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Study Guide in Prof. Ed 103 – Foundations of Inclusive and Special Education Module No. 1

STUDY GUIDE FOR MODULE NO. 1

MODULE OVERVIEW

This course addresses the need to prepare teachers to handle students with disabilities in both
segregated and inclusive settings.

MODULE LEARNING OBJECTIVES

1. Understand the meaning of Special and Inclusive Education

2. Identify the VMGO of Special and Inclusive Education
3. Describe the benefits of Special and Inclusive Education
4. Define and understand Inclusive Education in other countries
5. Share insights about IDEA in US
6. Explore and understand other countries that support special and inclusive education

LEARNING CONTENTS

Part I. DEFINITIONS, GOALS AND SCOPE OF SPECIAL AND INCLUSIVE EDUCATION

A. INCLUSIVE EDUCATION IN THE PHILIPPINES

Special Education
Ensures that all students who are eligible receive a free appropriate public education
alongside their peers who are not disabled, as much as possible

Special Education in the Philippines

Designed instruction to meet the individual needs of special students. It is an individually
planned, systematically implemented, and carefully evaluated instruction to help exceptional
children achieve the greatest possible personal self-sufficiency and success in present and future
environments.
The Department of Education is envisioned to; by the 21st century, the child with special
needs will get full parental and community support for his/her education without discrimination.
He/She should also be provided with a healthy environment along with leisure, recreation and social
security measures.

Mission and Vision

The state, community and family hold a common vision for the Filipino child with special
needs. By the 21st century, it is envisioned that he/she could be adequately provided with basic
education. This education should fully realize his/her own potential for development and
productivity as well as being capable of self-expression of his/her rights in society. More
importantly, he/she is God-loving and proud of being a Filipino.
It is also envisioned that the child with special needs will get full parental and community
support for his/her education without discrimination of any kind. This special child should also be
provided with a healthy environment along with leisure and recreation and social security measures
(department of education handbook on inclusive education 2000).

Goals
The goal of the special education programs of the Department of Education is to provide
children with special needs appropriate educational services within the mainstream of basic
education. The two pronged goal include the development of key strategies on legislation, human
resource development, family involvement and active participation of government and non-

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government organizations. Likewise, there are major issues to address on attitudinal barriers of the
general public and effort towards the institutionalization and sustainability of special education
program and services.

Objectives
Special education aims to:
1. Provide a flexible and individualized support system for children and youth with special
needs in a regular class environment in schools nearest the student’s home.
2. Provide support services, vocational programs and work training, employment opportunities
for efficient community participation and independent living.
3. Implement a life-long curriculum to include early intervention and parent education, basic
education, and transition programs on vocational training or preparation for college.
4. Make available an array of educational programs and services: the special education center
built on “a school within a school concept” as the resource center for children and youth with
special needs; inclusive education in regular schools, special and residential schools,
homebound instruction, hospital instruction and community-based programs; alternative
modes of service delivery to reach the disadvantaged children in far-flung towns, depressed
areas and underserved barangay.

Inclusive Education
The process of inclusion by which a school accepts children with special needs for
enrollment in regular classes where they can learn side by side with their peers. The school
provides the mainstream where regular teachers and special education teachers organize and
implement appropriate programs for both special and regular students.
Prepares regular teachers and special education teachers to teach interactively. Students
tend to learn with and from each other rather than compete with each other. Provides continuous
support for teachers to break down barriers of professional isolation. The hallmarks of inclusive
education are co-teaching, team teaching, collaboration and consultation and any other ways of
assessing skills and knowledge learned by all students.

Vision
A world where every person has access to relevant, quality education and lifelong learning.

Mission
To provide support and promote innovative solutions to the challenges faced by ministries of
education and governments in the complex task of improving equity, quality, relevance and
effectiveness of curriculum teaching, learning and assessment processes and outcomes.

Goals
The goal is that the whole education system will facilitate learning environments where
teachers and learners embrace and welcome the challenge and benefits of diversity. Within an
inclusive education approach, learning environments are fostered where individual needs are met
and every student has an opportunity to succeed.
To achieve these goals, the following principles should be met:
1. Responsiveness to rights
2. Sensitivity and responsiveness to context
3. “No learners left behind”

Objectives
The primary objective of inclusive education is to educate disabled students in the regular
classroom and still meet their individual needs. Inclusive education allows children with special
needs to receive a free and appropriate education along with non-disabled students in the regular
classroom.

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Study Guide in Prof. Ed 103 – Foundations of Inclusive and Special Education Module No. 1

The Department of Education and Special Education Division of the Bureau of Elementary
Education manages and supervises the special inclusive education program all over the country.
Special Inclusive Education enables exceptional children to study in regular schools or special
schools.

Inclusive Educators believe in Valuing Student Differences and Supporting their learning
needs to the greatest extent possible.

