MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

UNIT II: BASES AND POLICIES OF SPECIAL AND INCLUSIVE EDUCATION

Introduction:

A human rights-based approach to inclusive education requires an understanding of

inclusion as an approach to education for all children, based on the provisions of both
the Convention on the Rights of the Child (CRC) and the Convention on the Rights of
Persons with Disabilities (CRPD). It represents a profound change in the way most
education systems are conceived, necessitating a commitment to creating systems and
schools which respond to the needs of individual children, rather than forcing children
with different learning needs to comply with a rigid, pre-determined structure. In order
to bring about such a change, investment is needed in a broad range of measures to
remove the barriers which impede implementation of inclusive education and build the
framework on which it can be sustained.

- http://www.inclusive-education.org

Learning Outcomes

At the end of the Unit, Pre-Service Teachers must

have:

1. demonstrated understanding of the

philosophies, theories and legal bases of
Special and Inclusive Education including
application

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Warm-Up Activity

Study the picture. Give five concepts that you understand from the illustration.

Learning Knows No Bounds

EQUAL ACCESS
TO EDUCATION FRIENDSHIP
RESPECT

THERE ARE
PEER MODELS
NO LIMITS

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

LESSON I

PSYCHOLOGICAL BASES OF INCLUSIVE EDUCATION

Browse the following websites, then study the materials. Afterwards, do activity 1

PIAGET COGNITIVE DEVELOPMENT

Piaget's (1936) theory of cognitive development explains how a child constructs a
mental model of the world. He disagreed with the idea that intelligence was a fixed
trait, and regarded cognitive development as a process which occurs due to
biological maturation and interaction with the environment.
The goal of the theory is to explain the mechanisms and processes by which the
infant, and then the child, develops into an individual who can reason and think
using hypotheses.
To Piaget, cognitive development was a progressive reorganization of mental
processes as a result of biological maturation and environmental experience.
 https://www.simplypsychology.org/piaget.html

PIAGETIAN APPROACH TO SPECIAL EDUCATION

https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118660584.ese1863

BANDURA’S SOCIAL LEARNING THEORY

In social learning theory, Albert Bandura (1977) agrees with the behaviorist learning
theories of classical conditioning and operant conditioning. However, he adds two
important ideas:

1. Mediating processes occur between stimuli & responses.

2. Behavior is learned from the environment through the process of observational
learning.

Children observe the people around them behaving in various ways. This is
illustrated during the famous Bobo doll experiment (Bandura, 1961).
o https://www.simplypsychology.org/bandura.html
The field of education development builds on this research by increasingly
emphasizing the ways that inclusivity and diversity issues impact students’
experiences with social learning environments (Ambrose et. al, 2010).
o https://poorvucenter.yale.edu/SocialLearning

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
VYGOTSKY SCAFFOLDING THEORY

"The distance between the actual developmental level as determined by

independent problem solving and the level of potential development as determined
through problem-solving under adult guidance, or in collaboration with more
capable peers" (Vygotsky, 1978, p. 86).
Vygotsky believed that when a student is in the zone of proximal development for a
particular task, providing the appropriate assistance will give the student enough of
a "boost" to achieve the task.
 https://www.simplypsychology.org/Zone-of-Proximal-Development.html
Vygotsky defined scaffolding instruction as the “role of teachers and others in
supporting the learners development and providing support structures to get to
that next stage or level” (Raymond, 2000)
Teachers provide scaffolds so that the learner can accomplish certain tasks they
would otherwise not be able to accomplish on their own (Bransford, Brown, &
Cocking, 2000)
The goal of the educator is for the student to become an independent learner and
problem solver (Hartman, 2002)
 https://sites.google.com/site/qim501eiddmockingjay/
announcements

JEAN LAVE’S SITUATED LEARNING THEORY

Situated Learning Theory posits that learning is unintentional and situated within
authentic activity, context and culture.
Knowledge needs to be presented in authentic contexts — settings and situations
that would normally involve that knowledge. Social interaction and collaboration are
essential components of situated learning — learners become involved in a
“community of practice” which embodies certain beliefs and behaviors to be
acquired. As the beginner or novice moves from the periphery of a community to its
center, he or she becomes more active and engaged within the culture and
eventually assumes the role of an expert.
o https://www.learning-theories.com/situated-learning-theory-lave.html
o In 1991 education theorists Lave and Wegner developed situated learning theory
(SLT). The theory argues that knowledge should be learned in the same place as it it
used. For learners, this means:
1. We should learn like apprentices from a “community of practice”.
2. Knowledge needs to be applied in realistic contexts in order for it to be
useful.
3. We start our learning as “legitimate peripheral participants”. We learn mainly
through observation and guided practice in the early stages.

