Lesson Proper for Week 7

PED 4: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION PART 1

IV: LESSON PROPER:

HISTORICAL FOUNDATION OF EDUCATION

Education or school is an institution created by society. Education is a function of society and

as such arises from the nature and character of society itself. Society seeks to preserve itself and to
do this it maintains its functions and institutions, one of which is education, to assure its survival,
stability, and convenience. As John Dewey claimed, it is the school that "introduces and trains each
child of society into membership within such a little community, saturating him with the spirit of
service, and providing him with the instruments of effective self-direction..." When schools succeed
to do this, in the words of Dewey "we shall have the deepest and best guaranty of a larger society
which is worthy, harmonious, and lovely. This is called the socialization process. Socialization is
the “process of learning the roles, statuses and values necessary for participation in social
institutions." (Brinkerhoff, D., 1989) Socialization is a lifelong process. It occurs primarily during early
childhood but as we progress from infancy to old age, we shed old roles and adopt new ones. Role
learning that prepares us for future roles is termed anticipatory socialization. (Brinkerhoff, D.,1989)
Because of anticipatory socialization most of us are prepared for our future roles like spouse, parent,
professional teacher.

The school is also an important agent of socialization. It is an institution charged by society to impart
specific knowledge and skills necessary for functioning in a society. They are also charged with the
task of transmitting society's cultural values. The next part of this Chapter is devoted to how schools
(formal or informal) did their task as agents of socialization in different periods of history.

Education in Primitive Society Brinkerhoff (1989) explains further: In primitive societies, preliterate
persons faced the problem of survival in an environment that pitted thorn against natural forces and
wild animals. To survive, human beings needed food, shelter, warmth, and clothing. To transform a
hostile environment, intone that is life-sustaining, humankind developed life skills that eventually
became cultural patterns. These life skills included

1) tool or instrument making,

2) adherence to the moral behavior code of group life and

3) language.

Early humankind found security in group life based on kinship and tribal patterns. Life in the human
group was educational as children observed and learned from the elders and as they were
deliberately taught by their parents and elders. For these cultural patterns to continue, the adults had
to teach these skills and values to their children. This is socialization, a function of
education in society. Socialization is the process by which individuals internalize the norms and
values of society and so social and cultural continuity are attained. This is also informal education in
action. As abstract thinkers, human beings could create, use and manipulate symbols. They could
communicate with one another through gestures, sounds, and words. These symbols were
expressed in signs, pictographs, letters. The creation and introduction of oral and written language
made a great leap on literacy which in turn had tremendous educational consequences
which citizens of a civilized society like netizens of the 21" century now enjoy.

PHILOSOPHICAL FOUNDATION

A philosophy grounds or guides practice in the study of existence and knowledge while developing
an ontology (the study of being) on what it means for something or someone to be—or exist.
Educational philosophy, then, provides a foundation which constructs and guides the ways
knowledge is generated and passed on to others. Therefore, it is of critical import that teachers
begin to develop a clear understanding of philosophical traditions and how the philosophical
underpinnings inform their educational philosophies; because a clear educational philosophy will
help guide and develop cohesive reasons for how each teacher designs classroom spaces and
learning interactions with both teachers and students. A clear philosophy also frames the curriculum
along a spectrum from teacher-centered curriculum to student-centered curriculum to society-
centered curriculum.

Over the course of history, philosophy has had several paradigms shifts that influence teaching and
learning. Each of these paradigm shifts altered the ontology, epistemology, axiology and school of
philosophy, which also shaped what it means to be a teacher within each historical era. While
Occidental metaphysical traditions are grounded in the tradition of the Ancient Greeks and the
philosophies of Plato and Aristotle, philosophical traditions from the 19th century helped ground the
early foundations of educational philosophy and the development of public education in Europe and
the United States.

