A. State your idea about Special and Inclusive Education not less than 6 sentences.

Define
Special Education in your own words and list down different meanings of SPED from different
authors, philosophers and theorists.

 Special education is the practice of providing individualized instruction and support to

students with disabilities or learning difficulties. It is designed to be need-based and
individualized, which means that every student in special education will have a different
plan depending on their needs, abilities and goals. The term special education is used
interchangeably with special needs, and the disabilities may be physical, emotional, or
behavioral. However, this doesn’t mean that the kids with special needs are placed
separately in a special classroom round-the-clock. For instance, some students may spend
most of their time in a general education classroom. They might just need special
accommodations to learn right alongside their peers in regular classrooms. Some may
spend just a couple of hours in a resource room under the supervision of a specialist,
while others might need to attend a different school that specializes in teaching kids with
learning disabilities. The purpose of special education is to provide support, to students
with disabilities and to teachers. Its purpose is not necessarily to teach class content, but
to build the academic and developmental skills required to be successful and independent
learners. In a typical mainstream school, students with disabilities who may not be
performing at the grade level, and may exhibit a gap in their skills, will benefit from
special education classes. For example, Lyn who is in the 4th grade is still reading at a
2nd grade level. She receives special education support to build upon her reading skills,
while she continues to learn the same content and participate in the mainstream
classroom alongside her typically developing peers.

 Inclusive education, on the other hand, is the practice of educating students with
disabilities alongside their peers without disabilities, in the same classroom. It is meant
for all learners. Inclusive education is based on the premise that all students develop and
learn differently, and therefore one fixed way of teaching and learning cannot ensure
successful outcomes for all. Inclusive education is not just limited to including students
with disabilities, but is responsible for ensuring that their needs are met in the mainstream
classroom as well. Implementing inclusive education requires flexible curricula that have
been designed keeping in mind diverse learners. This is to ensure that multiple pathways
are provided to students to reach the same goal, as opposed to the traditional ‘one size fits
all’ methodology. There is evidence that suggests that inclusive ed benefits not only
learners with disabilities, but those without disabilities as well, and helps build the
capacity of teachers and school systems.

Inclusive
Special
education
education

Special Inclusive
education Education

INCLUSIVE SCHOOL
Here is a mind map that attempts to convey how I view the relationship between special
education and inclusive education. While they are two distinct practices that may exist by
themselves each practice is stronger and more effective when these co-exist.
 An inclusive school will ideally have both the practices feeding into each other. Special
education services will ensure that students with disabilities are able to develop the skills
required to access the general curriculum and receive appropriate support, along with
accommodations and modifications needed to be successful. Inclusive classroom
practices will help students feel more included and at par with their peers, thus reducing
the extent to which the special educator may be responsible for their learning. While the
onus of Special Education lies primarily with Special Educators, the onus of Inclusive
Education lies with all teachers, as well as the entire school community. Consistent
collaboration among special education and general education, teachers helps understand
and meet the diverse needs of students, and builds the capacity of all educators, thus
creating stronger education systems.
B. Using the chart below, differentiate Special Education and Regular (General)
Education.

Special Education Regular Education

Kind of Learners Children with the special needs who Regular learners
necessitate individualized program.
Numbers of learners For one on one: 1 Private school: 35-50
For group: 3-4 Public school: 50-60
For resource group: 5-10

Emphasis On the given intervention. On the curriculum and the

mastery of skills established
within curriculum.
Curriculum Attention skills (ADHD), Memory
skills (MR), Braille (VI), Sign
language (HI), Auditory and visual
perception skills (LD), Anger
Management ,(Emotional/Behavioural
Disturbance) Creative and Critical
thinking skills (Giftedness),
Functional academics (Autism).
Who dictates the curriculum? Individual needs of the child School system (DECS)
Instruction Intensive Systematic Instruction Generalized Instruction
Received instruction from? SPED Teachers, Occupational Regular Teachers (Subject
Therapist, physical therapist, Speech Teachers)
Pathologist
 Primary Function Of SPED Teachers Of Regular Teachers:
To meet the goals and objectives To teach the curriculum
established in the IEP
Type of Classroom SPED Classroom, Self-contained Regular classroom
room, resource room, Mainstream
classroom.

