no. 2: Development rights include what children require to reach their
fullest potential. It encompasses freedom of thought, conscience and religion,
access to appropriate information and the right to education leisure, recreation
and culture activities.

Category no. 4: Participation rights allow children to take an active role in their
communities.

b. The 1987 Philippines Constitution

1. It pursues the mandate embodied in the Constitution:

“The state shall protect and promote the rights of all citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all “(Article XIV, Section 1).

2. VIII Article 194

 Right to education comes from natural nature. Every child is entitled to be

educated by his family, by the state and by the church.
 Support of children as by the 1988 Family Code that includes
schooling/training.

c. RA 7277 – Magna Carta for Disabled Persons

States that person with disabilities are part of the Phil. Society and so the
state shall give full support to the improvement of the total being of disabled
person and their integration into the mainstream of society.

A Pioneer in Special Education

Samuel A. Kisk: A doctorate from University of Michigon specializing in
physiological and chemical psychology. Believer on the power of environment
 and consistently challenges the idea of unhanging IQ. It is work contributed to an
increasing interest in the plight of disadvantaged children.

Framework/Landmark in Development and Learning’s of an Individual

Age Physical Cognitive Social Emotional Language Piaget Erickson Kohlberg

0 1. Can hear 1. Seek 1. Needs 1. Shows 1. Sensorimotor 1. 1.

and seeat stimulation interaction beginning Proceeds Development Beginning of
birth emotional in from cooing 1. Use of of trust learning
first months and bubbling reflexes wrong from
to words and right
sentences

2 2. Grows 2. Has an 2. Begins to 2. Passes 2. Begins to 2. Primary

rapidly in ego-centric smile through use word circular reactions
height and view of the emotional order and
weight world milestone inflection
(beginning to
decrease)

3. 3. 3. 3. 3.
Develops Demonstrates Immediately Experiences Secondary
rapidly considerable begins beginning circular reactions
neurologically memory having and rapid
ability reciprocal increase
interactions

4. Proceeds 4. Begins to 4. Develop 4. Coordination

sensibly in process attachment of secondary
motor information schemata
development
(crawling,
standing,
walking) 5. Tertiary
circular reactions

6.
Representations

Pre- 1. Is 1. Becomes 1. Has 1. Still 1. Moves Pre-operation 1. Growing 1.

school extremely sharpen in formed becomes from first competence Beginning
(2 – 6) active perceptual attachment angry at speech 1. Deferred and pre-
 discrimination frustration sounds to imitation autonomy conventional
use of moral
sentences reasoning
with
conjunctions
and
propositions

2. 2.Shows 2. 2. 2. Acquires 2. Symbolic play 2. Initiative

Masters focused Experiences Is prone to basic and purpose
gases motor attention beginning of emotional framework of
behavior interpersonal out burst native
relationship language
a. parents…

3. Refines 3. Shows 3. 3. Is slowly 3. Mental

five motor noticeable Experiences growing in Imagery
behavior improvement play as emotional
in memory highly control
significant

4. Is easily 4. Is aware 4. Drawing

motivation of gender

5. Has 5. Language
fantasies that
conform
more to
reality

6. May begin
to suppress
emotionally
unpleasant
memories

Middle 1. Master 1. 1. Is more 1. Take 1. Concrete 1. 1. Continues

Industry and development
childhood motor skills Experiences frequently pride in Experiences Operational
competence pre-
(7-11) attention involved in competence rapid growth conventional
moral reason
becoming organized of vocabulary 1. Concentration
selective activities 2.
Conventional
2. Seristion
reasoning
2. Exhibits 2. Begins to 2. Is member 2. Is 2. Use and
considerable devise of same- sex confident understand
physical and memory group complete
motor skill strategies sentence
 3. Begins to 3. Is 3. Shows 3. Can use 3. Classification
evaluate increasingly growing sentence
behavior influenced by sensitivity content to
peers determine
word
meaning

4. Shows 4. Usually 4. Is volatile 4. Has good 4. Number

marked has “ Best sense of
improvement friend” grammar
in problem-
solving
problem
5. Striveis 5. Can write
competitive friendly
lengthy
essays

Reference Source: Educational Psychology effective teaching, effective learning pp. 188-189
1998

(This shall be discussed / explained by the professor)

Nature of Various Types of Students with Special Educational Needs

3. 1. Research Study: USA – Education for All Handicapped Children Act (IDEA)
(Individual with Disabilities Education Act)

Findings: source: Ysseldyke and Algozzine (1990)

 Blind/ visually handicapped: less than 1 % of the school- age

population
 Deaf/hard of hearing: less than1% of the school-age population
 Deaf and Blind: less than 1% of the school-age population
 Mentally retarded: About 1.4% of the school-age population
 Gifted and Talented: About 3% of the school-age population
 Learning disabled: About 5% of the school-age population
 Emotionally disabled: About 1% of the school-age population
 Language impaired: About 2.5% of the school-age population
 Multi handicapped/severely impaired: Less than 1% of the school-
age population
3.2. Republic Act 7277: It would be helpful for us to learn the different terms used in special
education as defined in Section 4 of RA 7277.

