POINTERS
FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
Special Education design to facilitate the learning of
individuals who, for a wide variety of reasons,
require additional support and adaptive
pedagogical methods in order to participate and
meet learning objectives in an educational
program.
Inclusive Education is an educational practice that
places students with disabilities in the general
education classroom along with typical
developing children under the supervision and
guidance of a general education teacher.
Diversity the state or quality of being different or
varied.
Ability refers to the possession of the qualities that
required to do something; necessary skill,
competence or power.
Disability those who have long-term physical, mental,
intellectual or sensory impairments which, in
conjunction with attitudinal and environmental
barriers
Marilyn Loden an American writer, management
consultant and diversity advocate. Famous for
her Diversity Wheel
(June 12, 1946 – August 6, 2022)
Diversity Wheel It encourages or help initiate
conversations about similarities and differences
Inclusive Education signifies that all students are
welcomed in their neighborhood schools and
are supported to learn, contribute and
participate in all aspects of the school
community.
Moral Model/Religious of Disability it sees
disability as either a blessing or a curse.
Biomedical/Individual Model it is a defect in or
failure of bodily system and as such, is
inherently abnormal and pathological.
Functional/Rehabilitation Model refers to the
assistance given by the professionals to those
who have an acquired disability in the hope of
gaining back one’s functionality.
Social Model they have the strong subtle way of
influencing a person’s belief, behaviors and
values systems.
Rights-Based Model and Twin Track Approach it
recognizes the PWD’s vulnerability and tries to
address this by upholding and safeguarding
their identities and rights as human beings.
BP 344 (1983) accessibility law
RA 7277 (1992) equal rights and privileges of PWD on
employment, education, health,
telecommunications, accessibility, political and
civil rights.
RA 9442 (2007) 20% discount privileges to PWDs
RA 10070 (2010) Implementation of programs and
services for PWDs in every province, city and
municipality.
RA 10366 (2013) accessible polling places for PWD’s and
senior citizens.
RA 10754 (2016) expanding the benefits and privileges
of PWD’s.
RA 11228 (2019) all PWDs in all commercial and
government establishments.
Administrative Order 35 (2002) national disability
prevention, 3rd week of July.
NCDA Administrative Order No. 001, s. 2008 issuance
of PWD ID Cards.
Civil Service Commission MC No. 20, s. 2017 express
lanes for PWD in all commercial and
government establishments.
COMMON BARRIERS TO INCLUSION
Attitudes, values system, misconceptions and societal
norms can lead to prejudice and/or actual resistance to
implement inclusive practices.
Physical Barriers the lack of building, facility,
transportation or road accessibility are types of
physical barriers that can literary affect one’s
mobility.
Curriculum a rigid “one size fits all” type of curriculum
that does not allow room for individual
differences can significantly stunt one’s learning
and opportunity for growth.
Lack of teacher training and low teacher efficacy lack
of training as well as low confidence in one’s
own skill can directly affect how inclusive
practices are implemented.
Poor language and communication language barriers
may also have direct implications on how well
inclusive practices are implemented.
Lack of funding lack of funds can be limiting and
debilitating to schools.
Lack of policies, policies have the ability to unify beliefs
and mobilize resources.
Organization of educational systems centralized system
may have some type of detachment in terms of
implementing policies and seeing the reality of
how policies are affecting learners and other
stakeholders.
Too much focus on performance-based standards
schools have reportedly refused inclusion
because of fear that the presence of the
learners with additional needs will pull down
their rankings in standardized test.
 PRODUCING INCLUSIVE POLICIES
Involve other sectors of Society
Collaborate
Recognize the shift in roles of the Teachers
Include transition in Planning
Assessment it is the process of collecting information
about the child’s strengths and needs.
Norm-reference test standardized assessment that
compares a child’s performance with a
representative sample of students of the same
chronological age.
Criterion-reference test compare s child’s performance
based on established standards and can be used
to describe student’s performance.
Informal Assessment considered more authentic and
thus can be used primarily to describe
performance and inform instruction.
Authentic Assessment it provides the students to apply
knowledge and skills in meaningful, real-world
settings rather than in an artificial contrived
setting.
Accommodations are support provide to students to
help full gain full access to class content and
instruction, without alerting the curriculum
standards and competencies expected and to
demonstrate accurately what they know.
Curriculum Modification are provided for students with
significant or severe disabilities where content
expectations are altered and the performance
outcomes are changed in relation to what are
expected of typical developing students of the
same age.
Home-School Communication establish partnerships,
problem-solving, two-way communication and
shared decision making are some of the
practices needed.
Parent-Teacher Conferences are face to face meetings
held between parents and teachers.
Written Communication home-school communication
may also be conducted through written
messages, such as the use of home school
communication notebook.
Digital Communication many parents and family are
more able to communicate through electronic
and digital means such as email, text messages
and school network messaging system.
Home-School Contracts contains an agreement
between teachers and parents regarding
behavior and/or academic goals for student
with disability.
STAGES OF PSYCHOSOCIAL DEVELOPMENT
Infant (trust vs mistrust)
Toddler (autonomy vs shame and doubt)
Pre-schooler (initiative vs guilt)
Grade-schooler (industry vs inferiority)
Teenager (identity vs role confusion)
Young Adult (Intimacy vs isolation)
Middle-age Adult (generativity vs stagnation)
Older Adult (integrity vs despair)
STAGES IN CHILD DEVELOPMENT
Infancy (birth to 2 y/o) this stage is also known as the
building block for the succeeding stages in the
attainment of the crucial knowledge, skills and
behaviors.
Early Childhood (3 to 8) it is the stage of exploratory
and questioning stage since the children enjoy
discovering new things in their surroundings.
Middle Childhood (9 to 11) this stage brings various
changes in a child’s life. Independence is a
characteristic that children in this stage asserts.
Adolescence (12 to 18) the period where puberty
begins. The child is now called a teen during this
stage.
COGNITIVE DEVELOPMENTAL THEORY OF JEAN PIAGET
Sensorimotor Stage (0 to 2 y/o) a child’s knowledge is
limited to his or her use of the senses
Preoperational Stage (2 to 6 y/o) a child learns through
the use of language. However mental
manipulation of information does not take place
yet.
Concrete Operational Stage (7 to 11) a child begins to
think logically and have a better understanding
of mental operation.
Formal Operational Stage (12 to adulthood) a person
has the ability to think in abstract concepts.
Lev Vygotsky he highlights the importance of other
people such as parents, caregiver and peers in
the development of the children.
Albert Bandura he believes that a child observes the
action of the people in his or her environment,
new information is acquired and new skills is
developed.
Erik Erikson he was known for his theory on
psychological development of human beings.
He coined the phrase identity crisis.
Jean Piaget known for his theory of cognitive
development. Suggest that children’s
intelligence undergoes changes as they grow.
Typical Development refers to the normal progression
where children grow by acquiring knowledge,
skills and behavior called developmental
milestones at a certain timeframe.
Atypical Development a term used when development
does not follow the normal course.