NORMALIZATION AND ATTITUDE TOWARDS EXCEPTIONAL CHILDREN

Coverage:

• Definition of Normalization
• Normalization anchored tenets
• Normalization anchored on legal mandates and international covenants
• Mainstreaming or Integration and Inclusion
• Other crucial information about inclusion or inclusive education
• Inclusive education being the educational expression of normalization, is not contextualized in
the school setting only.
• Continuous Progression Scheme and Criterion-referenced.
• Grading System and Promotion Scheme.
• Special Education (SPED)

NORMALIZATION
Normalization is a systematic process of providing children with special needs the needed training and
opportunities given their normal counterparts enabling them (CSN) to maximize their potentials, achieve
some degree of independence in leading their lives, and access and participate in the benefits of their
communities.
Normalization advocates that “educational, housing, employment, social and leisure opportunities for
individuals should resemble as closely as possible the patterns, opportunities and activities enjoyed
by their peers who are not disabled.”
Normalization teaches us the lessons of unconditional positive regard, genuineness and empathy.
Normalization is anchored in the following tenets:

• Acceptance of the child for whatever he is.

• Respect for the dignity of the child.
• Recognition of the child’s potential for learning in varied contexts.
• Strong confidence in the ability of the child to become.
• Openness to diversity and its positive implications.
• Respect for the child’s unique/atypical developmental patterns.
• Strong conviction that the child learns in a milieu of options, alternatives and practical-life
situations.
• Firm belief that living and learning with the child draw forth joys and goodness.
• Adherence to the value of loving the child that strengthens commitment to his/her welfare.

Normalization can be viewed not only from the legal perspective but also from the philosophical, social,
psychological and pedagogical perspectives.
Normalization permeates all the realms of life: education, vocational pursuits, community affairs, etc.
Normalization is much more than just physical placement. It is the provision of education that does away
with discrimination and labels/stigma.
Normalization is now anchored on legal mandates and international covenants:
a.) The Magna Carta for Disabled Persons (RA #7277) in the Philippines,
This Act provides for the rehabilitation, self-development and self-reliance of disabled persons and their
integration into the mainstream of society.
The grant of the rights and privileges for disabled persons shall be guided by the following principles:
(a) Disabled persons are part of Philippine society, thus the State shall give full support to the
improvement of the total well-being of disabled persons and their integration into the mainstream
of society. Toward this end, the State shall adopt policies ensuring the rehabilitation, self-
development and self-reliance of disabled persons. It shall develop their skills and potentials to
enable them to compete favorably for available opportunities.
(b) Disabled persons 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 — the family, community and all government and nongovernment organizations.
Disabled persons’ rights must never be perceived as welfare services by the Government.
(c) The rehabilitation of the disabled persons shall be the concern of the Government in order to
foster their capacity to attain a more meaningful, productive and satisfying life. To reach out to a
greater number of disabled persons, the rehabilitation services and benefits shall be expanded
beyond the traditional urban-based centers to community based programs, that will ensure full
participation of different sectors as supported by national and local government agencies.
(d) The State also recognizes the role of the private sector in promoting the welfare of disabled
persons and shall encourage partnership in programs that address their needs and concerns.
(e) To facilitate integration of disabled persons into the mainstream of society, the State shall
advocate for and encourage respect for disabled persons. The State shall exert all efforts to
remove all social, cultural, economic, environmental and attitudinal barriers that are prejudicial to
disabled persons.

b.) Salamanca Statement and Framework of Action in 1994, Spain, collectively done by
participants from 25 international organizations and 92 governments.
They believe and proclaim that:
• every child has a fundamental right to education, and must be given the opportunity to achieve
And maintain an acceptable level of learning,
• every child has unique characteristics, interests, abilities and learning needs,
• education systems should be designed and educational programmes implemented to take into account
the wide diversity of these characteristics and needs,
• those with special educational needs must have access to regular schools which should accommodate
them within a child-centred pedagogy capable of meeting these needs,
• regular schools with this inclusive orientation are the most effective means of combating discriminatory
attitudes, creating welcoming communities, building an inclusive society and achieving education for all;
more over, they provide an effective education to the majority of children and improve the efficiency and
ultimately the cost-effectiveness of the entire education system.
 c.) Individuals with Disabilities Education Act (IDEA 2007) in the United States
The Individuals with Disabilities Education Act (IDEA) mandates:
a.) Zero reject,
b.) Non-discriminatory testing,
c.) Free and appropriate education in a least restrictive environment,
d.) Due process especially along placement decision-making, and
e.) Parent participation, among others.
Advocacy statements related to normalization found in the UN Convention on the Rights of the
Child (1989):
“… the right to survival, an opportunity to develop to the fullest, protection from harmful influences,
abuse and exploitation, full participation in family, cultural and social life…”

MAINSTREAMING OR INTEGRATION AND INCLUSION

Mainstreaming or integrated education – trying to change children so they fit into the ‘normal’ system.