1. Disabled Persons – are those suffering from restriction different disabilities, as a result of
a mental, physical/sensory impairment, to perform an activity in the manner/ within the
range considered normal for human being.

2. Individualized Education Program – commonly called an IEP, is a legal document

collaboratively prepared by the special education team of professionals (including child’s
parents) describing the child’s.

3. Mainstreaming – or Least Restrictive Environment to maximum extent for the child to

participant with non-disabled peers in conjunction with the general education curriculum.

4. Reasonable Accommodation – includes: a. improvement of existing facilities used by

employees in order to render these readily accessible to and usable by disabled person
and b.modification of work schedules, reassignment to a vacant positions, acquisition or
modification of equipment/ devices, appropriate adjustment/ modifications or
examinations, and other similar accomodations for disabled persons.

5. Rehabilitations – is an integrated approach to physical, social, cultural, eduacational and

vocational measure that create conditions for the individual to attain the highest possible
level of functional ability.

6. Sheltered Employment – the provision of productive work for disabled persons through
workshops providing special facilities, income – producing projects/ homework schemes
with a view to give them opportunity to earn living thus enabling them to acquire a
working capacity required in industry.

7. Social Barriers – refer to the characteristics of institutions, whether legal, economic,

cultural, recreationl, or other human group, community or society which limit the
participation of disabled person in the life of the group.

8. Zero defect - specifying that all children, regardless of ability, one guaranteed a free
appropriate public education. (PL- 94- 142)
3.3. What are the types of disabilities/ children with special educational needs?

The following are the common types of disabilities that can be identified after through
assessment of the child.

1. Autism – is a neurogical disorder that affects communication and the processing of

sensory information.

a.Autism or Pervational Developmental Disorder (PDD) affects a child’s ability to

communicate, understand language, play, and relate others.

b. Special educators believe that the developmental disability of children with

autism is lifelong.

c. Their behavior and interests, as well as communication and social

interactions skills are repetitive and restrictive.

d. This repetitive communication disorder shown by austistic children is called

echolalia.

e.They have unusual physical mannerism such as rocking or handflapping.

f. Their general movements are clumsy/ poorly coordinated. If their routine has
a slight change the child starts showing tantrums.

g. Since Autism is a pervasive disorder, a multi-disciplinary team of professional

are authorized to identify the child’s educational needs. And there are different types of
PDD aside from Austistic Disorder, Asperger’s Disorder, Rett’s Disorder, Childhood
Disintegration Disorder, and Pervasive Disorder.

2. ADD/ ADHD – Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder

a. A biological, brain – based condition that is characterized by poor attention

and distractibility/ hyperactive and impulsive behavior.

b. Research shows that approximately 3-5% occurs in elementary pupil and 3x

more common on boys, (Braswell and Bloomquist, 1991).

c. Some education/ authors discuss it as primarily language disorder (Lovinger,

Brandell…. 1991).
 d. A disorders usually appearing in childhood that is characterized by various
symptoms of inattention and/ or hyperactivity- impulsivity.

These are some of the characteristics/ Criteria that a child has ADHD-
presented by the American Psychiatric Association

Attention – Deficit/ Hyperactivity Disorder

A. Either (1) or (2)

1. Six or more of the following symptoms of inattention have persisted for at least six
months to a degree that is maladaptive and inconsistent with developmental level:

Inattention:

a) Often fails to give close attention to details/ maker careless mistakes in

school – work, work, / other activities.
b) Often has difficulty sustaining attention in tasks or play activities.
c) Often does not seem to listen when spoken directly.
d) Often does not follow through on instructions and fails to finish school
work.
e) Often have difficulty organizing tasks and activities.
(f. g. h. i. …)

2. Six or more of the following symptoms of hyperactivity – impulsivity have persisted

for at least six months to a degree that is maladaptive and inconsistent with
development level:

Hyperactivity

a) Often fidgets with hands or feet /or squirms in seat.

b) Often leaves seat in classroom/ in others situations in which remaining
seated is expected.
(c. d. e. f. ….)
Impulsivity
g) Often blurts answers before questions have been completed.
h) Often has difficulty waiting turn.
i) Often interrupts / introduces on others (e.g. butts into conversations).
B. Some hyperactive – impulsive/ attentive symptoms that caused impairment were
present before age 7 years.
C. Some impairment from the symptoms is present two/ more setting (e.g. school and
house).
(D. E. ...)

