REVIEWER EDUC 4

SPECIAL EDUCATION- An education program/ services designated to meet the needs of

children with special needs who cannot profit from general or regular education because of
disabilities or exceptional disabilities
WHO AREBEING CENTERED IN THE SPECIAL EDUCATION
COMMON SPECIAL NEEDS INCLUDE
 Learning disabilities (such as dyslexia)
 Emotional and behavioral disorders (such as ADHD)
 Physical disabilities (such as osteogenesis imperfecta, cerebral palsy, muscular
dystrophy, spina bifida, and frieddreich’s ataxia)
 Developmental disabilities (such as autism spectrum disorders and intellectual
disability)
THREE SPECIFIC TYPE OF SPECIAL EDUCATION INVENTION
1. PREVENTINE INTERVENTIONS- designed to prevent potential or existing problems
from becoming a disability
2. REMEDIAL INTERVENTIONS- designed to eliminate the effects of a disability
3. COMPENSATORY INTERVENTIONS- involve teaching special skills or using
special devices to improve functioning
COMMON SPECIAL EDUCATION INSTRUCTIONAL METHODS
 EXCLUSION PROGRAMS- involve one on one instruction and educational support
services for students with special needs that are provided outside of the typical school
environment
 INCLUSION PROGRAMS- more common, involve one on one instruction and
educational support services that are provided for students with special needs within the
same schools and learning institutions that students without special needs learn in
 MAINSTREAMING PROGRAMS- entail periodic inclusions of students with special
needs within a schools normal classroom settings
 SEGREGATION PROGRAMS- provided through both mainstream and separate,
isolated schools for students with special needs
INCLUSIVITY- embraces the idea that everyone is an individual and their diversity is being
respected
INCLUSION EDUCATION- recognizing that inclusion in education is one aspect of an
inclusive society
 Restructuring the culture, policies and practices in school so that they respond to the
diversity of students
 All children are able to be part of their community and develop a sense of belonging
 It provides better opportunity for learning
  The expectations of all the children are higher
 It allows children to work on individual goals while being in other students their own age
 Accepting unconditionally all children into regular classes and the life of the school
 Providing as much support to children, teachers and classrooms
 Looking at all children at what they can do rather than what they cannot do
 Teacher and parents have high expectations of all children
 Developing education goals according to each child abilities
 Designing schools and classes in ways that help children learn and achieve to their fullest
potential
 Having strong leadership for inclusion from school principals and other administrations
 Having teachers who have knowledge about different ways of teaching
 Having principals, teachers, parents and other work together
 All children can learn
 All children attend age appropriate regular classrooms in their local schools
 All children receive appropriate educational programs

MEANING AND CONCEPT OF PHILOSOPHY OF EDUCATION

PHILOSOPHY- is a way of thinking about the WORLD, the UNIVERSE and SOCIETY
 Any system of belief, values, or tenets
 A personal outlook or viewpoint
PRINCIPLE- is a concept or value that is a guide for behavior or evaluation
THEORY- a theory is a CONTEMPLATIVE and RATIONAL type of ABSTRACT or
generalizing thinking or the results of such thinking
 Depending on the context, the results might, for example include generalized
explanations of how NATURE works
 Theories are ANALYTICAL tools for UNDERSTANDING, EXPLAINING, and
making PREDICTIONS about a given subject matter
 Theory is constructed of a set of SENTENCES that are entirely true statements about the
subject under consideration
 However, the truth of any one of these statements is always relative to the whole theory
 Therefore, the same statement may be true with respect to one theory, and not true with
respect to another
JEAN PIAGET (THEORY OFCOGNITIVE DEVELOPMENT)
 Piaget’s theory of cognitive development is a comprehensive theory about the nature and
DEVELOPMENT OF HUMAN INTELLIGENCE
 The theory deals with the nature of knowledge itself and how humans gradually come to
acquire, construct and use it
 Piaget’s theory is mainly known as a development stage theory
 IN PSYHOLOGY AND COGNITIVE SCIENCE
SCHEMA- describes pattern of thought or behavior that organizes categories of information
and the relationships among them
(it can also be described as A MENTAL STRUCTURE OF PRECONCIEVED IDEAS)
FRAMEWORK- representing some aspect of the world, or a system of organizing and
perceiving new information
SCHEMATA- influence attention and the absorption of new knowledge
ASSIMILATION- is how humans PERCIVE AND ADAPT TO NEW INFORMATION.
It is a process of fitting new information into pre- existing cognitive schemas
ACCOMODATION- is the PROCESS OF TAKING NEW INFORMATION in ones
environment and altering pre- existing schemas in order to fit in the new information

