Eastern Visayas State University – Ormoc City Campus (EVSU-OCC)

A REQUIREMENT IN PARTIAL FULFILLMENT OF THE COURSE PROF. ED. 123

(Foundations of Special and Inclusive Education)
Second Semester, School Year 2022-2023

Prepared by:

Malinao, Little Legend A.

BEED 1B

Submitted to:

ARNULFO B. MENDIOLA, MAT

Part-time Lecturer
 TABLE OF CONTENTS

ACTIVITY NO. TITLE PAGE

1 Understanding Diversity 1
2
3
4
5
6

2. Addressing Diversity Through The Years 7

Special & Inclusive Education 8

3 Making Schools Inclusive 8

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4 Components of Special & Inclusive Education 9

5 Typical & Atypical Development Among Children 10

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6 Learners with Additional Needs 11
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7 Marginalized Group: Issues and Concerns 13
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Activity 2
What are the different models of disability? How would each one define disability?
Ans:

1. Moral/Religious Model: This model views disability as a consequence of sin or divine punishment.
It views disability as a negative attribute that needs to be cured or eliminated. This model is based on
a belief that people with disabilities are morally inferior.

2. Biomedical/Individual Model: This model views disability as a physical or mental impairment that
needs to be cured or treated. It focuses on the individual's condition rather than the individual's
social identity. This model often emphasizes the medical aspects of disability and treats disability as
something to be fixed or cured.

3. Functional Rehabilitation Model: This model views disability as a problem that can be solved
through rehabilitation. It focuses on helping people with disabilities become as independent as
possible and participate fully in society. This model emphasizes the importance of improving skills,
using assistive technology, and environmental modification to enable participation.

4. Social Model: This model views disability as a social construct rather than a medical condition. It
states that disability is caused by the way society is organized, and not by the impairments
themselves. This model suggests that society should remove barriers and create inclusive
environments that enable people with disabilities to fully participate in society.

5. Right-Based Model and Twin track approach: This model views disability as a human rights issue. It
focuses on the rights of people with disabilities to participate fully in society. This model emphasizes
the importance of inclusion and non-discrimination in society.

How important are models of disability? How can they affect students and the different
stakeholders of special needs and inclusive education?

Ans: The different models of disability are very important as they shape how society perceives,
understands and provides support or accommodations for people with disabilities. The models can
have a significant impact on the life experiences of students with disabilities and other stakeholders
in the special needs and inclusive education community in the following ways:

1. Attitudes and Beliefs: The models of disability affect how people with disabilities are viewed by
society. If individuals believe in the moral/religious model, they may view people with disabilities as
inferior and needing to be cured. However, if the social model is embraced, people with disabilities
are considered equal participants in society, and the focus shifts from individual impairment to
societal barriers.
2. Accommodations: The biomedical/individual and functional rehabilitation models view disabilities
as medical conditions that need to be cured or treated. This means that stakeholders may focus on
individual accommodations such as medication or therapies and technology aids to manage
disabilities.

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3. Access to Education: The models of disability can also affect how students with disabilities access
education, whether they are given group education with typically developing children or are given
segregated education. The medical models suggest segregated education based on a child's medical
conditions or impairments, while social models recommend inclusive education for equal
participation of every child in the classroom.

In conclusion, the models of disability are essential in understanding disability, providing

accommodation for various disabilities, and shaping educational policies and priorities. It is crucial
that educators and stakeholders understand these models to promote inclusive education practices
and social justice in the lives of students with disabilities.

Activity 3
A. Explain the three dimensions of the Index for Inclusion of Booth and Ainscow.
Ans:
1. Creating Inclusive Cultures: This dimension focuses on developing an inclusive ethos, building
positive relationships, and creating a culture that values diversity and promotes equality, where
everyone is respected and celebrated for their differences.