From American Psychiatric Association (1994) Diagnostic and Statistical

Manual of Mental Disorder, Fourth Edition. Washington, DC.
Some suggestions to help these students:

1. As a teacher keep your own emotions under control.

2. Provide structure and feedback. They must receive clear, precise
instructions from you.
3. Use positive feedback to improve their behavior.
4. Reinforce peers for including ADHD students in their activities (do this subtly
especially for elders students).

Most educators believe that mainstreaming/ inclusion this

student is positive, but these should be good guidelines to achieve this
inclusion.

3. Students with Learning Disabilities

Nature of Learning Disabilities

a. Learning disabilities – is a generic term that refers to a heterogeneous group

of disorder manifested by significant difficulties in the acquisition and use of reading,
writing, reasoning, and mathematical abilities.

b. These are intrinsic to the individual and presumed to be due to central neurons
system dysfunction.

c. Even though a learning disability may occur convergent with other handicap
conditions (e.g. sensory impairment, mental retardants, social and emotional
disturbances) it is not the direct result of the conditions. (Hammil …, 1981, p. 336)
Four aspects of Learning Disabilities

1. Discrepancy – these is a differences between what these students should be able to

do and what they are actually doing.
2. Deficit –there is some task others can do that an LD child can’t do (such as listen,
read, or do arithmetic).
3. Focus – The child’s problem is centered on one/ more of basic psychological
processes involved in using or understanding language.
4. Exclusions – Learning disabilities are not the direct result of poor vision/ hearing
disadvantage / cognitive disabilities, but these students still aren’t learning.
What is Exclusion Component?
It is a means of accurately identifying students with LA.
a) Selective attention and activity.
b) Visual – spatial gestalt processing
c) Temporal sequential organization and segmental processing.
d) Perceptive language function
e) Expressive language function
f) Memory
g) Voluntary motor function
h) Developmental implications

The basic areas / dimensions of LD (Learning Disabilities)

1. Dyslexia – on impairment in the ability to read / comprehend written language

which is considered to be a significant learning disability on reading problems
and oral language. Dyslexic children undergo difficulty/ problem on
comprehension, identification of words, spelling, sentence, and paragraph
construction.
2. Dysgraphia – is a disorder related to written language. People who become
disoriented with directions or distinction between north from south, east from
west, left from right are included in this classification. Those who have
difficulty on hand writing, suffer clumsiness / increate difficulty in walking,
skipping, and balancing cones spatial skills are classified within this disability.
3. Dyscalecula or Dyscalculia– is the difficulty of the learners in mathematical of
the learners in mathematical problems. Mental calculation, probability,
 mastery of fractions / decimals, geometry, problem solving is extraordinary
challenge for them. Telling time on a regular clock, reverse of numbers and
even lining up the problems in rows and columns can be difficult for
dyscalculia learners.
4. Non – verbal – it is a disorder shown by learners who have motor, visual and
spatial disorders / difficulties. Organizing time and tasks (commonly referred
as executive function), sensitivity to senses and social skills are also included
in this classification.

How to help learners with LDs

1. The key role of specific knowledge and skills in learning (competencies) should
be underscored by the teacher.
2. The role of previous knowledge, or the knowledge that a learner brings to any
topic should be considered by the teacher.
3. Instruction should focus on where the learners are now, and the use of
appropriate methods to match a particular lend of competence.

1.Students with Mental Retardation

a) Mental Retardation – refers to significantly sub average general intellectual

functioning as a result in / or associated with concurrent impairments in adaptive
behavior and manifested during the development period (Grossman, 1983, p. 11)
b) Refers to the fitness of the learner that affects his / her general ability to learn
school materials, to adopt to the social demands of a given age level,
c) And to maintain appropriate interpersonal with their peers other people.

2.Classification of Mental Retardation

Classification IQ Range Capabilities according to Supervision

Mild 50-55 to Can learn basic academics and have
70 enough social adaptive ability to become
semi- independent.

Moderate 35-40 to Can learn self – help, communicate, social

50-55 and simple occupational skills but limited to
 academics and vocational skills.

Severe 20-25 to Can learn self – help, communicate and

35-40 simple work / activities under supervision.