Four Philosophical Stances

Idealism The most significant philosophy;

· The quality of life– the intangibles, the whispers;

· Material things are evils;

· The highest element of man is reason;

· Freedom is based on education;

· Creative growth;

· One’s intellectual and personal life.

An idealist teacher:

· stretches oneself through higher-level thinking;

· every pupil makes a different, he counts for something;

· knows the content, likes to teach, knows his students;

· school represents the community;

· demonstrates school spirit, good conduct, high moral standards, and fair play;

Realism Like idealism, one of the oldest;

· Focuses on scientific method and personal experience;

· Its crux is science-- empirical, objective, and experimental;

· Discovers the truth;

· Rules and regulations are essential;

· Men are created equal.

· Education is for all;

· Accountability;

· Precision in math and science encouraged;

· The influx of technology reflects realist philosophical view.

Existentialism One’s total self;

· Choice, absolute freedom, and total responsibility;

· Empowering students;

· Existentialists interested in affective side of man, his capacity to love, to appreciate, to respond
emotionally to the world about him;

· Emphasizes humanities– art, music, and drama.

· The existential teacher is a free spirit who has no limitations in terms of dress and personal
lifestyle;

· This teacher does as he or she chooses, in short, daring to be always different.

Pragmatism Ventures forth with the question about truth;

· Scientific and technological advances;

· Charles Pierce, an American mathematician, scientist, and philosopher, was a promoter of

pragmatism in the 1800s and early 1900s;

· Teaching students survey techniques and equipment.

PHILOSOPHIES OF EDUCATION AND THEIR CLASSROOM APPLICATIONS

Philosophy IDEALISM REALISM EXISTENTIALISM PRAGMATISM

Teacher Knows the content Relies on test Emphasizes Applies democratic
area that he/she score to place individual choice. methods.
teaches very well. students.

Readily adopts
new technology. Classroom is a
Enjoys teaching community of
and serving as a learners.
model for student.

Believes each
student has value
and can make a
valuable
contribution to
society.

Students is in school to seek is expected to is an individual who

the truth. focus on accuracy. gains meaning from
within.
Teaching Encourage Emphasize realistic individual freedom, Encourage
Strategies students to novel such as The empowerment of problem solving.
challenge Color Purple. students to make
themselves as choices about what
learners. Stress precision and how they will
and accuracy in learn. Democratic
math, science, procedures.
social studies, and
Encourage writing
students to “seek
the truth”.
Curriculum based on cultural Emphasizes Stresses the arts Emphasizes
heritage and accountability. and literature. concrete
wisdom. experiences.

Emphasis on the
Stresses concept Has little emphasis three Rs in
acquisition. on math and elementary school.
science.
Classroom Few discipline Classroom rules Emphasis on
Management problems as and resultant freedom to do as
teacher’s love of punishments are student pleases in
subject matter is established at the the classroom.
transferred to beginning of the
students. school year and
posted in the
classroom.

Any problems with

student behavior
are handled by the Violators are
teacher who punished
discusses them according to the
with the students criteria established.
involved.

THEORIES OF EDUCATION

Experimentalism

· Comes from pragmatic theory;

· Tests ideas through experimentation.

· Emphasizes experience and child-centered activities;

· Stresses final product;

· Promotes firsthand experience.

Progressivism

Is based on the belief that all people are benevolent and that by using human intellect in combination
with the scientific method, the world would be improved.
William Heard Kilpatrick, a follower of Dewey, synthesized Dewey’s experimentalism with
progressivism and developed a “project method”.

He suggested four different types of projects.

· The creative project: Ss design plan// Acting out a play.

· The enjoyment project: Cultivating aesthetic experiences.

· The problem project: Gender discrimination solved// Ss using intellect.

· The specific learning project: Acquisition of knowledge and skills// Swimming or playing golf.

Social Reconstructionism

· Has its roots in progressivism;

· Ss study their own culture, finding the major causes of problems (poverty or war) and resolving
them;

· Teachers utilize problem solving and divergent thinking;

· Remedies for solutions to social problems are probed.