THREE BASIC COMPONENTS TO PIAGET’S COGNITIVE THEORY

SCHEMAS- Are the basic building blocks of such cognitive models and enable us to form a
mental representation of the world
 According to piaget, the inquiring young mind is not a clean sheet of paper that is
waiting for knowledge to be painted upon it
 Instead, it actively constructs knowledge. when a child comes in contact with a piece
of new information, he has to understand it in a way that fits into is already
established view of the world
ADAPTATION- processes that enable the transition from one stage to another (equilibrium,
assimilation, and accommodation)
 They must also adopt or adjust to their ever- changing environment
STAGES OFCOGNITIVE DEVELOPMENT
SENSORIMOTOR (BIRTH 2 YEARS)- piaget designated the first two years of an infants life
as the sensorimotor stage
 Infants learn about their world using their senses (seeing, hearing, tasting, feeling,
smelling) and their motor skills (grabbing, stroking, pushing, kicking) they are attracted
to facing, music and things that move
 An important cognitive development is OBJECT PERMANENCE
PRE- OPERATIONAL (2-7 YEARS)- During the stage young children can think about things
symbolically, this is the ability to make one thing. A word or an object stand for something other
than self
  Thinking still EGOCENTRIC and the infant has difficulty taking the viewpoint or
others
 During this stage children can use symbols to represent words, images, and ideas which is
why children in this stage engage in pretend play
CHARACTERIZES DIFFERENT STAGES OF DEVELOPMENT
LANGUAGE- as infants brains continue to develop, infants also develop the ability to
communicate, to comprehended and produce spoken language
REASONING- is the capacity for consciously making sense of things
 Establishing and verifying facts, applying logic, and changing or justifying practices,
institutions, and beliefs based on new or existing information
MORALS- morality is our ability to learn the difference between right and wrong and how
understands how to make the right choices
MEMORY- is a fundamental capacity that plays a vital role in social, emotional and cognitive
functioning
 Our memories form the basis for our sense of self
 Guide our thoughts and decisions, influence our emotional reactions and allow us to learn
VYGOTSKY- Also called as the MOZART OF PSYCHOLOGY
 Born on November 1896 in relorvssi/ ‘relorussia
 Lie began his career as an educator and psychologist at the time of the 1917 russian
revolution
 Lev semenovich Vygotsky, a Russian psychologist who lived during the Russian
revolution, developed a theory of development known as the SOCIOCULTURAL
THEORY OF COGNITIVE DEVELOPMENT in the early twentieth century
 Vygotsky main assertion was that children are entrenched in different sociocultural
contexts and their cognitive development is advanced through social interaction with
more skilled individuals
 Vygotsky theories stress the fundamental role of social interaction in the development of
cognition (Vygotsky, 1978) as he believed strongly that community plays a central role in
the process of MAKING MEANING
 Vygotsky believe that young children are curious and actively involved in their own
learning and the discovery of new understanding
THEORIES OF LEV VYGOTSKY (sociocultural theory, zone proximal development,
cognitive development)
SOCIAL DEVELOPMENT THEORY- the major theme of Vygotsky theoretical framework is
that social interaction plays a fundamental role in the development of cognition
  Every function in the child cultural development appears twice; first on the social level
and later on the individual level
SOCIOCULTURAL THEORY- community plays a vital role in making meanings of every
child
 The environment in which they grow up will influence on how they think and what they
think about
 Vygotsky emphasized the importance of society and culture for promoting cognitive
growth
THE TWO MAIN PRINCIPLES OF VYGOTSKY’S WORK
1. More knowledgeable other(mko) is somewhat self explanatory
 It refers to someone who has a better understanding or a higher ability level than the
learner, with respect to a particular task, processor concept(eg. A teacher or an older
adult)
2. ZONE PROXIMAL DEVELOPMENT- ZPD is define as the Range of the task that a
child can perform with the help and guidance of others but cannot yet perform
independently
ELEMENTARY MENTAL FUNCTIONS
 Attention
 Sensation
 Perception
 Memory
VYGOTSKY AND LANGUAGE- Vygotsky believed that language develops from social
interactions, for communication purposes
 According to Vygotsky, language plays two critical roles in cognitive development
1. It is the main means by which adults transmit information to children
2. Language itself becomes a very powerful tool of intellectual adaptation
VYGOTSKY DIFFERENTIATES BETWEEN THREE FORMSOF LANGUAGE
1. SOCIAL SPEECH- which is external communication used to talk to others (typical
from the age of two)
2. PRIVATE SPEECH- which is directed to the self and serves an intellectual function
3. Finally, private speech goes underground diminishing in audibility as it takes on a self-
regulating function and is transformed into silent inner speech

ABRAHAM MASLOW(1908-1970)- THE FATHER OF HUMANISTIC PSYCHOLOGY

AND CREATOR OF MASLOW’S HIERARCHYOF NEEDS
MASLOW’S HIERARCHY SCHOOL NEEDS
1. SELF ACTUALIZATION- achieving ones full potential, including creative activities
2. ESTEEM- prestige and feeling of accomplishment
3. LOVE/ BELONGING- intimate friendship/ friends
4. SAFETY- security, safety
5. PHYSIOLOGICAL-food, water, warmth, rest