Scope of Inclusive Education

 General education authorities are responsible for the education of persons with disabilities in
integrated settings
 Parent groups and organizations of persons with disabilities should be involved in the
education process at all levels
 In states where education is compulsory it should be provided to girls and boys with all kinds
and all levels of disabilities including the most severe
 Special attention should be given in the following areas:
a. Very young children with disabilities
b. Pre-school children with disabilities
c. Adults with disabilities, particularly woman
 To accommodate educational provisions for persons with disabilities in the mainstream, states
should:
a. Have a clearly stated policy, understood and accepted at the school level and by the
wider community
b. Allow for curriculum flexibility, addition and adaptation
c. Provide for quality materials, on-going teacher training and support teachers.
 In situation where the general school system does not yet adequately meet the needs of all
person with disabilities, special education may be considered.
 Owing to the particular communication needs of deaf and deaf/blind persons, their education
may be more suitably provided in schools for such person or special classes and units in
mainstream schools.

Historical Perspectives

1902 Mr. Fred Atkinson, General Superintendent of Education, reported to the Secretary of Public
Instruction that deaf and blind children were found in a census of school-aged children in
Manila and in nearby provinces.

1907 Special Education Program formally started in the country

Mr. David Barrows, Director of Public Education, worked for the establishment of Insular
School for the Deaf and Blind in Manila
Miss Delight Rice, first administrator and teacher of the special school

1926 Philippine Association for the Deaf (PAD) was founded

1927 Welfareville Children’s Village was established in Mandaluyong
1936 Mrs. Maria Villa Francisco was appointed as the First Filipino principal of the School for the
Deaf and Blind (SDB)
1945 National Orthopedic Hospital opened its School for Crippled Children (NOHSCC) for young
patients
1949 Quezon City Science High School was inaugurated Philippine Foundation for the
Rehabilitation of Disabled (PFRD) was organized

1950 Phlippine Association for the Deaf (PAD) opened a school with hearing impairment
1953 Elsie Gaches Village (EGV) was established in Muntinlupa
1954 First week of August was declared as Sight Saving Week

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1955 Members of Lodge, No. 761 of the Benevolent and Protective Order of Elks was organized
1956 First Parent Teacher Work Conference in Special Education was held at SDB
First Summer Institute on Teaching the Deaf was held at SDB
1957 Bureau of Public Schools (BPS) of the Department of Education and Culture created the
Special Education of Subjects and Services Division
1958 American Foundation for Overseas Blind (AFOB) opened its regional office in Manila
1960 Some private colleges and universities started to offer special education courses in their
graduate school curriculum
1962 Manila Youth and Rehabilitation Center (MYRC) was opened
PFRD sponsored the Second Pan Pacific Rehabilitation Conference in Manila
First National Seminar in Special Education was held at SDB
St. Joseph of Cupertino School for the Mentally Retarded, a private day school was founded
1963 Training of DEC teacher scholars for blind children started at PNU
1964 Quezon City Schools Division followed suit with the establishment of the Quezon City
Science High School for gifted students
1965 Start of the training program for school administrators on the organization, administration
and supervision of special education classes
1967 BPS organized the National Committee on Special Education
1968 Teacher training program for teachers of exceptional children was held at Philippine Normal
College of the next ten years
1969 Classes for social mal adjusted children were organized at the Manila Youth Reception
Center
1970 Training of teachers for children with behavioral problems started at UP
1971 DEC issued a memorandum on Duties of the SPED teacher for the blind
1973 Juvenile and Domestic Relations Court of Manila established in Tahanan Special School for
socially maladjusted children and youth
First Asian Conference on Mental Retardation was held in Manila
1974 First National Conference on the Rehabilitation of the Disabled was held in Quezon City
1975 DEC was recognized in Ministry of Education and Culture (MEC)
1976 Proclamation 605 declared 1977 to 1987 on the Decade of the Filipino Child
First Camp Pag-ibig, a day camp for handicapped children was held on Valentine’s Day in
Quezon City
1977 MEC issued Department Order No. 10 that designated regional and division supervisors of
SPED programs
1978 Creation of National Commission Concerning Disabled Person (NCCDP)
1979 Bureau of Elementary Education Special Education Unit conducted two-year nationwide
survey of unidentified exceptional children who were in school
1980 The School for Crippled Children of the Southern Island Cebu City was organized
1981 United Nations Assembly proclaimed the observance of the International Year of Disabled
Persons
1982 Three special schools opened
Cebu State College Special High School for the Deaf
Seaton Special Education Center in the Division of Negros Oriental
St. John Marie de Vianney Special Education Learning Center in Quezon City
1983 Batas Pambansa Bilang 344 enacted the Accessible Law “An Act to Enhance the Mobility of
Disabled Persons by Requiring Cars, Buildings, Institutions, Establishments and Public
Utilities to install Facilities and Other Devices”
1984 Two special education programs were inaugurated
Lobangan Special Education Center Division of Cebu City
Northern Luzon Association Heinz Wolke School for the Blind at Marcos Highway in Baguio
City
1987 More SPED Centers were opened
Pedro Acharon Special Education Center
Legaspi City Special Education Center in Pag-asa Legaspi City