Perennialism

· Based on the philosophy of realism;

· A traditional and conservative view;

· Follows the beliefs of Aristotle;

· Insights into art, history, literature, math, and science can be passed from one generation to
the next;

· A perennialism teacher is a reader and writer and Ss do the same;

· Goals of learning: Acquire organized knowledge, develop intellectual skills, and an enlarged
understanding of ideas and values.

Essentialism

· Very traditional and conservative.

· In direct opposition to progressive education.

· Teacher should be well trained in his discipline.

· American Ss performed poorly in math and science.

· Lashed out at social promotions for Ss.

· In the 1970s, essentialist movement resurfaced as the back-to-basic movement.

· Ss should be trained in history, science, math, literature, language, art and other disciplines.

Now, essentialism is rigorous;

There is a push for national standards for teachers and Ss;

US is lagging other nations due to a lack of standards in the schools.

THEORIES OF EDUCATION AND THEIR CLASSROOM APPLICATIONS

Philosoph EXPERIMENTALI PROGRESSIVI SOCIAL PERENNIALI ESSENTIALI

y SM SM RECONSTRUCTION SM SM
ISM
Teacher The teacher The teacher Is a liberal thinker. Emphasizes Teaches Ss
Assists rather searching for basic skills
Encourages guides learning the truth and and
students to test realization. knowledge.
ideas Places Challenges the
emphasis on established rules of Strives to
intrinsic rather the school district. develop Ss’
than extrinsic Places higher
Develops rapport rewards emphasis on thinking skills.
with students the good, true,
and beautiful.

Is more Each subject

Play is sensitive to is taught
encouraged for student needs Is avid reader separately.
both cooperation than academic and writer.
and competition subject matter No social
promotions to
higher grade
level.
Follows lead of
students as to
what should be
taught Competency
testing.

Students Is encouraged to Is self-directed Needs to study his or Is encouraged Is encouraged

 question ideas in learning her own culture. to organize, to set high
clarify, and personal
connect goals.
thoughts to
Is encouraged to be make
divergent thinker. accurate
quantitative
comparisons.
Teaching Use hands-on Incorporate Encourage Ss to Stress the Incorporate
Strategies activities projects address and attempt great works of paper and
planned, to solve social literature, pencil
developed, and problems. math, art, activities.
carried out by music.
Place emphasis students
on problem
solving Stress Emphasize
experimentation and Didactic reading the
Include integrated Stress problem solving. learning of classics and
instruction aesthetics of concepts. skill and drill
learning work in math
and other
subject areas.
Coaching of
Stress skills.
cooperative
learning Small group
discussion
using Socratic
method.
Curriculu Stresses science Stresses skills Is heavily Focuses on Stresses
m attainment multicultural. the classics in reading,
literature. writing, math,
science, and
Places emphasis social
on Places sciences.
interrelatedness emphasis on Places
the arts and the emphasis on
aesthetics of concept
learning acquisition in
math, science,
and social
studies.
Classroom Dialogue is Liberal Places emphasis on
Manageme encouraged classroom social
nt between student discipline with
and teacher students given
regarding student lots of freedom
behavior
Four Philosophical Terms

Philosophy Epistemology Axiology Logic

· Love (philo) and The theory of knowing Is concerned with value. Addresses the rules of
wisdom (sophos) and of knowledge. correct and valid
Divided into two areas: thinking and considers
· Metaphysics ethics and aesthetics the rules of inference
that we use to frame
· The study of the propositions and
nature of reality, or what arguments.
is real.

Deductive logic:
Reasoning moving from
general to instances.

Inductive logic:
Reasoning moving from
instances to
generalizations.