Inclusion – engendering a sense of community and belonging and encouraging mainstream and special
schools and others to come together to support each other and pupils with special educational needs.
Inclusive schools and authorities have:
• an inclusive ethos;
• a broad and balanced curriculum for all pupil;
• systems for early identification of barriers to learning and participation;
•high expectations and suitable targets for all children.”

THE SALAMANCA FRAMEWORK OF ACTION defines inclusive education as the “education in the
mainstream of regular education regardless of race, linguistic ability, economic status, gender, age,
ability, ethnicity, religious and sexual orientation.”

DIFFERENCE BETWEEN MAINSTREAMING AND INCLUSION

INCLUSION

• Inclusion is bout recognizing and respecting the differences among all learners and building on
the similarities.
• Inclusion is about supporting all learners, educators and the system as a whole so that the full
range of learning needs can be met. The focus is on teaching and learning actors, with the
emphasis on the development of good teaching strategies that will be of benefit to all learners.
• Inclusion focuses on overcoming barriers in the system that prevent it from meeting the full range
of learning needs. The focus is on the adaptation of and support systems available in the
classroom.
MAINSTREAMING OR INTEGRATION

• Mainstreaming is about getting learners to ‘fit into’ a particular kind of system or integrating
them into this existing system.
 • Mainstreaming is about giving some learners extra support so that they can ‘fit in’ or be
integrated into the ‘normal’ classroom routine. Learners are assessed by specialists who diagnose
and prescribe technical interventions, such as the placement of learners in programs.
• Mainstreaming and integration focus on changes that need to take place in learners so that they
can ‘fit in’. Here the focus is on the learner.
INCLUSION: A CHALLENGE FOR GOVERNMENT

• Develop training capacity for teachers, principals, administrators, disabled people and parents;
• Make schools and curriculum accessible to all learners.
• Methods of assessment need to be flexible.
• The local community needs to be enlisted.
• Need to develop any can do approach.

BENEFITS OF INCLUSION
FOR CHILDREN WITH DISABILITIES:

• Demonstrate high level of social interaction in inclusive setting.

• Communication skills are improved
• Achieving high academic gains
• Social acceptance
• Development of friendships

FOR NORMAL CCHILDREN:

• Development of general knowledge.

• From improved instructional technology.
• From improved self-esteem and mastery of academic content.
• They learn to love and respect the children with disabilities.

INCLUSION IS NOT AN EXPERIMENT TO BE TESTED BUT A VALUE TO FOLLOWED.

INCLUSIVE EDUCATION: SURVEYING ITS PARAMETER

Inclusion Education

• Helps children with special educational needs develop relationships, cultivate potentials, build up
skills/competencies, and achieve psychosocial maturation, and
• Prepare them for life in the mainstream. It believes that “there is no specific teaching or care in a
segregated school which cannot take place in an ordinary school.” (Salamanca Report)
Who is the child with SEN?
A child has special educational needs (SEN) if he/she has a learning difficulty which calls for special
education provision to be made for him/her.
Needs may fall into at least one of these four areas:
a) Communication and interaction,
b) Cognition and learning,
 c) Behavior, emotional and social development, and
d) Sensory and/or physical (Warnock).
Inclusive education believes that the array of services for children with special educational needs (CSEN)
could be available in the general education classroom.
REMEMBER… The earmark of education for CSEN is individualization which could be provided in
varied placement programs including regular classes.
Such individualization in any type of placement program suitable to/best for the child with SEN is a
provision of special education. Thus a child with SEN who is provided an individualized curricular and
instructional program in a regular school is provided SPED.
This now re-confirms that the end-goal of special education is the inclusion of CSEN in the mainstream
of general education. We do not, therefore, define special education as a separate system detached from
general education anymore!
Special education, viewed as an array of services rather than a separate, segregated system – could be
present in any school or non-school program as long as individualization is provided.
Such perspective enables the child to learn and grow with his regular peers in the regular class while at
the same time avail of special support education services.
Placement of CSEN in regular classes enables them to go through the ladder of schooling and even pursue
a career. Many high-functioning – CSEN have enormous potential for tertiary education and competitive
jobs.
Placement in non-graded special classes does not permit an upward movement toward higher education
and moreso, competitive employment.
The fact, however, remains that many CSEN – considering the severity of their disabilities – will have to
be placed in segregated programs which include special classes.
Placement decision-making is a function primarily of SPED specialists but the parents of the child – in
the end – still have the final say (Dizon, 2004).

