Chapter 2

Historical, Philosophical,
Theoretical, and Legal Foundations
of Special and Inclusive Education.
INTRODUCTION
This chapter provides an overview on the historical,
philosophical, theoretical, and legal foundations of
special and inclusive education. We will look at the
major developments in the history of special
education in the global and local settings. As we do
so, we will examine how the perspective and views
about learners with disabilities, giftedness, and talents
have changed through time.
Special
Education
in which the unique needs
and abilities of learners are
considered by designing
specialized instructions.
Inclusive
Education
in which the education system
caters for all learners with
diversed needs, abilities, and
characteristics can be cinsidered
realtively new.
Nevertheless, its roots can be traced back on how people
view and respond to individuals whose conditions and
needs are different from the majority. This includes
those which disabilities and who are marginalized by the
society.
Era of Extermination
During the Greek and Roman Era, people held such negative views
about disability that it was regarded as a punishment from God,
something that signifies being bad or evil. Coupled with the need
for military superiority, individuals with disability were labelled
as "defectives" that need to be eliminated from the society. Thus, it
was not surprising that there were calls for infanticide or that a
father had the right to terminate their child's life if he or she
happened to be born with a disability.
The same discriminatory treatment was also apparent during the
early Christian era. Since on the Old Testament, man is supposedly
created by God in his own image, disability was viewed as an
impurity. Thus, a disabled person was denied some rights (e.g., being
prohibited to enter sacred places). Later, though, this perspective
changed as the New Testament presented Jesus being helpful to
persons with disability (e.g., blind persons). Form viewing disability
as a sign of evil, people's perspective changed to viewing persons
with disability as needing help.
Era of Ridicule
During the Middle Ages, people lived in rigid caste systems that
discrimination of individuals who were different from the majority in
the society became apparent. Persons with disability were treated
with ridicule in which they were used as servants or fools; they were
used as clowns; they were mocked for their deformities and behavior;
or may even be ordered to be put to death.
Era of Asylum
During the Renaissance Period, the Catholic Church began
accepting persons with disabilities as wards of state. This was the
start of the humane treatment given to them. They were taken cared
for, albeit in isolation. However, the belief that once disabled,
always disabled rendered these individuals as uneducable.
Perspective on Educability
in the Early Beginnings of
Special Education
Whereas being taken cared for can be considered as humane treatment for
persons with disability, a different perspective stipulates that without
education, there is no humanity. Thus, to reinforce equal treatment among
all humans, one should have the right to education regardless of his or her
disability. This led some individuals to device ways to deliver education to
those with disabilities, and thus, the start of the development of special and
inclusive education. Among these individuals were Pedro Ponce de
Leon(1578), who provided education to deaf children from nobility; Abbe
Charles Michel de I'Epee (1960), who put up an institute for the deaf; and
Louis Braille (1829), who invented the Braille script to allow the blind to
read.
A Timeline of Events, Persons, and
Ideas that Shaped the Early History
of Special and Inclusive Education.
Mid-1700s Joseph Pereire showed interest in a group of
individuals called "deafmutes," who were generally
believed to be unteachable. Using simple sign
language and a machine he invented, he
systematically taught them to do simple
arithmetic calculations. This was one of the first
attempts at demonstrating how individuals with
handicaps can be taught through special
education.
Mid-1700s Jean Marc Itard was known for his work on
intellectual disability. A case he is well-known for
is that of Victor, the wild boy of Aveyron, a child
reportedly found wandering naked in the woods
and raised by animals. He managed to teach
Victor how to identify common objects, letters of
the alphabet, and the meaning of some words;
thus demonstrating the possibility of teaching
individuals previously deemed unteachable.
Early 1800s Special education programs in the United
States started to develop. Samuel Gridley
Howe was known for his work with blind
individuals at the PErkins School for the
Blind in Boston, while Thomas Gallaudet put
up a school for the deaf in Hartford,
Connecticut.
Early 1800s Edouard Seguin, Itard's student, focused on
teaching individuals eith intellectual
disability. Among the institutions he becane
involved with were Hospice des Incurables in
France; Pennsylvania Training School for
Idiots in the United States; and Weak-
bodied Children in New York, which he was
instrumental in putting up.
Early 20th Maria Montessori developed techniques
Century and materials that can be used to teach
learners with intellectual disability; while
Grace Fernald developed techniques for
providing remedial education in reading
Early 20th Despite the advances in special education,
Century in the United States, negative attitudes
toward individuals with handicapped was
still apparent. Institutions for special
education became the dumping ground for
unwanted individuals.
1920s to Henry Goddard published a famous study
1940s on the Kallikak family (Feeblemindedness:
igs Causes and Consequences, (1914), about
a man who fathered an illegitimate child,
whose descendants were of average to above
average intelligence. While this was highly
criricized, it reinforced negative attitudes
toward individuals with special needs.
1920s to During 1920s to 1930s, social and economic
1940s hardships took away much of the interest
about individuals with handicaps. However,
in the 1940s, Alfred Strauss and Heinz
Werner became instrumental in special
education, especially in the field of learning
disabilities through their research on the
neurological basis of learning disabilities.
 The improvement of economics and politics at this
time helped create a more positive attitude and
1950s to
available funding for special education. Among the
1970s programs during tgis time was Head Start, which
promoted early intervention for children who were
or at risk of becoming handicapped. Other
important figures in special education during this
time were Samuel Kirk, who coined the term
"learning disabilities," Marianne Frostig, Newell
Kephart, and William Cruickshank, who all
contributed in the progress of special education.
1970s and Special education started to be recognized as
beyond a formal and identifiable profession, parents
and advocates also started to acknowledge
the rights of individuals with special needs
and importance of special education; and
legislation regarding special education were
created. Indeed, the exclusion and
discrimination against handicapped students
became a focus of litigation and legislation.
Developments in the Last Century
(1900s)
Much has changed in how disability was viewed in the last
century. The biological perspective has gained emphasis, which
led to the medical nodel that suggest institutional care be given
to individuals with disability. The period of 1900-1950s has also
seen the rise of compulsory education, leading to a major step
toward special and inclusive education. Classes suited for and
schools especially designed to cater to individuals with
intellectual disability, blindness, deafness, among others were
created. At the end of the Second World War, the special
educational system was created and organized in parallel to
regular education.
From Special Education to Inclusion
LSEN is defined as being different from other learners (i.e., special education)
This means they need special instructions, along with special things (e.g.,
segregation, special teachers, therapists), and a special ratio (low student to
teacher ratio).