THE WORLD AND THE PHILIPPINE EDUCATIONAL SYSTEM

EARLY CONCEPT OF EDUCATION

EDUCATION AIMS CONTENTS METHODS PROPONENTS
Primitive To survive and to Practical and Tell me and show Primitives
conform to the tribe Theoretical me, trial and error,
to which they enculturation,
belong indoctrination
Oriental Social order Moral and Imitation, Orientals (Chinese,
Theoretical; memorization Indians and
Training Egyptians)

To impress
traditional ideas
and customs
Greek To promote Spartan: Military Spartan: Greeks
individual success and Physical Competition and
and welfare training rivalry
 Spartan: to Athenian: Liberal Athenian: Principle
develop good Education of individuality
soldier in each
citizen

Athenian: To
perfect man body
and mind:
Usefulness
Romans To realize national Physical training Elementary: Romans
ideals ( martial arts, use memorization and
of war weapons) imitation

Secondary: Literary
exercises,
intensive drill on
speech, grammar
MIDDLE AGE/ MIDIEVAL AGE
EDUCATION AIMS
Christian Concept Education as Humanitarianism: To develop individuals with brotherly love and
responsible who possess all the virtues
Monasticism Education as Spiritual / Moral Discipline: To achieve eternal salvation
Scholasticism Education as intellectual Discipline: To support the doctrine of the church by
rational argument
Chivalric Education as social discipline: Training for a life of high ideals/ standards and
Knighthood focus in love, war and religion
Guild system Preparation for commerce and industry
Saracenic Application of scientific facts to the affairs of daily life
Education

MODERN CONCEPTIONS OF EDUCATION

EDUCATION AIMS CONTENTS METHODS PROPONENTS
Reformation Religious moralism Physical Memorization, Martin Luther
education, religious
Character indoctrination
education, Math,
History, Science
Counter- Religious moralism 4r’s (religion Adheres to the Christian brothers,
reformation included) view that nothing Jansenists, Jesuits
exists except in
mind of man, mind
of God or
 supernatural realm

Review

Repetition/ Drill

Memorization with
understanding

Use of textbooks
Formal Discipline To train mind Classical Formal-sensation, John Locke
through rigorous Languages and memory and
exercise Math, Physical/ reasoning, Drill
vigor, mental
power, and good
conduct
Naturalistic Develop individual Holistic education Jean Jacques
Education to the laws of (physical, moral Rosseau
human and intellectual)
development
Nationalistic Military Social studies Practical
Conception preparedness and
aggressiveness
and glorification of
the state
Rationalism To make man think Philosophy/ Critical analysis,
for themselves scientific application of
knowledge, ethics, reason
and morality
Idealism Idealism is the It lays emphasis on Heroic ideals,
metaphysical view the mental or Christian Ideals,
that associate’s spiritual Memorization,
reality to ideas in components of language
the mind rather experience and
than to material renounces the
objects notion of material
existence.

EASTERN PHILOPHIES
PHILOSOPHY BELIEF EDUCATION Proponent
Hinduism Emphasizes commitment to Teacher shows the way and Mahatma Gandhi
an ideal way of life imparts knowledge by his own
characterized by honesty, example, responsible for the -
courage service, faith, self- students’ welfare.
control, purity and non-
violence which can be
achieved through YOGA
The students aim of
 remembering everything by
heart and gain mastery of every
subject learned.

Teaching methods are oral and

memory intensive, discussion
and debates.
Buddhism Believes in the Four Nobles Rooted in faith Siddhartha Gautama
Truths
To receive additional teaching
and learn from each other
during class discussions
Believes in the LAW of
Karma
Confucianism Teaches Moral life through Civil service exams Confucius
devotion to the family,
loyalty of elders, Religious rituals in the school
brotherhood, civil service,
and universal love and
justice.