A.

 According to KIRK & GALLAGHER (1986): “When youngsters in the same

classroom are remarkably different, It is difficult for teacher to help them reach their
educational potential without some kind of assistance. The help that the schools devise
for children who differ significantly from the norm is called special education”

 According to YSSELDYKE & ALLGOZZINE (1990): “Special education is the

instruction designed for students with special learning needs. Some of these have
difficulty in the regular classroom; they need special education to function in school.
Others generally do well in regular classrooms; they need special education to help them
master addition skills to reach their full potential in short. Special education is evidence
of society’s willingness to recognize and respond to the individual needs of student and
the limits of special school programmers to accommodate these needs”

 According to IDEA* Sec. 200.39, “special education means specially designed

instruction, at no cost to the parents, to meet the unique needs of a child with a disability,
including instruction conducted in the classroom, in the home, in hospitals and
institutions, and in other settings; and instruction in physical education.”

C. List down and emphasize the contents of some popular theories which have
bearings to Special Education.
 There are many different beliefs about how people learn. Within schools, these theories
are applied by teachers to maximize the experience of students. By applying an
applicable theory that is prevalent to the students, the teachers can help students to retain
pertinent information. This applies to how learning theories and special education can
work together.
  In special education classrooms, teachers need to apply these learning theories, so that
students in SPED classrooms can get the most out of their learning.
 Some of the theories that apply to special education classrooms are: Gestalt, Connection
Theory, L. Atincronbsch and R. Snow, Component Display Theory, Gagne’s
Conditions of Learning, Cognitive Load Theory, and Sign Learning Theory.

The Gestalt theory is good because it encompasses grouping, which may make it easier for
students. It is important to remember, however, that some connections may need to be made for
students both verbally and in application because all of the students in an SPED class may not be
able to connect the dots independently.

The Cognitive Load theory and Sign Learning theory discuss this thought of simplifying and
perhaps drawing lines to fully help students learn. A way to help connect the dots for some
special education students is the Connection theory. It is based on the students learning from the
cause-effect relationship of stimuli and response.

Component Display Theory and Conditions of Learning are based on including a variety of
elements to learn from both verbal and hands-on. They also discuss a similar structure that is
helpful to follow during the learning process.

 NBPTS, the National Board for Professional Standards, encourages teachers to discover
their own belief in teaching theories. This helps to provide self-awareness of the teachers.
By providing a structure for teachers to be reflective, it can help to assess the teachers’
job at teaching and reaching their students, which in turn helps improve the overall
educational environment.

 It can also allow teachers to recognize how they are learning best, so that they are
encouraged to continue expanding their knowledge. For example, I learn best from a
multi-approach, such as the Component Display theory discusses. I also learn well from
anchored instruction, Adult Learning, Social Learning theory, and Cognitive Flexibility
theory.

 It is important for both parents and teachers to remember to have patients with their
children. It is also great to remember that there is a long list of theories that can be
applied as different strategies to help teach children, so one is not working, find a new
one.

D. Cite some legal basis you know in SPED which are presently implementing in
your community.

 Articles 356 and 259 of Commonwealth Act No. 3203

"the right of every child to live in an atmosphere conducive to his physical, moral and
intellectual development" and the concomitant duty of the government "to promote the full
growth of the faculties of every child."
  Republic Act No. 3562:
"An Act to Promote the Education of the Blind in the Philippines provided for the formal training
of special education teachers of blind children at the Philippine Normal College, the
rehabilitation of the Philippine National School for the Blind (PNSB) and the establishment of
the Philippine Printing House of the Blind.

 Republic Act No. 5250:

"An Act Establishing a Ten-Year Teacher Training Program for Teachers of Special and
Exceptional Children." provided for the formal training of teachers for deaf, hard-of-hearing,
speech handicapped, socially and emotionally disturbed, mentally retarded and mentally gifted
and youth at the Philippine Normal College and the University of the Philippines.