2. Producing Inclusive Policies: The development and implementation of policies and procedures
that promote inclusion and support diversity involves identifying and removing barriers to learning
and participation, and addressing the specific needs of different groups, such as those with
disabilities, low-income, or diverse cultural backgrounds.

3. Evolving Inclusive Practices: This dimension focuses on the development and improvement of
teaching and learning practices to ensure they are inclusive and meet the needs of all students. It
involves using teaching strategies and approaches that are responsive to diversity, and providing
support and resources for students who require additional assistance.

B. Think about your current school and the extent to which it uses inclusive practices. Using Booths
and Ainscow’s three dimensions, list down your school’s current practices that support inclusive
education.
Ans: In my current school these are the practices that support inclusive education using Booths and
Ainscow's three dimensions.
1. Creating Inclusive Cultures:

• Promoting a positive school ethos that values diversity and celebrates differences, encouraging
open and respectful communication, and providing opportunities for students to learn about
different cultures and perspectives.

2. Producing Inclusive Policies:

• Developing policies to ensure equal access to education, provide accommodations and support for
students with disabilities, address bullying, harassment, and discrimination, and provide support and
resources for students from low-income backgrounds.

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3. Evolving Inclusive Practices:
• Teachers should be encouraged to adapt their teaching methods to meet the needs of individual
students and provide professional development opportunities to learn about inclusive practices.
Activity 4
1. What are the different processes as well as strategies used in the pre-referral system in an
inclusive school?
Ans:
1. Initial Identification
2. Determination of teaching areas and strategies
3. Implementation of teaching programs
4. Evaluation of teaching program

2. What are the different assessment methods and tools used to identify the strengths, abilities,
needs, and placement of children with disabilities?

Ans:
Test
1. Norm-referenced tests: These tests use standardized measures to compare a child's performance
to a group of peers.
2. Criterion-referenced tests: These tests measure a child's performance against a predetermined set
of learning standards.

Informal Assessment: Teacher observation, notes, and other informal means are used to assess a
child's abilities and needs.

Authentic assessment: This method focuses on evaluating the child's abilities by using real-life
situations, involving the child in different activities to gauge their abilities.

3. How are accommodations different from modifications?

Ans: The term "accommodation" may be used to describe an alteration of environment, curriculum
format, or equipment that allows an individual with a disability to gain access to content and/or
complete assigned tasks. They allow students with disabilities to pursue a regular course of study. On
the other hand, the term "modification" may be used to describe a change in the curriculum.
Modifications are made for students with disabilities who are unable to comprehend all of the
content an instructor is teaching.

4. Why should parents of children with disabilities be involved in the process of planning and decision
making?
Ans: It is important to include families in helping to shape your decisions in relation to developments
you want to make. Families know their circumstances best and what types of support will work best
for them. Families are the child's first and most enduring educator, this makes their input vital.

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Activity 5
A. State the various child development theories and discuss each one.
Ans:
1. Psychosocial Development Theory of Erik Erikson
• Erikson's eight-stage theory focuses on the conflicts and crises one experiences through social
interaction, which have an impact on the function of the succeeding stages. If one successfully
overcomes these crises, a psychological virtue emerges.
2. Cognitive Developmental Theory of Jean Piaget
• Piaget's theory focuses on children's intellectual development and has four stages to understand
and interact with the environment, these are sensori motor stage, preoperational stage, concrete
operational stage, and formal operational stage.

3. Sociocultural Theory of Lev Vygotsky

• Vygotsky's theory emphasizes the importance of other people, culture, and the zone of proximal
development, which is the portion between what one can do on their own and with help. This zone is
where children best learn.

4. Social Learning Theory of Albert Bandura

• Learning takes place through observation and modeling, allowing children to acquire new
information and develop new skills.

B. Enumerate and discuss the various domains of development.

Ans:
1. Physical Development
2. Social and emotional Development
3. Language Development
4. Cognitive Development

Discuss the various domains of development

1. Physical Development: This domain refers to the physical growth and changes that occur in the
body during the lifespan. Gross motor skills such as crawling, walking, running, jumping, and fine
motor skills such as hand-eye coordination and grasping objects are components of physical
development.