Five cardinal virtues

Benevolence

Righteousness

Propriety

Wisdom

Sincerity
Taoism TAO way of life, a Taoist ethics emphasized on Lau-Tzu
philosophy advocating compassion, moderation and
simplicity, frugality and the humility
joy of being close to nature
and being in harmony with
the whole universe
Physical exercise involving slow
and controlled body movements
to achieve mental stillness
Zen Japanese version of Universe is one’s mind without
Buddhism Buddhism realizing it one cannot achieve
enlightenment.
Believe in third eye
 Meditation

Islam Five pillars Useful knowledge is necessary

for self and humanity
Allah

Prayer 5x a day
True Islamic government is
Fasting required to promote adequate
education for its citizens
Almsgiving

pilgrimage
PHILIPPINE EDUCATIONAL SYSTEM
TIMELINE AIMS CONTENTS METHODS
Pre-Spanish Survival, Enculturation and Informal Education, Religion Tell me and show me,
Period Conformity Oriented observation, Trial and Error
Spanish Period Christianity Religious Education, Vocational Dictation and memorization
Education

Vernacular was medium of

instruction in parochial schools

Religious orders

Education is suppressed,
exclusive, and inadequate
American Democracy Socialized recitation, student’s Reading, writing, arithmetic,
Period participation language, GMRC, civics,
hygiene and sanitation,
gardening, domestic science,
American history, Philippine
history

Formal education was

established
Commonwealt Prescribe by 1935 Preparation for the Character education and
h Period Constitution independence of the Nation citizenship training
 Moral, character, personal
discipline, civic conscience
and vocational efficiency

Duties and citizenship

Democratic ideals
Japanese Era Japanese language and Vocational, Technical, Singing of Japanese songs,
eradicate English language Agriculture, Values rooted in health and vocational education
in schools labor, Physical education,

To stress dignity and

manual labor (5s)
Republic Democratic ideals Social Orientation Community development
(1943-1972)
Equal education Conserving Filipino heritage Promotion of democratic Nation
opportunities building
Training Occupation

New Society National Development Relevant to the needs of Use of English and Filipino as
(1972-1986) modern world media of instruction in specific
learning areas
Bilingual Education policy
Education National Development and National budget appropriates Implementation of NESC- civic,
(1986-2000) values education the highest allocation for intellectual development
education

Congressional Commission on
Promotion and improvement of Education (EDCOM) 1991
the public School Teachers

Trifocalization DECS into

Department of Education,
Technical and Skills
Development Authority
(TESDA) and Commission on
Higher Education (CHED)

Establishment of Teacher
Education Center of Excellence
 Professionalization of Teachers

Tech-Voc reform

21st Century Provide school age Republic Act 9155 (Governance School head empowerment in
population and young of Basic Education Act their leadership roles (Principal
adults with skills, Empowerment)
knowledge and values to
become caring, self-reliant,
productive and patriotic DECS to DepEd
citizens School-based Management
within the context of
accountability
K+12 program Compulsory Kinder Every Graduates is included Implementation S.Y. 2012-2013
(RA 10533) with respect to human rights,
Grade 1- 10 Maka-Diyos, Maka-tao,
Makabansa, and Maka-
Grade 11 and Grade 12 kalikasan

Competence learning
throughout life, engage in work,
and be productive the ability to
co-exist in fruitful harmony

Lesson Proper for Week 8

PED 4: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION PART 2

IV: LESSON PROPER:

EDUCATION SOCIOLOGY

Sociology

· Is the science of man and society, study of patterns of human behavior and study of
groups and societies and how they affect the other people.
Society-a group of organized individuals who think of themselves as a group, and who live
together sharing the same culture occupying the same territory, who inseminates and
interacts with one another, recruits its members by inter group reproduction and has a
shared comprehensive culture, with common shared attitudes, submerses, aspirations and
goals

Socialization

A process of adapting or conforming to the common needs and interests at a social group. A
process whereby people learn the altitudes, values, and actions appropriate to individuals as
members of a particular society, where a member of a group learns and internalizes the
norms and standards of the other member among whom she/he Iives.

Agents of Socialization

A. Family-smallest unit of society whose members are united by blood, marriage or

adoption, constituting a household and having a common culture.