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
4. As we build confidence we become full and competent members of our
community of practice.https://helpfulprofessor.com/situated-learning-theory/

ACTIVITY 1

Fill in the table with the details about the psychological bases of Inclusive Education.

Psychological Bases Proponent Implications

1. Cognitive
Development

2. Social Learning

3. Scaffolding

4. Situated Learning

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

LESSON 2

PHILOSOPHICAL AND HISTORICAL BASES OF INCLUSIVE EDUCATION

PHILOSOPHICAL BASES

Inclusivity
o Inclusive teaching refers to a variety of
teaching approaches that strive to
address the needs of all students.
Inclusive teaching provides a learning
experience that allows students from
all backgrounds, learning styles and
abilities to be successful. Inclusive teaching strategies contribute to an
inclusive learning environment in which all students feel equally valued.
Inclusivity in the classroom implies that the classroom environment is one in
which all students feel that their contributions and perspectives are equally
valued and respected (Cal Poly).
 https://teach.ufl.edu/resource-library/inclusivity-in-the-
classroom/

Equality
o Equality denotes how people
are treated, such as providing
students an equal amount of
respect or an equal amount
of instruction. But equity, on
the other hand, is about
giving each students the tools
he or she specifically needs to
thrive.
 https://online.king.edu/news/equality-vs-equity/

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HISTORICAL BASES

UNESCO
o The UNESCO Convention against Discrimination in Education (1960) and
other international human rights treaties prohibit any exclusion from, or
limitation to, educational opportunities on the basis of socially-ascribed or
perceived differences, such as by sex, ethnic/social origin, language, religion,
nationality, economic condition, ability.
o UNESCO promotes inclusive education systems that remove the barriers
limiting the participation and achievement of all learners, respect diverse
needs, abilities and characteristics and that eliminate all forms of
discrimination in the learning environment.
o https://en.unesco.org/themes/inclusion-in-education

EFA (EDUCATION FOR ALL)

“Everyone has the right to education. Education shall be free, at least in the elementary and
fundamental stages. Elementary education shall be compulsory.”

Article 26, Universal Declaration of Human Rights, 1948

In 1990, over 150 governments adopted the World Declaration on Education for All at
Jomtien, Thailand to boost efforts towards delivering the right to education. Ten years
later, the World Education Forum in Dakar, Senegal reaffirmed this commitment and
adopted the six Education For All (EFA) goals that run to 2015:
 Goal 1: Expanding and improving comprehensive early childhood care and
education, especially for the most disadvantaged and vulnerable children.
 Goal 2: All children, particularly girls, children in difficult circumstances and those
belonging to ethnic minorities have access to free, quality and compulsory primary
education by 2015.
 Goal 3: Ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills programmes
 Goal 4: Achieving a 50 per cent improvement in levels of adult literacy by 2015,
especially for women, and equitable access to basic and continuing education for all
adults
 Goal 5: Eliminating gender disparities in primary and secondary education by 2005,
and achieving gender equality in education by 2015, with a focus on ensuring girls’
full and equal access to and achievement in basic education of good quality

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
 Goal 6: Improving every aspect of the quality of education, and ensuring their
excellence so that recognised and measurable learning outcomes are achieved by
all, especially in literacy, numeracy and essential life skills
o Is a global movement led by UNESCO (United Nation Educational, Scientific
and Cultural Organization), aiming to meet the learning needs of all children,
youth and adults by2015.

o https://www.campaignforeducation.org/en/what-we-
do/policy-and-advocacy/archive/about-education-for-all/

K to 12 Inclusion Policy
o The implementation of the K to 12 Basic Education Program is considered to
be one of the most significant educational reforms in the country. It
introduces programs and projects that aim to expand and improve the
delivery of basic education in the country. It seeks to provide the Filipino
learners with the necessary skills and competence to them to take on the
challenges of the 21st century. It will make the basic education system in the
Philippines at par with international standards by ensuring that it is
appropriate, responsive, and relevant to the learners.
- https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf

Convention on the Rights of the Child

o In 1989 something incredible happened. Against the backdrop of a changing
world order world leaders came together and made a historic commitment to
the world’s children. They made a promise to every child to protect and fulfil
their rights, by adopting an international legal framework --- United Nations
Convention on the rights of the child

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

ACTIVITY 2

What kind of changes are needed in the structure of education to make it

inclusive for all learners with Special Needs?