2. Social and Emotional Development: The social and emotional domain includes aspects of how
children regulate and express emotions, social interactions with children and adults, self-perception,
and self-care. This development domain helps children understand and communicate with others,
establish and maintain friendships, and regulate their emotions.

3. Language Development: The language domain includes communication skills, starting from the
development of sounds, to words, to phrases and sentences, and writing skills. This domain
encompasses the integration of listening, speaking, reading, and writing communication skills
through interactions with others.

4. Cognitive Development: This domain refers to the mental processes that include thinking,
reasoning, problem-solving, memory, and learning. These skills enable individuals to process, store,
and retrieve information as they navigate through the world.
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Overall, these domains of development build and develop upon each other. The growth and
development in one of these domains can affect the growth and development of others. Therefore, a
balanced approach to development is essential to help children move through the different stages of
life successfully.

Activity 6
Enumerate and define the different learners with additional needs. Discuss briefly each identification,
learning characteristics and general educational adaptations.
Ans:
Different learners with additional needs
1. Learners who are gifted and talented
2. Learners with difficulty seeing
3. Learners with difficulty hearing
4. Learners with difficulty communicating
5. Learners with difficulty moving/walking
6. Learners with difficulty remembering and focusing
7. Learners with difficulty with self-care.

1. Learners who are gifted and talented:

Identification: Gifted and talented learners are usually identified through assessments or tests that
measure their advanced intellectual, academic, creative, artistic, or leadership abilities.

Learning Characteristics: Gifted and talented learners tend to have remarkable abilities in problem-
solving, critical thinking, abstract reasoning, and creativity. They may learn faster, deeper, and more
complexly than their peers, and may get bored with traditional instruction or repetition.

General Educational Adaptations: Gifted and talented learners need enrichment programs,
acceleration options, curriculum differentiation, challenging projects, independent study,
mentorship, and peer networking to develop social-emotional skills.

2. Learners with difficulty seeing:

Identification: Learners with difficulty seeing may have partial or total blindness, low vision, or color
blindness. They may use assistive devices, such as glasses, magnifiers, Braille, or screen readers.

Learning Characteristics: Learners with difficulty seeing may rely on other senses to learn and
perceive their environment, and may face social isolation, communication barriers, or discrimination
due to their visual impairment.

General Educational Adaptations: Learners with difficulty seeing may need accommodations, such as
audio books, tactile diagrams, verbal descriptions, or larger fonts. They may also need orientation
and mobility training, accessible technology, or specialized instruction in Braille or adaptive
technologies. They may benefit from inclusive classrooms, peer support, and universal design.

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3. Learners with difficulty hearing:

Identification: Learners with difficulty hearing may have partial or total deafness, hearing loss, or
auditory processing disorder. They may use assistive devices, such as hearing aids, cochlear implants,
or FM systems.

Learning Characteristics: Learners with difficulty hearing may have to rely on visual cues, such as lip-
reading, facial expressions, or sign language, to learn and communicate.
General Educational Adaptations: Learners with difficulty hearing may need accommodations,
speech and language therapy, auditory training, and intervention, as well as inclusive classrooms,
peer support, and universal design.

4. Learners with difficulty communicating:

Identification: Learners with difficulty communicating may have speech disorders, language
disorders, or communication disorders. They may use alternative or augmentative communication
systems, such as picture boards, speech-generating devices, or gestures.

Learning Characteristics: Learners with difficulty communicating may have difficulty expressing
thoughts, feelings, and needs, understanding others, processing information, and engaging in social
interactions, leading to misunderstandings, frustration, and isolation.

General Educational Adaptations: Learners with difficulty communicating may need

accommodations, such as simplified language, visual supports, or communication devices. They may
also need speech and language therapy, social skills training, or assistive technology. They may
benefit from inclusive classrooms, peer support, and respectful communication.