B. School / Education-established by society/ government for the basic enculturation of

the group, it makes student learn how to value oneself and eventually others an agency
organized by society for the basic function of teaching and learning.

C. Church/ Religion sector

D. Mass/ social media

Institutional Group Agencies for Education

Three very important groups that serve as agencies for learning

Family

smallest social institution where it promotes:

· Health Education-proper food to tat, proper hygiene

· Ethics, Morality, Religion-spiritual, moral, and desirable social values

· Socialization- roles and status in society

· Psychomotor and manipulative skills-how to walk, dance and to use properly the
kitchen tools, utensils, etc.

· Recreational skills

· Academic- reading, writing, arithmetic

School

an institution, center of learning, established by society in which the accumulated

experiences of the past generations are passed on to the incoming generation by means of
systematized programs of instructions

The school as an agent of socialization where children learn how to get along with other
students in the school and social ethics are taught in the schools.

The student government trains the students to become leaders. It makes them aware of their
responsibilities as well in bringing cultural transmission.

Culture can be transferred through:

a. Enculturation-the passing on of group 's custom, beliefs, and tradition from one generation
to the next.

b. Acculturation-learning other culture: the passing of customs, belief and tradition through
interaction reading/inter marriages.

Values and attitudes formation are easily transmitted through lessons provided by teachers

Culture can be transmitted through field trips, experiential learning. experimentation group
dynamics, cooperative learning, peer learning, and role playing.

Agent of cultural change: School

changes are discussed in the school and become agent of modernization. Educational
systems are focused on future needs of the students.
Elements of cultural change which lead to modernization:

· Development of oral and written communication and other modern means of

Communication

· Improvement of science and technology in all fields

Function of Schools:

· Serves as a multi-purpose institution

· Provides training of the mind, teaches the basics

· Develops problem solving and critical thinking

· Promotes social integration, enculturation, and cultural perception

· Speed up adjustment of society

Church

a lifetime school of learning. Where eEducation from the Church (through the bible):

History

Ex: Persia (now lran), Miesopotamia (now irag)

Prophecies

Ex: Earthquake, Famine, Calamities

Divine Values

Ex: Love, Hope, Faith, Wisdom

Sociology of Education

provides a study of the relationships between society and the educational processes which
contribute to the analysis and solution to problems confronting the educational system of a
country.

Anthropology
Studies the origin and development of man, his work, and achievements which includes the
study of physical, intellectual, moral, social, and cultural development of man, including his
customs, mores, folkways, and beliers

An enduring force in history; is inevitable, takes place from time to timeline adjustment of
persons or group to achieve relative harmony

Forms of Change:

a. Cultural change- refers to all alteration affecting new tract or trait complexes to change the
culture's content and structures

b. Technological change- refers to all alteration affecting new trait or trait complexes to
change the culture's content and structures (Examples of Technological changes in
Education introduction of new methods of learning Vocational education, computer
education, and practical arts in the curriculum, Inclusion of information and communication
technology in the curriculum

c. Social change - refers to the variation or modifications in the patterns of Social

organization, or such groups within a society or of the entire society

Examples of Social changes in Education:

Revival of nationalism themes in literature, music and arts, etc.

Anthropological-Sociological Implications to Education:

The curricular program of all learning institutions should be examined by the Commission on
Higher Education (CHED) and the Department or education (DepEd) so that those will be
responsive to the needs of the society.

Parents should be involved in the school pro0jects and actives, and in enculturation and
socialization processes.

SOCIAL CONCEPTS:

1. Values
generally considered as something a principle, quality, act, or entity that is intrinsically
desirable

2. Justice

fairness giving others what is due to them, rendering to every man that exact measures of his
due without regard to his personal worth or merit.