Unspecified There is no strong presumption and the

person is considered to be untestable by
standards intelligence test.

Common Problem of Mentally Retarded Learners

a) Attention, which may be both limited and non-selective;

b) Cognitive processing – especially with regard to organization,
classification and strategies;
c) Memory, which may be poor for short term retention;
d) Transfer, which may be a particularly difficult task;
e) Distractibility, which results in excessive attention to incidental
information.
Causes of Mental Retardation
1. genetic 4. postnatal
2. prenatal 5. cultural
3. perinatal

Working with Learners

Who Are Mildly Mentally Retarded

a) Provide carefully guided instruction
b) Avoid any kind of competition or comparison
c) Discover the specific skills mentally retarded learners may possess.
d) Be careful of environmental stimuli.
e) Be careful of both the numbers of things taught and the abstractness of
the materials.
Students / Learners Who Are Gifted and Talented

1. Nature of the Gifted / Talented Students / Learners

a) Gifted – a term describing those with abilities that give evidence of high performance
capabilities.
b) These learners exhibit excellence in the areas of intellect, creative arts,
leadership in some specific academic areas, which use (parents and
teachers) are surprisedwith their reasoning power.
c) Some gifted learners have difficulty in relating with their classmates / peers.
d) They are very sensitive and expect perfections on things and understandings
assigned to them.
e) Failures are heartbreaking for them most likely led to frustration.

They demonstrates potential abilities that give evidence of high

performance capabilities in specific areas (which could be intellectual
creative, specifically academic, related to leadership, or related to
performing and visual arts and who, by reason there of require services /
activities not ordinarily provided by school.

Source: USA: Gifted and Talented Children’s Education Act of 1978

2.Issues facing these Learners

a) School Curriculum
b) Failure to be identified
c) Hostility of school personnel
d) Lack of attention
e) Lack of trained teacher

3.Suggested Ways in Identifying Gifted and Talented Learners

1. Seeking nominations from knowledge professionals and non-professionals;
2. Using behavioral indicators that show giftedness in their cultural traditions;
3. Collecting data from multiple sources
 4. Delaying decisions making until all pertinent data can be collected in a case
study.

4. Three different techniques used by the school in treating the Gifted / Talented
Students/ Learners

1. Acceleration – means a change in the regular school program that permits a

gifted learner to complete a program in less time or at an earlier age than usual.
Different forms of Acceleration
a) School admission based on mental rather than chronological age
b) Skipping of grades
c) Combining of two years’ work into one
d) Elimination of more basic
e) Early admission of high school and college
2. Enrichment – is designating different learning experiences in the regular classroom.
Enrichment Techniques (one / more of these procedures)

a) Assigning extra readings and assignments; permit them to participate in

related extracurricular activities.

b) Group school’s gifted learners and challenge their abilities through group
discussion and independent research.

c) Provide special offerings, such as classes in a foreign language /

advanced science / math courses

3. Triad model – by Renzulli’s model with three components:

a) Exploration – help learners find topics and subjects that are

commensurate with both the interests and the skills of the learners
and that are not in the basic curriculum.
b) Skill building – focuses on the research, data, and communication
skills in particular subjects, providing an introduction to problem –
solving strategies and creative thinking.
c) Research into real problem – has the learner investigate some actual
situations and purpose a novel solution.
 5. Some suggestion in helping gifted / talented learners

a) Learn to recognize the signs of giftedness. If you discover unique talent, refer
him to school counselor.
b) Help the gifted do no reject them. Try to challenge these learners.
c) Avoid hostility toward the gifted. Determine to recognize the learners for what
they are: learners with real needs who require help.
d) Remember that gifted students are similar to other students. Be aware that
the intellectually gifted learner is not necessarily physically gifted, or that the
artistically talented may not be mathematically superior. These facts should
gifted learner’s social and emotional development.
e) Watch for signs of boredom.Terman’s principle: the gifted are usually at least
two years beyond grade placement, sometimes, three/ four; they quickly
restless if immersed in a regular curriculum.

6. Learners / Students with Emotional or Behavior Disorder

Nature of Behavior Disorders / Emotional Disturbances

a) Any conditions in which environmental conflicts and personnel

disturbance persist and negatively affect academic performance.
b) It manifests cluster of problems:
1. some students in this category are unusually restless and
active,
2. others explode into tantrums at the slightest provocation
3. others may be terrified of the most simple situations

Characteristics of Behavior Disorders (these characteristic are exhibited over a long period of
time and to a marked degree)
1. An inability to learn, that cannot be explained by intellectual,
sensory / health factors.
2. Aninability to build / maintain satisfactory interpersonal
relationships with peers.
3. Inappropriate types of behavior / feelings under normal
circumstances.
4. A general pervasive mood of unhappiness / depression.
 5. A tendency to develop physical symptoms of fear accompanied
with personal or school problems.