 Section 8, Article XV of the 1973 Constitution of the Philippines

"A complete, adequate and integrated system of education relevant to the goals of national
development."

 Articles 3 and 74 of the Presidential Decree No. 603 of 1975

"The 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."
"Thus, where needs warrant, 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 mentally gifted. The private sector shall be given all the necessary inducement
and encouragement."

 Presidential Decree No. 1509 of 1978

created the National Commission Concerning Disabled Persons (NCCDP)

 Section 24 of BP 232: "Special Education Services"

"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
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 Pambansa Bilang 344:

" An Act to Enhance the Mobility of Disabled Persons." Required establishments and public
utilities to install facilities and other devices for persons with disabilities cars, buildings, and
institutions.

 Article XIV, Sections 1 and 2 of the 1987 Constitution of the Philippines

"The State shall protect and promote the right of all citizens to quality education at all levels and
shall take appropriate steps to make such education accessible to all."
"The State shall provided adult citizens the disabled and out-of- school youth with training in
civics, vocational efficiency and other skills."
  Republic Act No. 7277:
Magna Carta for Persons with Disabilities An Act Providing For The Rehabilitation, Self-
Development And Self-Reliance Of Disabled The Person And Their Integration Into
Mainstream Of Society And For Other Purposes.

 Persons with disability are part of Philippine society, and thus the State shall give full
support to the improvement of their total well being and their integration into the
mainstream of society. They have the same rights as other people to take their proper
place in society. They should be able to live freely and as independently as possible. This
must be the concern of everyone community and organizations. Rights of persons with
disability must never be perceived as welfare services. Prohibitions on verbal, non-verbal
ridicule and vilification against persons with disability shall always be observed at all
times. the family, non-government all government and non-government organization.
Rights of person with disability must never be perceived as welfare services. Prohibitions
on verbal, non-verbal ridicule and vilification against person with disability shall always
be observed all the times.

 Republic Act No. 9442

An Act Amending Republic Act No. 7277, Otherwise known as the Magna Carta for Persons
with Disability as Amended, and For Other Purposes' Granting Additional Privileges and
Incentives and Prohibitions on Verbal, Non-Verbal Ridicule and Vilification Against Persons
with Disability.

What is Special Education? In the essence of its meaning and purpose , by

then on proceed in reading the history of SPED in the Philippines, When
SPED started and what specific provision in the constitution that secure and
protect its creation.

Special education includes a variety of services in different settings using different

methods to meet the needs of differently-abled students, which cannot be fulfilled in mainstream
classrooms. Education specialists also use the term “Special Needs Education” as an alternative
term for this approach. This approach is based on the assumption that children with disability
have some special needs, and they need to study in a different setting with other children having
similar needs. Special education services are available to any students with a mental, physical or
emotional impairment which adversely affects his or her educational performance. For school-
age children, the 13 handicapping conditions are: autism, deafness, deaf-blindness, emotional
disturbance, hearing impairment, learning disability, mental retardation, multiple disabilities,
orthopedic impairment, other health impairments, speech/language impairment, traumatic brain
injury or visual impairment. Its purpose is not necessarily to teach class content, but to build the
academic and developmental skills required to be successful and independent learners. In a
typical mainstream school, students with disabilities who may not be performing at the grade
level, and may exhibit a gap in their skills, will benefit from special education classes.
 I hold education to be of immense value and importance for every child. Special education
is the education of children with needs that extend beyond the general scope of a typically
developing peer, the categories of which are many and varied. While the needs of each student in
special education differ, the child deserves a valuable and well-delivered education, focused on,
and geared toward, their immediate and future needs. Because of each child’s individual needs,
and the scope of how varied those are, I believe there is a place for inclusion of students with
special needs into the general education classrooms, as well as a valid need for self-contained
classrooms.