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

LESSON 3

LEGAL BASES OF INCLUSIVE EDUCATION

The adoption of an Inclusive Education (IE) approach in the heart of the country’s
educational system is mandated by the following:

1987 Philippine Constitution

o Promote effective industrialization and aim for a full employment of
its people. All natural resources within the Philippine territory shall be
owned by the State. Protect the rights of the Indigenous cultural
community.
o ARTICLE XIV: EDUCATION, SCIENCE AND TECHNOLOGY, ARTS,
CULTURE AND SPORTS EDUCATION
o Section 1. 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.
o Section 2. The State shall:
1) Establish, maintain, and support a complete, adequate, and
integrated system of education relevant to the needs of the
people and society;
2) Establish and maintain a system of free public education in the
elementary and high school levels. Without limiting the natural
right of parents to rear their children, elementary education is
compulsory for all children of school age;
3) Establish and maintain a system of scholarship grants, student
loan programs, subsidies, and other incentives which shall be
available to deserving students in both public and private schools,
especially to the underprivileged;
4) Encourage non-formal, informal, and indigenous learning systems,
as well as self-learning, independent, and out-of-school study
programs particularly those that respond to community needs;
and
5) Provide adult citizens, the disabled, and out-of-school youth with
training in civics, vocational efficiency, and other skills.
Presidential Decree 603
o THE CHILD AND YOUTH WELFARE CODE

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
o 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.
o Article 3. Rights of the Child. - All children shall be entitled to the
rights herein set forth without distinction as to legitimacy or
illegitimacy, sex, social status, religion, political antecedents, and
other factors.

Republic Act 7610

o AN ACT PROVIDING FOR STRONGER DETERRENCE AND SPECIAL
PROTECTION AGAINST CHILD ABUSE, EXPLOITATION AND
DISCRIMINATION, AND FOR OTHER PURPOSES
o This Act shall be known as the "Special Protection of Children Against
Abuse, Exploitation and Discrimination Act."

Republic Act 10410

o AN ACT RECOGNIZING THE AGE FROM ZERO (0) TO EIGHT (8) YEARS
AS THE FIRST CRUCIAL STAGE OF EDUCATIONAL DEVELOPMENT AND
STRENGTHENING THE EARLY CHILDHOOD CARE AND DEVELOPMENT
SYSTEM, APPROPRIATING FUNDS THEREFOR AND FOR OTHER
PURPOSES

Republic Act 10533

o AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY
STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER
OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS
THEREFOR AND FOR OTHER PURPOSES
o This Act shall be known as the “Enhanced Basic Education Act of
2013”.
o The State shall establish, maintain and support a complete, adequate,
and integrated system of education relevant to the needs of the
people, the country and society-at-large.

Republic Act 10410

o AN ACT RECOGNIZING THE AGE FROM ZERO (0) TO EIGHT (8) YEARS
AS THE FIRST CRUCIAL STAGE OF EDUCATIONAL DEVELOPMENT AND
STRENGTHENING THE EARLY CHILDHOOD CARE AND DEVELOPMENT

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SYSTEM, APPROPRIATING FUNDS THEREFOR AND FOR OTHER
PURPOSES

o RA 9442 – An Act Amending Republic Act No. 7277, Otherwise

Known As The “Magna Carta For Disabled Persons, And For Other
Purposes”

Republic Act 9442

o RA 9442 – An Act Amending Republic Act No. 7277, Otherwise
Known As The “Magna Carta For Disabled Persons, And For Other
Purposes”
o SECTION 1. a new chapter, to be denominated as “Chapter 8. Other
privileges and Incentives” is hereby added to Title Two of Republic Act
No. 7277, otherwise known as the “Magna Carta for Disabled
Persons”

PL 101- 476: IDEA (Individual with Disabilities Education Act)

o The new name for PL 94-142 The Education for All Handicapped
Children Act

Indigenous People’s Rights Act of 1997 (IPRA 1997) (RA 8371)

o Is a legislation that recognize and promote all the rights of Indigenous
Communities/Indigenous Peoples of the Philippines

RA 9344 Juvenile Justice and Welfare Act

o Educational institution shall work together with families, community
organizations and agencies in the prevention of juvenile delinquency
and in the rehabilitation and reintegration of child in conflict with the
law.

www.childrightsnetwork.ph

Child rights network (CRN) is the largest alliance of organizations and agencies
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Learning Contract #4

Write a letter to your lawmakers. Convince your lawmakers to give full support to Inclusive
Education.

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

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