(Source: Ysseldyke and Algozinne, 1990, p. 175)

(ADHD and Autism are included have been discussed…)

7. Students / Learners Who Are Blind / or Lose Vision: (Sensory handicaps)

Nature of Visual Impairment (three types of Visual Impairment)
a) Visually impaired – those students subject to any type of reduction
in vision; when vision remains limited, in spite of any
determination, (ex. Prescription of learner …)
b) Visually limited – those who have difficult seeing under average
conditions but have the condition corrected by adaptation (eye
glasses).
c) Legally blind – it refers to those students with vision of 20/200 or
less in the better eye, (after correction).

The National Society for the Prevention of

Blindness: USA suggested that children be referred for
an eye examination if their readings on the Snellen chart
are the results:

- 3 years old: 20/50 or less

- 4 years old through third grade: 20/40 or less
- Fourth grade and above : 20/30 0r less

Symptoms of Learners with Visually Impaired

1. Clumsiness, difficulty in walking in a new environment
2. Adopting awkward head positional in order to see
3. “Tuning out” on information written on the board
4. Consistently asking others to tell them what is written at a distance
5. Constant squinting
6. Constant rubbing of eyes
7. Obvious eye problem: red, swollen, crusted eye
8. Students / Learners with Hearing Impairment

Hearing Impairment–a term referring to any type of hearing loss from mild to
intense

Two kinds of Hearing Impairment

a) Deafness – defines hearing disabilities so severe that individual is

prevented from processing linguistic information through audition,
with/ without hearing aids.
b) Hardness of hearing – describing those individuals with sufficient
hearing potential (with hearing aids) to process linguistic
information.

How to help the Hearing Impaired

1. Always be aware for those learners who:

 who have trouble in following directions;
 do not pay attention, to noises;
2. Be careful of seating:
 seat learners with hearing deficits in the front row;
 encourage them to watch your face carefully;
 don’t exaggerate your speech
3. Be alert to the kinds of social interactions in which students
engage.

9. Students / Learners with Speech / Language Disorder

Speech impairment – is defined as communication disorder, such as

stuttering, impaired articulation, voice impairment.

Communication – refers to any process that transmits informational (ex.

Language, speech, computer …)

Language– refers to verbal / non-verbal communication between individuals.

Two types of Communication / Language Disorders

1. Speech Disorders – which includes;

 a. misarticulation refers to phonemes of a language

b. apraxia refers to difficulty in using the lips, tongue, and other speech
structures that produces sounds of a language: caused brain damage.

c. voice disorders – deviation of pitch, loudness / quality

d. fluency disorders – in the form of stuttering.

2. Language Disorders – refers to difficulty in learning the native language

with respect to the content, form and usage.

Bailey and Wolery suggested some tips to help learners with speech and
language disorders

1. Reinforce both verbal and nonverbal communication

2. Encourage nonhandicapped classmates to talk those students
3. Ask their peers to play with them frequently
4. Teacher should be a clear and a positive model to these
students

10. Students / Learners with Physical Disabilities and Health Impairment

Physical Impairments – are conditions that affect movement an individual
gross – motor control or mobility (e.g. walking, standing ) and fine
– control (e.g. writing, oral motor skills).
Two groups physical disabilities
1. Those involving orthopedic impairment – like cerebral palsy,
amputations, muscular dystrophy, polio, spinal cord injuries and
multiple sclerosis.
 Cerebral palsy – literally means “paralysis of the brain”
involving muscle, posture, and movement that is not
progressive.
2. Those affecting vitality – such as heart problems, asthma,
epilepsy, diabetes, and leukemia.
 Asthma – treat learner with asthma as normally possible,
since it is unlikely interfere with studies.
  Amputation – learners with prostheses will usually function
at normal levels and requires little support once they have
overcome the immediate effects of the traumas.
 Epilepsy – seizures are serious and be alert to possibilities
of their occurrence, sometimes medication affect learning
Helping Learners who are physically or Health Impaired
1. Ask students what adaptation, special equipment / or teaching
procedures work best for them.
2. Allow disabled learners, the opportunity to do what their
classmates do even through their physical disability may cause
them to seem uncoordinated.
3. Trust learners with disability as normally as possible. Do not over
protect them; make them assume responsibility for themselves.