3. Freedom, Rights and Responsibility

Freedom is not absolute; it is not doing something without restrictions or reservations, or

interference and influence of others Right means what is just, reasonable, equitable, what
ought to be, what is justifiable, something that is owed or due to others

»Rights and responsibility come in pairs. If one wants more rights and freedom, s/he shall
also have to accept more responsibility. A right is abused when it interferes with the rights of
others.

» The reciprocation of rights and duties is the true foundation of social order. Duties refer to
those that are due under justice to another individual or collective persons and to God.

Authority- refers to the right given to give commands, enforce laws, act, make decisions, and
exact obedience, determine or judge

Accountability-means to be answerable for; emphasizes liability for something of value either

contractually or because of one's position of authority

»Responsibility-refers to trustworthy performance of fixed duties and consequent awareness

of the penalty for failure to do so.

4. Ethics/Moral law
Ethics is based on one's station in life: to each station corresponds a certain behavior
according to which a person must live.

Theories of Ethics

1. Consequentialism claims that the morality of an action is determined by its consequences

a. Hedonism views that only pleasure is good as an end; pleasure is the highest good

b. Utilitarianism believes that the greatest happiness of the greatest numbering the test to
right or wrong

c. Self-realizations- holds that the ultimate end ids the full development or perfection of the
self

2. non-consequentialism claims that the morality of an action depends on its intrinsic nature
or on its motives

3. Divine Command Theory-claims that the morality of an act depends on whether it is in

accordance with the will of God

4. Categorical imperative Theory-holds that for one's action to be morally right, s/he must be
willing to have everyone act in the same way

5. Egoism -claims that an action is right only if it is in the interest of the agent

6. Situation Ethics -claims that the morality of an action depends on the situation and not on
the application of the law

7. Intuitionism - claims that one's knowledge of right and wrong is immediate and self-evident

8. Emotive Theory- claims that moral judgments do not state anything that is capable of
being true or false but merely express emotions like oaths or exclamations
9. Ethical Relativism - holds the view that there is no one correct moral code for all times and
peoples, that each group has its own morality relative to its wants.

FOUNDATION OF SPECIAL EDUCATION

Department of Education Order No. 72, s. 2009 The agency determined to practice IE in
Philippine basic education.

Special Education Act (Philippine Senate Bill 3002), which is supposed to determine the
practice of inclusion in general education schools, is still under review at the Philippine
senate. The continued delay of this bill’s passage into law and which standards should be
met in its implementation are issues that continue to defy definitive resolution.

In June 1994, representatives from 92 countries and 25 international organizations met at the
World Conference on Special Needs Education in Salamanca Spain to promote IE as a global
norm. The conference forged and adopted a framework of action that calls for appropriate
education for CSN in the general education setting. Arguing that inclusion and participation
are human rights, the UNESCO Salamanca Statement asserts that the general education
setting should be regarded as a venue of human development open to all schoolchildren,
regardless of their physical, emotional, and intellectual states. Inclusive schools are
expected to view various categories of differences as a matter of having unique traits that
distinguish individuals from each other. This entails teaching and learning that is tailored
according to the learner’s conditions.

over 140 governments have formally expressed their support for the United Nations
Convention on the Rights of Persons with Disabilities (UNCRPD) for the implementation of
inclusion policies. IE has become the goal of the United Nations Children’s Fund (UNICEF),
the United Nations Education, Science, and Cultural Organization (UNESCO), and other
similar organizations.