The World Health Organization (WHO, 1996) differentiated among the terms
impairment, disability, and handicap. Disability refers to person-level limitations
in physical and psycho-cognitive activities.

After a tradition of segregation, education of LSENs has moved to inclusion. This

was due to three kinds of pressures. First is the need to treat individuals as
normally as possible (normalization) Second is the conceptual pressure; and third
is the economic pressure.
Special and Inclusive Education in
the Philippines.
Locally, the need for special and inclusive education has also
been recognized. When the recent history of the development
of education in the Philippines is examinated, some
noteworthy milestones can be identified as attempts to provide
equal access so education for all learners.

The table on the next slide will show the milestone

developments in the practice of inclusive education in the
Philippines.
Key Developments in the Practice of
Inclusive Education in the
Philippines
1907
The insular School for the Deaf and Blind was established.
1960
Programs for the Gifted were developed.
1977
The position for Undersecretary for Education and Culture
for Non-Formal Education (PD1139) was created.
1983
BP 344 or the Law to Enhance Mobility of Disabled Persons.
1987
The Philippine Constitution (Article XIV, sections 1 and 2)
1989
Proclamation 480 declares the Period 1990-1999 as the "Decade
of Education for All"
1990
World Declaration on Education for all
1992
RA 7277 Magna Carta for the Disabled Persons.
1992
RA 7610 Special Protection Against Abuse, Exploitation and
Discrimination Act
1994
Salamanca Statement on the Education of Children with
Disabilities
1996
Four Pillars of Learning (Learning the Treasure within-report
to UNESCO of the International Commission on Education
for the 21st Century.
1997
RA 8371 The Indigenous People's Rights Act
2000
The Dakar Framework for Action-Education for all
2001
RA 9155 Governance of Basic Education Act
2004
EO 356 Renaming the Bureau of Non-formal Education to
Bureau of Alternative Learning System
2004
DepEd Order 51, series of 2004 Standard Curriculum for Elementary
Public Schools and Private Madaris
2006
UN Convention on the Rights of Persons with Disabilities
2006
The Philippine Education of All (EFA) 2015 National Action
Plan
2006
RA 9344 The Juvenile Justice and Welfare Act
2007
UN Declaration on the Rights of Indigenous Peoples
2007
RA 9442 An Act Amending RA 7277 Magna Carta for Disabled
Persons
2008
Pantawid Pamilyang Pilipino Program (4Ps)
2009
DepEd Order 72, series of 2009 Inclusive Education as a Strategy
for Increasing Participation Rate of Children
2009
DepEd Order 74, series of 2009 Institutionalizing Mother Tounge-
Based Multilingual Education (MLE)
2009
RA 9710 The Magna Carta of Women
2010
DepEd Order 22, series of 2010 Mainstreaming and
Institutionalization on Madrasah Education Program by Transferring
its Developed Components to the Bureau of Elementary Education
and Regional and Division Offices
2011
DepEd Order 62, series of 11 Adopting the National Indigenous
Peoples' (IP) Education Policy Framework
2011
DepEd Order 103--, series of 2011 Creating of Indigenous
Peoples' Education Officer
2012
RA 10157 Kindergarten Education Act
2012
DepEd Order 83, series of 2012 Implementing Guidelines on the Revised School-
Based Management (SBM) Framework, Assessment Process and Tools (APAT)
2013
RA 10533 Enhanced Basic Education Act
2013
RA 10361 Domestic Workers Act or Bats Kasambahay
2016
Senate Bill 1298 The Individuals with Disabilities Education Act (IDEA)
2016
Senate Bill 996 Inclusive Education for Children and Youth with
Special Needs Act
2017
DepED Order 42, series of 2017 Philippine Professional Standards for
teachers
2017
CHED Memo 74-77, series of 2017 Policies, Standards, and Guidelines
for Bachelor of Elementary Education (BEEd), Bachelor of Secondary
Education (BSEd), Bachelor of Eaely Childhood Education (BECEd),
and Bachelor of Special Needs Education (BSNEd); all with a
required Professional Education course of Foundation of Special and
Inclusive Education
Recent Legislations in the
Philippines Supporting
Inclusive Education
Section 8, DepEd Order No. 43, series of 2013: IRR of RA 10533
or The Enhanced Basic Education Act of 2013 is a policy that
recognizes the inclusiveness of the enhanced basic education,
and thus, stipulates the implementation of programs aiming to
address the physical, intellectual, psychological and cultural