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Dau Special Education Center

1990 Philippine Institute for the Deaf (PID) was established
1992 Summer Training for Teachers of the Visually Impaired started at the Philippine Normal
University
1993 DECS issued Order No. 14 organize the Regional Special Education Council (RSEC)

1993 – 2002 Declared as the Asian and the Pacific Decade of the Disabled Persons
1995 Three conventions were held
First National Congress on Mental Retardation
First National Convention on Deaf Education
First National Sports Summit for the Disabled and Elderly
1995 National Registration for Person with Disabilities
1996 Third week of January was declared as Autism Consciousness Week
1997 DECS issued Order No. 1 which directed the organization of a Regional Supervisors for
SPED
1997 DECS issued Order No. 26 which promulgated the Institutionalization of Special Education
Programs
1998 DECS issued Order No. 5 “ Reclassification of Regulard Teacher and Principal items to
Special Education Teacher and Special Schools Principal Item”
1999 Eleven events took place
Philspada National Sports Competition for the Disable
Second National Congress on Special Needs Education
Issuance of DECS Order No. 104
Issuance of DECS Order No. 108
Issuance of DECS Order No. 448
Memorandum No. 457
Issuance of DECS Order No. 11
Issuance of DECS Order No. 33
Issuance of DECS Order No. 101
Issuance of DECS Order No. 24
Issuance of DECS Order No. 477

B. INCLUSIVE EDUCATION IN OTHER COUNTRIES

148 countries including the European Union have ratified the United Nations Convention on
the Rights of Persons with disabilities (UNRCPD) and 158 have adopted the Convention.
Thematic study on the Rights of persons with disabilities to education from the UN Human
Rights Council
Barriers according to UN Human Rights Council are:
o Lack of adequately trained teachers
o Accessible buildings
o Peer support
o Challenging bullying

1. Individuals with Disabilities Education Act – United States (IDEA-US)

Is a law that makes available free appropriate public education to eligible children
with disabilities throughout the nation and ensures special education and related services
to those children. It was originally known as the Education of Handicapped Children Act,
passed in 1975.
Before this law, over 4 million children with disabilities were denied appropriate
access to public education. (Katsiyannis, Yell, Bradley, 2001; Martin, Martin, Terman, 1996;

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US Department of Education, 2010).

It is a four-part (A-D) piece of American legislation that makes sure that students
who have a disability are provided with a Free Appropriate Public Education (FAPE) that is
specific to their individual needs.

As of 2011, more than 6 million school age children in the United States receive
special education services as result of IDEA
More than forty percent – some 2.2 million students are identified with a specific
learning disability

2. Other Countries Supporting Special and Inclusive Education

Countries that support Inclusive Education: Austria, Czech Republic, Germany, Switzerland,
United Kingdom, USA, Netherlands

Inclusive Education in European Countries

o In Europe the concept of inclusive education develops according to the international
education laws
o This concept includes the pupil with special educational needs (Manzano-Garcia and
Fernandez, 2016)
o European Policy Context
 Council Resolutions concerning inclusion of the children and youth with or without
disabilities into mainstream and inclusive systems of education.
 UNESCO Salamanca Statement and Framework for Action in Special Needs Education
(1994)
 UN Convention on Right of the People with Disabilities (2006)

Inclusive Education in Africa

o According to Promoting the Right to Education for Children with Disability (n.d.) as used in
White Paper 6, inclusive education and training means:
 Acknowledging that all children and youth can learn
 Acknowledging that all children and youth need support
 Enabling the education system to meet the needs of all learners
 Acknowledging and respecting differences in learners while building on similarities.
 Acknowledging that learning is more than just formal schooling; learning happens in the
home and in the community as well.
 Fostering attitudes, behavior, teaching methods, curricula and learning environments
that meet the needs of all learners.
 Maximizing learner participation in educational culture and curriculum
 Uncovering and minimizing barriers to learning.
o Implementing of White Paper 6
 According to Promoting the Right to Education for Children with Disability (n.d.) that
White Paper 6 and the work that has been done since 2001 represent an important shift
in South African policy toward education of children with disabilities.
 Effective implementation of all aspects of the policy is needed in order to ensure that by
2021.

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LEARNING ACTIVITY 1

LEARNING ACTIVITY 1:
NING AITY 2LEARNING ACTIVITY 3
REFLECTION

Name: ___________________________ Course/Year/Section: ___________ Date: _______

Direction: Write your reflection.

1. What are the differences between Special and Inclusive

Education?
2. What is IDEA-US?

SUMMARY

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REFERENCES

 https://www.apa.org/advocacy/education/ideas#:`:text=What%20Is%20IDEA%3F , education%2C
%20employment%20and%20independent%20living
 https://www.academia.edu/39288077/INCLUSIVE EDUCATION_CONCEPT_NEEDS_ AIMS_AND
_SCOPE

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