 BRIEF HISTORY OF SPED IN THE PHILIPPINES

Sped in the Philippines started in 1908 where the school for the Deaf (in Harrison, Pasay City)
was established and marked the official government recognition of its obligations towards the
education of the handicapped children. Republic Act No. 3562 (June 1963) - An Act to Promote
the Education of the Blind in the Philippines which established teacher training course and
Philippine National School for the Blind. Philippine Normal College offered courses in SPED for
teaching the blind in 1964 wherein 14 elementary school teachers were selected for training. In
1952, a pilot school for the Special Education of mentally handicapped children was started. All
children from this school were transferred to the Special Child Study Center in Cubao, Q.C., in
1957.

Moreover, cite and explain the goal of SPED.

GOAL OF SPECIAL EDUCATION

Article I, Section 5 of Child and Youth Welfare Code (PD No. 603) states that the ultimate
goal of special education shall be the integration or mainstreaming of learners with special needs
into the regular school system and eventually in the community.
 To meet the individual educational needs of the learners and, to extent possible, prepare
them for going to a more regular classroom setting. To achieve this, special educational
programs must focus on helping the learners develop academic skills, self- help skills,
social proficiency, a positive attitude and self-confidence.

 The Child is one of the most important assets of the nation. Every effort should be
exerted to promote his welfare and enhance his opportunities for a useful and happy life.
The child is not a mere creature of the State. Hence, his individual traits and aptitudes
should be cultivated to the utmost insofar as they do not conflict with the general welfare.
The molding of the character of the child start at the home. Consequently, every member
of the family should strive to make the home a wholesome and harmonious place as its
atmosphere and conditions will greatly influence the child’s development. Attachment to
the home and strong family ties should be encouraged but not to the extent of making the
home isolated and exclusive and unconcerned with the interests of the community and the
country. The natural right and duty of parents in the rearing of the child for civic
efficiency should receive the aid and support of the government. Other institutions, like
the school, the church, the guild, and the community in general, should assist the home
and the State in the endeavor to prepare the child for the responsibilities of adulthood.
A. Explain well the difference between special education and regular education.

 Special education, often known as special needs education, is the education of children
who are socially, intellectually, or physically different from the average to the point
where regular school procedures must be modified. Special education focuses on
assisting children with learning impairments. It does not, however, imply isolating
children in a separate classroom all day. In reality, federal law mandates that children
receiving special education assistance spend as much time as possible in classes with
their peers. The primary objective of special education is to offer outstanding children
with disabilities who are unable to completely benefit from standard educational
techniques with customized teaching and intervention that will allow them to fully benefit
from their education.

 In contrast, "general education" is interchangeable with "regular education," but it is

preferable since speaking of "general education students" rather than "regular education
students" is politically acceptable. "Regular" suggests that special education kids are out
of the ordinary or defective in some way. While the General Education program is the
curriculum planned for all students to fulfill state standards (or, if accepted, the Common
Core State Standards), it is also the program that the state's yearly exam — mandated by
NCLB (No Child Left Behind) — is designed to assess. The term "regular education" is
frequently used to characterize a child's educational experience. State standards, many of
which have embraced the Common Core State Standards, determine the content of this
curriculum in the majority of states. These benchmarks specify the academic abilities that
students should master at each grade level. This is the standard by which a special
education student's program is measured. Regular education is the term often used to
describe the educational experience of typically developing children. It is frequently used
to characterize a child's educational experience as they develop normally. General
Education is the educational curriculum that normally developing children should
receive, as determined by state standards and assessed annually by the state educational
standards exam. It's the preferred method of characterizing "normal education," its
synonym. Because the term "normal" implies that students receiving special education
assistance are "irregular," it is favored. Formal education is structured hierarchically. It is
planned and deliberate. Scheduled fees are paid regularly. It has a chronological grading
system.
 The main difference between special education and general education is that special
education is a separate system of education designed for the needs of differently-abled
children, whereas general education is provided for physically or psychologically less
challenged, typically developing students.
 Regular education is frequently used to characterize a child's educational experience.
Special Education programs, on the other hand, are intended for kids who are behind their
peers due to mental, physical, social, or emotional delays. These two, as you can see,
represent two different forms of schooling. There are variations in their instructors,
academic material, and teaching techniques.
B. What significant differences or similarities between special and regular education that can
be the basis to improve or utilize strategies in teaching special and regular learners?