B. Inclusive Education
Nature of Inclusive Education Mainstreaming was the first movement devoted to
placement of students with disabilities within the general education.
Inclusion – has used to describe the education of students with disabilities (SWD)
in general education settings.
It placed all handicapped students in regular classrooms regardless of the
nature and severity of handicapped.
Inclusive in differentiate from mainstreaming in the learners are members
of the general education classes, and specialized environment based on the
characteristics of their disabilities.

Skills Needed To Be Effective Inclusive Classroom Teacher

1. Have a well-managed classroom
 adopt a style that is business like and work oriented
 monitor closely what learners are doing
 spend a significant amount of time in interactive, whole class
teaching
 show enthusiasm
2. Provide learners with the maximum opportunity to learn.
 maintain an academic focus
  have high expectations of what learners can achieve
 adjust teachings to individual need, re-teach when necessary
3. Use strategies to keep learner on tasks, motivated and productive.
 present new lesson / subject matter in a step by step manner
 employ direct and clear instructional procedures
 use clear directions / instructions and explanation
4. Demonstrate appropriate task approach strategies
 use a variety of resources
 use assistive technology – particularly video viewing
5. Do scaffolded and collaborative teaching

Strategies, Techniques, Approaches for Inclusive Education

Four Stages / Levels of Learning and Sample Learning Activities

Stages / Levels of Learning Sample of Learning Activities

1. Acquisition – involves acquiring the new
skill and learning the motor, cognitive or
communicative skills needed.
Slow pace of instruction, demonstrations, lots
of reinforcement for correct and accurate
answers / responds, show example (for low
and high level depending upon the nature of
the content) (i.e. “An ecosystem in a place
where living and nonliving things affect and
depend on each other. Look at our terrarium,
here are some examples of living and
nonliving things”.)
How do they affect each other?... So what can
you say about ecosystem?

2. Maintenance Application – This consists
of practicing the new skill. Even though it
not perfectly done, but with more
independence.
Several times in applying the skills, provide
demonstrational, make example concrete and
meaningful, coaching in needed, and ask
questions for prompt correct responding (i.e.
“Remember how we did… This is just like it,
only now...)
3. Fluency – where the quality, speed
accuracy and the ability to perform the skill
are developed with increasing perfection
accompanied by confidence.
Footer pace of instruction; reinforce rapidly,
accurate responding; and goal setting; various
types of reinforces, (i.e. “Let’s see how quickly
and accurately we can complete our math
problem solving today … I’ll set the clock …
ready go”.)

4. Generalization – where the skill becomes
a part of the person’s competence and is
demonstrated across settings, people and
activities, (source: Wollery. et al, 1992)
Ensure learners have mastered relevant skills;
train and retrain in the real world settings and
situations; using several examples of stimuli;
train self- monitoring, use role-playing,
reinforce generalization; practice skills (i.e. “
When we go to markets, we are going to use
the polite behaviors that we learned in class.
What are we going to do? If you need help
how will you ask? Is this a good behavior?
Why?

Present these stages or levels of learning in a diagram

Acquisition Learn Them

Maintenance / Application Fluency / Proficiency Generalization

make them faster Use them anywhere and
Use them routinely
any time

(Source: Snell 2010)

Same Suggested Curriculum for Special and Inclusive Education

1. Integrative / Activity – Centered Curriculum Approach – the scope and

sequence of this approach is found in the learner himself. His needs and
interests supply the basis for planning the activity or experience – centered
curriculum.
2. Child Centered Curriculum Approach – the learner / child is the center of
the educational process. Learner’s experiences become the medium of
learning.

Disability Suggested Curriculum

Learning Disabilities
Weekly spelling test with scheduled posted
on the bulletin board, regardless of score all
papers should be posted.
Learners with dyslexia have easiest time
focusing on the topic that is interesting to
them. In math, use graphs, blocks of
different signs and boxes with numbers.
Use paper with wide lines to resolve the
issue of spacing in words and staying on
the baseline.

Mental Retardation Structure lesson carefully by thinking about

steps involved, present skills and concepts.
Take time in introducing new information
them practice, and review. In depth learning
rather than wide scope of subject matters is
very important for the learners to remain
confident on what they can learn. Create
real situations were learners are active
students rather than passive one.

Gifted and Talented Learners Gifted learners can have different

assignments, but they should be in the area
 of study as what the class is working on.
Quickly assessment whether our student
already have mastered the concepts and
skills is very important, so we can have
alternative instructional plan, to present
them restless and bored. Allow your
students to come up with great ideas, you
feel can profit them most.