INCLUSIVE EDUCATION BEING THE EDUCATIONAL EXPRESSION OF

NORMALIZATION, IS NOT CONTEXTUALIZED IN THE SCHOOL SETTING ONLY.
Inclusive education utilizes home, neighborhood and community contexts and resources through planned
curricular provisions rendered by school administrators, teachers and support services in collaboration
with the family and community manpower resources.
A.) FROM THE CLASSROOM (through direct classroom instruction, class/school programs, co-
curricular activities/clubs/organizations, sports activities, etc.)
B.) TO THE HOME (Praying, playing, cooking, reading.)
C.) TO THE NEIGHBORHOOD AND THE COMMUNITY (Work places, hospitals, church,
public transport, malls, wet market, super market, park, and including exposure to/interaction
with community helpers.)
These are the venues/spheres for learning, socializing, working, spending leisure, and traveling with all
others! In short, inclusive educations aims to make a child with SEN a part of humanity without
discrimination, bias, oppression, and even labels!
LET’S REMEMBER…
The move towards inclusion was initially founded in the logic and principles of social and civil rights.
Inclusion does not aim to make the special – needs child normal! It is focused on supporting the child to
achieve his best given all opportunities open to his peers who are not disabled.

CONTINUOUS PROGRESSION SCHEME AND CRITERION-REFERENCED

•CONTINUOUS PROGRESSION SCHEME (CPS)
Refers to an educational perspective which permits the child to move up the grade ladder at his own
individual rate and pace of learning. Such perspective eliminates comparison and competition of the CSN
with regular children. It views the child as a learner whose developmental progress is unique. The CPS
adopts criterion-referenced teaching which sets standards of success just for the child based on his own
potential and achievement.
Continuous Progression Scheme believes in:

• The uniqueness of the child.

• The variability of children’s learning characteristics and styles.
• The uneven patterns and varying tempos of growth and development.
• The importance of each child as a human being and learner.
• The differences among children in abilities, capabilities and talents.
• The fact that children possess areas that shine and those that need polishing.
• Success-oriented educational perspectives and practices which draw the best in the child.
• The adoption of a move-up program commensurate to the child’s achievement.
• The child’s ability to seek purposive learning considering his functional level.
• The truth that the BEST is relative from child to child.

•CRITERION-REFERENCED TEACHING (CRT)

Is an instructional system that views the child as a unique learner whose characteristics, strengths and
limitations cannot be compared or likened to those of other children. CRT sets success criteria exclusively
for the child based on teacher’s knowledge about the child’s background, disability, potential and deficit.

GRADING SYSTEM AND PROMOTION SCHEME

The most pressing but controversial matter that needs to be fully understood, decided on and eventually
implemented is the adoption of a grading system and promotion scheme for special learners in
mainstream and inclusionary programs. Since an included or mainstreamed special learner is under a
criterion-referenced mode of achievement evaluation, move-up to a higher level becomes attainable.
Grading the child, however, has always been a dilemma that confronts every teacher in a mainstream or
inclusionary program.
Promoting a special learner to a higher level must be a concern of every teacher. This is so because
inclusion makes it imperative for a special learner to be with his age/peer group. By implications, the
learner has to move up, otherwise retention/grade repetition draws him away from his age/peer group.
Beyond being with his age/peer group, promoting a special learner fulfills the goals of normalization:
providing him/her with needed training and opportunities given his/her normal counterparts enabling
him/her to:

• Maximize his/her potentials,

• Achieve some degree of independence in leading his/her life , and
• Access and participate in the benefits of his/her community.

Promoting special learners to higher levels relates to specific placement and curricular provisions. These
are:
1. Promoting the child with credit. With Credit means that the learner is moved up with credit
just like his regular peers as he able to fulfill the grade level requirement.
2. Promoting the child without credit. Without Credit means that the learner is moved up
without department of Education credit as the child is within low functioning level limiting him
to meet minimum requirements. He is, however, awarded a certificate of attendance.
3. Recently, trends toward the preparation of minimum learning competencies for
mainstreamed special learners have been observed. Such learning competencies are drawn
from the regular curriculum and thereafter modified/simplified, enabling special learners to
acquire competencies they need and can realistically achieve.
Special Education (SPED) supports the special child and ensures that he grows with his peers and be the
best that he can be in life.
SPED facilitates:
BEING: In Celebration of Life
BELONGING: Into a Bigger World
BECOMING: Toward a Positive Direction
SPED: It is a Life, a Service, and a Spiritual Commitment

“I have come to a frightening conclusion that I am the decisive element in the classroom. It’s my
personal approach that creates the climate. It’s my daily mold that makes the weather. As a teacher, I
possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an
instrument inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that
decide whether a crisis will be escalated or de-escalated; and a child humanized or dehumanized.”
-Haim Ginott

GROUP 6 MEMBERS:
ASLEEN JANE S. PUNDAG
QUIANA MELLE R. BONITA
JESSA UNITE TABUNAN
FREMALYN AGLUPUS

CREDIT TO: DR. EDILBERTO I. DIZON

References links:
https://slideplayer.com/slide/8551945/
https://slideplayer.com/slide/6337412/
https://www.slideshare.net/PriyankaChaurasia3/topic-normalization-maintreaming-and-incluion

GLORY TO GOD.