 Many of the responsibilities of general education and special education instructors are
similar. In reality, they have a lot of pupils in common. This is because children with
recognized special needs frequently spend part of the day in a general education
classroom and part of the day in a separate area getting more intense assistance. However,
there are substantial variations in the function of the teacher. For children with
exceptional needs, the special education teacher may act as a case manager. Everything
from delivering direct assistance to doing administrative tasks falls under the scope of
case management.
C. What legal foundations of SPED that are actually implementing by DepEd and by the LGU?

MARCH 7, 1997 – DO 26, S. 1997 – INSTITUTIONALIZATION OF SPED PROGRAMS IN

ALL SCHOOLS
 In support to the implementation of the Republic Act 7277 (Magna Carta for
Disabled Persons) and to achieve the target set for the Asian and Pacific Decade
of Disabled Persons (1993-2002) that 75% of the 4 million children with
disabilities should be provided equal educational opportunities, special needs
education shall be institutionalized in all schools.
 The Institutionalization aims to provide access to basic education among children
with special needs, namely, the gifted/talented, the mentally retarded, the visually
impaired, the hearing impaired, the orthopedically handicapped, the learning
disabled, the speech defectives, the children with behavior problems, the autistic
children and those with health problems through the formal system and other
alternative delivery services in education.
 The following are the guidelines which shall be observed in the institutionalization
of special needs education:
 All divisions shall organize at least one SPED Center which will cater to
children with special needs. Programs organized shall adopt the inclusive
education concept or the different types of SPED programs suited to the
needs of the learners. The Center shall function as a Resource Center:
– to support children with special needs integrated in regular schools;
– to assist in the conduct of in-service-training
– to produce appropriate teaching materials; and
– to conduct continuous assessment of children with special needs.
School divisions shall appropriate funds for the aforementioned activities.
 All districts shall organize SPED programs in schools where there are
identified children with special needs. Assistance from existing SPED
Center shall be sought in the assessment of the children with special
needs and in the orientation or training of the regular teachers to help
these students. Teachers and administrators who have had trainings in
SPED shall be identified and their expertise tapped.
 Local trainings at the regional, division and district levels shall be initiated
and conducted by the identified Regional Trainers in Special Education.
 To sustain the continuing interest of supervisors, administrators and
teachers in the implementation of the SPED programs, incentives shall be
planned and provided for.
 To ensure that the education of children with special needs is an integral
part of the educational system, an annual allocation for extension position
shall be provided for SPED teachers.
 Implementation for the institutionalization shall commence in SY 1997¬-1998.
The Regional Special Education Unit in coordination with the Regional SPED
Council shall provide assistance to the Regional Director in the institutionalization
of the SPED program.
  The Special Education Division of the Bureau of Elementary Education shall
provide technical assistance to all Regional Offices for the implementation of this
program.
 Immediate dissemination and compliance to this Order is desired.