Physical Impairment Teaching learners with hearing impairment,

use visual cues to reinforce concepts and
facts. Films shown must be provided with
caption and storyline. Provide written
directions on the board and on their desks.
A weekly diad / triad system assignment is
beneficial to them. For visually impaired
learners use a lot of verbal cues in your
teaching. Teach your students to give you
signal if he look is focused. Big print
materials are very helpful to them.

Guidelines in Considering Strategies for Inclusive Education

1. Engage frequent practice to ensure that concepts and skills will be reinforced
throughout the day.
2. Select instructional strategies that are natural, yet still effective.
3. Establish regular opportunities to review their effectiveness

- End of the Content -

C. Other Activities and Assessments

A.

1. Submission of Local research on

a. Special Education
b. Inclusive Education
Focus on the following
1. Abstract of the study (your own words)
2. Research Questions
3. Findings
4. Make / Construct your own recommendation
(This activity is a group project)

2. Interview a Special teacher using these guided questions

a. What is the disability of the learner?

b. What makes the learner / child with special needs (CSN) special? Cite the
definite and specific characteristics of the child.
c. What educational challenges did the teacher experience in teaching these
children?

3. Interview a parent / guardian of the child with special needs using the guided
questions:

a. What does a CSN learner do during the long vacation?

b. What is the attitude of the learner if he / she is in school or not in
school?
c. What do you think the caused the child to become a special child?
d. Make documentation of the project with story lines.

(Reminder: If you are going to visit school, the groups must ask permission from
principal, if they are allowed to take pictures of the children and the learning
environment.)

4. Do the following to check on what you learned from the topic: on your own words
(Be specific)
Part I

Definition Qualities of Guidelines

Inclusive Education an in choosing
Concepts Inclusive International
related to Classroom strategies
Inclusion Teacher

Challenges

Part II
Instructional Strategies for Specific Levels of Learning (Specific grade level
and specific subject)

Level of Learning
S
T
R
A
T
E
G
I
E
S

5. Construct a reflection: What insights and learning have I gained in the topics?
How can I help these learners? Be specific.
B. Assessment: Mid – Term and Final Examination

Mid –Term(after Mental Retardation)

A. True / False: Right minus Wrong.
Which of the following statements are true concepts of special education.

_____ 1. RA 7277 (Magna Carta of Disabled Persons) described persons with

disabilities are part of the Philippine society and the state shall give full support their
improvement.

_____ 2. Not one is authorized to label and segregate learners with identified
disability if he/ she is not submitted for legitimists assessment.

_____ 3. Zero defect, specifying that all children, regardless of ability are guaranteed
a free and appropriate public education.

_____4. Autism is psychological disorder that affects communication and the

processing of sensory information.

_____ 5. Some learners have speech and language problems that are related to
sensory handicaps / cognitive difficulty.
_____ 6. Attention – deficit / hyperactivity disorder (ADHD) are usually appearing in
childhood that is characterized by various symptoms of inattention.

_____ 7. Learning disabilities are the direct result of poor vision and hearing.

_____8. Attentions are associated with academic, social and behavior problems
especially for boys.

_____ 9. Learning problems / disabilities occur without brain damage.

_____10. Learning disabilities learners do not have math problems.

_____11. Mental retardation can result from many causes: genetic, prenatal,
perinatal, postnatal, and cultural.

_____ 12. Knowing that a student‘s learning disability in the result of brain damage
helps a teacher.
 _____ 13. A physical disability does not imply cognitive difficulties.

_____ 14. Aphasia / apraxia child is unable to use the lips tongue and other speech
structures that can produce sounds of language.

_____ 15. Structure lessons, taking time in introducing new lessons help the
mentally retarded learners in their academic life.

B. Fill in the blanks with appropriate technical terms used in special education. Choose from
the list below. (2 pts. each)

Dear Karina,

It is my pleasure that your child Jeybee is with us in our special education

class. We are happy to inform that you we accepted your child on the premise that
his (1) _____ from the previous school is transferred to our school. This record is
very important so we can provide appropriate assistance in his learning
development. Based on our assessment we have temporarily grouped Jeybee
among children with (2) _____ as he shows slight social disorder. We have also
provide support services to cater to your child’s (3) _____ Jeybee will have
association with children who have problems in Reading, Spelling, Mathematics and
(4) _____.

We have also observed that Jeybee needs to focus his attention on

something. He is (5) _____ in class. Thus, we will initiate interesting activities to get
his attention. Please allow us to refer your child to a (6) _____ for further analysis of
his behavior. Should Jeybee show signs of improvement we can recommend him for
(7) _____ so he will be given a chance to interact with regular students.