5. Learners with difficulty moving/walking:

Identification: Learners with difficulty moving/walking may have physical disabilities, such as cerebral
palsy, muscular dystrophy, spina bifida, or paralysis. They may use mobility aids, such as wheelchairs,
crutches, walkers, or braces.

Learning Characteristics: Learners with difficulty moving/walking may have limited access to physical
spaces, resources, or activities. They may have difficulty participating in sports, games, or physical
education unless they are adapted in flexible or alternative ways. They may also face social prejudice,
stereotype, or stigma due to their physical differences.

General Educational Adaptations: Learners with difficulty moving/walking may need

accommodations, such as ergonomic furniture, modified equipment, or adapted curriculum. They
may also need physical therapy, occupational therapy, or assistive technology. They may benefit from
inclusive classrooms, peer support, and accessible infrastructure.

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6. Learners with difficulty remembering and focusing:

Identification: Learners with difficulty remembering and focusing may have cognitive disabilities,
such as ADHD, dyslexia, autism, or intellectual disability. They may use assistive devices, such as
memory aids, organizers, or sensory tools.

Learning Characteristics: Learners with difficulty remembering and focusing may have difficulty
processing information, retaining knowledge, and regulating behavior, and may face
misunderstanding, frustration, and low self-esteem due to their cognitive challenges.
General Educational Adaptations: Learners with difficulty remembering and focusing may need
accommodations, specialized instruction, inclusive classrooms, peer support, and differentiated
instruction.

7. Learners with difficulty with self-care:

Identification: Learners with difficulty with self-care may have developmental or medical conditions,
such as autism, Down syndrome, cerebral palsy, or epilepsy. They may have challenges with feeding,
grooming, toileting, or dressing.

Learning Characteristics: Learners with difficulty with self-care may have difficulty with self-help
skills, such as organizing their belongings, managing hygiene, or following routines. They may also
face discomfort, embarrassment, or sensory overload due to their self-care challenges.

General Educational Adaptations: Learners with difficulty with self-care may need accommodations,
such as adaptive equipment, visual schedules, or social stories. They may also need therapy, such as
occupational therapy, speech therapy, or behavioral therapy. They may benefit from inclusive
classrooms, peer support, and individualized care plans.

Activity 7
What is marginalization and how does this affect children? What are the different groups of children
who are marginalized and why are they marginalized? What can we do for them?

Ans: Marginalization refers to the social, economic, and political exclusion of certain groups of people
from mainstream society. Marginalized children are those who are deprived of their basic rights and
opportunities due to various factors such as poverty, discrimination, disability, displacement, and
social stigma.
There are different groups of children who are marginalized, including:
1. Children living in poverty: Poverty is one of the most significant factors that contribute to the
marginalization of children. Children living in poverty often lack access to basic necessities such as
food, shelter, and healthcare, and are more likely to drop out of school.

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2. Children with disabilities: Children with disabilities are often marginalized due to social stigma and
lack of access to appropriate resources and services. They may face discrimination, exclusion, and
bullying in schools and society.
3. Children from minority ethnic and linguistic backgrounds: Children from minority ethnic and
linguistic backgrounds may face discrimination and exclusion due to their cultural and linguistic
differences.
4. Children living in conflict-affected areas: Children living in conflict-affected areas are often
displaced from their homes, schools, and communities, and face numerous challenges such as lack of
access to healthcare, education, and basic necessities.

To address the marginalization of children, it is essential to provide them with access to education,
healthcare, and basic necessities. Governments, civil society organizations, and communities can
work together to create inclusive policies and programs that address the specific needs of
marginalized children. This can include providing financial support to families living in poverty,
improving access to healthcare and education, promoting inclusive practices in schools, and
addressing discrimination and social stigma. Additionally, it is important to involve children in the
planning and implementation of programs and policies that affect them, as their participation can
help ensure that their needs and perspectives are taken into account.

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