C. How Legal Foundations of SPED in the Philippines and US differ and similar in some
aspects?

LEGAL BASES FOR SPECIAL EDUCATION IN THE PHILIPPINES

 Commonwealth Act No. 32032.In 1935, A provision in this Act for the care and
protection of disabled children. Articles 356 and 259 of the Civil Code of the Philippines
mention “the right of every child to live in an atmosphere conclusive to his physical,
moral and intellectual development”, and the concomitant duty of the government to
“promote the full growth of the faculties of every child”. The Declaration of the Rights of
the Child This declaration adopted by the United Nations General Assembly in 1959,
affirmed that mankind owes to the child the best it has to give. One of the principles
concerned with the education of children with special needs runs: “The child who is
physically, mentally or visually handicapped shall be given the special treatment,
education that is required of his particular condition.Republic Act Nos. 3562 and 5250
Approved on June 13, 1968 respectively, these Acts provided that teachers,
administrators, and supervisors of special education should be trained by the Department
of Education and impoverished.6.Presidential Decree No. 603 (PD 603) the Child and
Youth Welfare Code, Article 3, Rights of the Child. Equally important is Article 74 which
provides for the creation of special classes. The Article reads: “Where needs warrant,
there shall be at least one special class in every province, and if possible, special schools
for the physically handicapped, the mentally retarded, the emotionally-disturbed and the
specially gifted.”7. Republic Act 7277.
 Special education in the United States enables students with exceptional learning needs to
access resources through special education programs. These programs did not always
exist. "The idea of excluding students with any disability from public school education
can be traced back to 1893, when the Massachusetts Supreme Court expelled a student
merely due to poor academic ability".
 This exclusion would be the basis of education for all individuals with special needs for
years to come. In 1954, Brown v. Board of Education sparked the belief that the right to a
public education applies to all individuals regardless of race, gender, or disability. Finally,
special education programs in the United States were made mandatory in 1975 when the
United States Congress passed the Education for All Handicapped Children Act
(EAHCA) "(sometimes referred to using the acronyms EAHCA or EHA, or Public Law
(PL) 94-142) was enacted by the United States Congress in 1975, in response to
discriminatory treatment by public educational agencies against students with
disabilities." The EAHCA was later modified to strengthen protections to students with
disabilities and renamed the Individuals with Disabilities Education Act (IDEA). IDEA
requires states to provide special education and related services consistent with federal
 standards as a condition of receiving federal funds.
 IDEA entitles every student to a free and appropriate public education (FAPE) in the least
restrictive environment (LRE). To ensure a FAPE, a team of professionals from the local
educational agency and the student's parents to identify the student's unique educational
needs, develop annual goals for the student, and determine the placement, program
modification, testing accommodations, counseling, and other special services which meet
the student's needs. Parents are supposed to be equal participants in this process as well as
others that are knowledgeable about the child, the meaning of the data collected through
the evaluation, and all placement options. The student's plan, to include the above items,
is recorded in a written Individualized Education Program (IEP). The child's placement is
typically determined by the annual assessment, based on the child's IEP, and as close in
proximity to the child's home as possible. The school is required to develop and
implement an IEP that meets the standards of federal and state educational agencies.
Parents have the option of refusing Special Education services for their child if they
choose.

D. In your own observation, how a society treats these special people and in what way
society contributes to help these special people?

 We live in a society where people are judged for who they are, and if they appear to have
flaws, those flaws tend to define the person. People with disabilities should not be judged
solely on the basis of their disabilities. Our society has come a long way in accepting
people with disabilities, but we still have a long way to go because harsh judgment exists.
We must be able to live in a society where people do not judge, accept others for who
they are, and assist those who require assistance or guidance due to a disability,
particularly children. It's interesting how we can see a person in one dimension and forget
that he/she is a human being, intricate with multiple angles. When we see a person
outside of their element, we tend to forget that a he/she's life is a culmination of different
sides and not just how we see them in an isolated environment. Sometimes people can
forget that a person with a disability is first and foremost a human being with desires,
talents, skills, heartache and loss, just like everyone else. In today’s time different is not
accepted, people that are different are discriminated, looked down upon and usually
picked on. People with disabilities are seen as different creatures by most people, the
disabled don’t choose to be the way they are, but still our society alienates them. There
are different types of disabilities, some type of disabilities are; mental disability, physical
disability, learning disability and socializing disability. These disabilities are seen as
weakness in our society that hence contribute to the stereotype that leads to the
discrimination against the disabled. At the basis of every person are the similarities we
all share for being human, and that includes people with disabilities. Countless people
crawled up public steps and roared their voices until the ones in power heard them.
Empower yourself and others by realizing that your voice can make a change for
generations to come. We need to become the voices that challenge. If you never raise
your voice, then nothing will occur and no change will happen. Join me in raising your
voice so we can see a fully inclusive society and celebrate each other for who we truly
are - talented and incredible human beings.