Sincerely yours,
Miss Rowella Cruz
SPED Teacher

Inclusion Learning Disability

Mentally Retarded Behavioral / Emotional
Special Education Disorder
Inclusive Education Writing
 Special Education Record Inattentive
Psychologists Language Disorder

C. Multiple Choice: Select the letter of best answers.

_____ 1. A legal document collaboratively prepared by the special education term of

professionals including the child’s parents.
A. anecdotal record
B. IEP – Individualized Education Program
C. Form 137
D. Health Record
_____ 2. Jose exhibits difficulties at specific levels of his learning, such as attention,
cognitive processing, distractibility, and others. He is considered as:
A. Mentally Retarded
B. Child with Learning Disabilities
C. ADHD
D. Behavior and Emotional Disorder
_____ 3. The result of Jose’s assessment by the psychologist was an IQ of 50 – 55 to
70; can learn basic academics and have enough social adaptability
and can be semi – independent. Jose is classifies as:
A. Severe mentally retarded
B. Moderate mentally retarded
C. Unspecific
D. Mold mentally retarded
_____ 4. These children exhibit excellence in the areas of intellect, creative arts,
leadership and in some specific academics areas such as math, science and literary
features, they are considered as:
A. Children – at – risk
B. Gifted and Talented
C. Children who are exceptional
D. Genius children
_____ 5. Every child is entitled to be educated by his family, by the state and by the
church. In what law does this provision states?
I. Phil. Constitution of 1981
 II. Sec. Article 194
III. RA 7277 – Magna Carta for Disabled Person
IV. UN – CRC: Convention on the Rights of the Child
A. I and II
B. I and IV
C. I and II
D. All of the above
_____ 6. According to Piaget’s theory, the child is more frequently involved in
organized activities, “during his development” in what particular age this
social trait is manifested.
A. Pre- school age, 2-6 yrs.
B. Adolescent period, 13-19
C. Adulthood – 21-28
D. Middle childhood
_____ 7. If you want your mentally retarded pupil to master the multiplication table
of three, which activity is most fit?
A. Game
B. Drill
C. Simulation
D. Reflection
_____ 8. Which statement on wait time is CORRECT?
A. Wait time turns off the gifted / talented students.
B. For quality response, “why and how”, require equal wait time.
C. The higher the level of the questions, the longer of the questions, the
longer the wait time.
D. Wait time turns off the slow learner
_____ 9. You want your gifted students to overlearn what they have learned and at the
same time help others to master the lesson. Which activity is best?
A. Game
B. Simulation
C. Peer tutoring
D. Practice
_____ 10. The traits that are emotionally developed by a 2-6 years old child are the
following, except one.

A. Is prove to emotional outburst

B. Is slowly growing in emotional control
C. Take pride in competence
D. Is aware of gender

_____ 11. To determine your gifted pupil’s entry knowledge and skilss which should
you employ?

A. Interview
B. Focus group discussion
C. Post – test
D. Pre – test

_____ 12. What is the BEST meaning of special education?

I. An individually planned and systematically, implemented

carefully evaluated for exceptional children
II. Carefully evaluated instruction to help exceptional children
III. Teachers must employ effective strategies to help exceptional
children to become independent citizens.
A. I and III
B. III and II
C. I only
D. All of the above

_____ 13. Which of the following is NOT a characteristic of autism?

A. A neurological disorder that affects the communication skill of

child
B. Their behavior and social interactive are repetitive
C. Characterized by various symptoms of inattention
D. They have unusual physical mannerism like hand flapping

_____ 14. With an increasing variety of family situation, a teacher needs to ____.
 A. be careful not to inadvertently offend some students
B. encourage students to improve their family, situations
C. assume that all students want to know a variety of family
situations
D. broaden students realization of different learning styles.

_____ 15. Which of these is NOT a quality of an engaging learning environment?

A. Open among school head, teachers, parents, and students

B. Student – centered learning activities
C. Innovations in enhancing learning for all types of learners
D. Centralized governance

D. Exploration: 15 points; five points each question.

Decision – Making Application Card

The teacher is a member of social institution such as school. And special education is
now, affecting general education classroom teachers as well as teachers certified to
address specific disabilities. Explore your responses to the following questions, be
specific, avoid general statements and limit explanation to 4-5 sentences.
Decide 1. In which disabilities that we have discussed, could you serve best as future
teacher for exceptional children or learners with educational needs?

Perceive and Value: Can you describe your primary role in your chosen SWDs
(Students with disability) group?
Know and Act: What other roles do you think are expected of you?

- Good Luck -

Prepared and Submitted by: Prof. Emir B. Velasquez