needs of all learners, including the following special groups: (1)
gifted and talented learners; (2) learners with disabilities; (3)
Muslim learners; (4) Indigenous peoples; and (5) learners under
difficult circumstances
 Senate Bill 1414: Bill of the Inclusive Education for Children and
Youth with Special Needs, has been put forth in the Philippine
Congress. This is in response to the growing number of students
with disabilities , giftedness, and talents in the Philippines, whereas
there is a lack of access to centers and institutions that provide them
with special education and cater to their different needs. The main
goal of the bill is to provide every Filipino child and youth with
access to inclusive education, as well as the appropriate resources,
materials and equipment they need.
Senate Bill 1298, The Individuals with Disabilities Education Act of 2016
(IDEA), is an act that intends to provide free appropriate public
education to children with disabilities. This act ensures that free
appropriate public education that emphasizes special education and
other related services will be available for all children with disabilities.
It also guarantees that there will be qualified teachers and professionals
available to meet the needs of these children. Moreover, it intends to
maje the public aware about the issue of learning disabilities in order to
help in early detection and to make sure that appropriate measures will
be taken for children with special needs to receive quality education.
 Senate Bill 996, Inclusive Education for Children and Youth with
Special Needs Act of 2016, is an act instituting inclusive education and
establishing special education centers (SPED Centers) for children and
youth with special needs in all public school divisions. It ensures that
such SPED Centers will be equipped with resources such as facilities
and personnel, especially special education teachers and specialists,
necessary to provide care and instruction to children and youth with
disabilities, giftedness, and talents. It also intends to promite inclusive
education and capacitate regular schools to effectively handle children
and youth with disabilities, giftedness and talents.
 DepEd Order No. 42 l, series of 2017, National Adoption and
Implementation of the Philippine Professional Standards for Teachers
(PPST), intends to srt out xlear expectations of teachers along the
different stages of their careers; encourage teachers to actively partake in
continuing effort to attain proficiency; and to provide a standard
measure to assess teacher performance, identify their needs and provide
support for their professional development. The PPST shall serve as a
basis in developing learning programs for teachers in order to capacitate
them for the effective implementation of the K to 12 Program, as well as
in the selection and promotion of teachers.
 CHED Memo 74-77, series of 2017 Policies, Standards, and
Guidelines for Bachelor of Elementary Education (BEEd), Bachelor
of Secondary Education (BSEd), Bachelor of Early Childhood
Education (BECEd), and Bachelor of Special Needs Education
(BSNEd) require that a Professional Education course of
foundation of Special and Inclusive Education be taken by all
teacher education students in order to ensure that all teachers
have the basic knowledge in handling learners with disabilities,
giftedness, and talents.
The DepEd Order 21, series of 2019 or the Policy Guidelines on the K to 12 Basic
Education Program, embedded inclusive education in the K-12 curriculum.
Inclusion in this policy is the core principle, the key standard and the principle
of the curriculum, where the right of every Filipino to quality, equitable, culture-
based and complete education are promoted through existing programs such as
Special Education, Indigenous Peoples Education, Madrasah Education, and
Flexible Learning Options (FLOs) including Alternative Delivery Models
(ADMs) and the Alternative Learning System (ALS). The DO also presented an
Inclusive Education Policy Framework for Basic Education that provides an
overall framework of implementation for programs that directly promote
inclusive education. This ensures that every aspect of the K to 12 curriculum
support system, across the governance levels of the Department, is responsive to
the needs and demands of diverse learners.
 DO SOMETHING
TODAY THAT
YOUR FUTURE
SELF WILL
THANK YOU FOR.
Our actions and decisions today will shape
the way we will be living in the future.