The UNESCO continues to push for the institutionalization of inclusionary practices in more
countries with the publication of, The Right to Education for Persons with Disabilities:
Towards Inclusion. Inclusion International also joined the movement toward inclusion by
publishing Better Education for All: A Global Report. Since the promotion of IE in various
countries, scholars who have studied its implementation have found that not many school
personnel consider this a purely positive development. While the practice of IE is
predominantly cognizant of the learners’ individual differences, inclusive school personnel,
together with the parents of CSN and other professionals, are expected to prepare
individualized education programs (IEPs) that suit the unique needs of CSN in a general
education school. The whole process of IEP preparation poses a gargantuan challenge to the
major stakeholders.
The UNESCO Convention against Discrimination in Education (2008) and other international
human rights treaties prohibit any exclusion from or limitation to educational opportunities
on the bases of socially ascribed or perceived differences, such as sex, ethnic origin,
language, religion, nationality, social origin, economic condition, ability, etc. Education is not
simply about making schools available for those who are already able to access them. It is
about being proactive in identifying the barriers and obstacles learners encounter in
attempting to access opportunities for quality education, as well as in removing those
barriers and obstacles that lead to exclusion (United Nations Educational Scientific Cultural
Organization [UNESCO], 2013)

Ø Inclusion, or organized placement of children with disabilities in mainstream classrooms,

has certainly been one of the major topics in education for the last two decades. However, it
was not until quite recently that teachers’ attitudes towards inclusion of children with special
educational needs (SENs) became the focus of extensive research (Daudon, 2013).

“Special Education Process”. begins with the classroom teacher’s attempt to help the
student address his or her learning difficulties. If the teacher’s solutions fail, the matter is
brought to a team that will likewise try to address the student’s learning difficulties.

The team

referred to as the “Student Study Team”/ “Child Study Team”,/“Student Success Team”
consists of the following:

· school principal or a representative.

· teacher of student with learning problem;

· parent of the same student;

· special education expert; and

· school psychologist; nurse; and other professionals, if necessary.

The team studies evidence of the student’s problems (i.e., sample of student work) before
offering solutions. If the proposed solutions later prove to be ineffective, the CSN is
recommended for assessment to determine if he or she is eligible for special education
services. If the student is eligible

a one-year Individualized Educational Program (IEP) is prepared and this is modified

whenever necessary.
Parents then are notified of the learning progress of their child, who will then be reassessed
every three years to determine if he or she is still in need of continued special education
services.

TIMELINE B. Principles, Policies and Dimensions

1. TIMELINE – Key developments associated with the Philippine Practice of Inclusive

Education

TIMELINE OF INCLUSIVE EDUCATION and ITS LEGAL BASES in the Philippines

· 1907 Insular establishment of the Deaf and the blind School in the country ·

· 1927 – Special Schools set up for Categorical Disabilities ·

· 1953 – School for Celebral Palsy ·

· 1956 – Baguio Vacation Normal School (formal training was given) ·

· 1960 - SPED schools in the country ·

· 1962 – School for Behavioral Problems and Chronic Illnesses ·

· 1974 – PD 603 ·

· 1977 - PD 1139 Creation of the position Undersecretary for Non-Formal Education ·

· 1983 – BP344 Accessibility Law

· 1987 - Constitution ·

· 1989 – Proclamation 480 ·

· 1990 – World Proclamation For All ·

· 1992 – Magna Carta for Disabled Persons ·

· 1994 – Salamanca Statement on the Education of Children with Disabilities ·

· 1996 – Four Pillars of Learning · 1997 – DO 26 s. 1997 ·

· 1997 – RA 8371 ·

· 2000 – The Dakar Framework for Action Education for All ·

· 2001 – RA 9155 ·
· 2004 – EO 356 ALS ·

· 2006 – UN Convention on the Rights of PWD ·

· 2006 – EFA 2015 National Action Plan ·

· 2007 – UN Declaration on indigenous Peoples Rights ·

· 2008 – 4Ps ·

· 2009 – DO 72 S. 2009 ·

· 2009 – Mother Tongue Institutionalization (MLE) ·

· 2010 – DO 22 s. 2010 ·

· 2011 – DO 62, s. 2011 ·

· 2011 – DO 103, s. 2011 ·

· 2012 – RA 10157 ·

· 2012 - DO 83, s. 2012 ·

· 2013 – RA 10533

· 2022- RA 11650 Policy of Inclusion Services for Learners with Disabilities in Support of
Inclusive Education

GOAL OF INCLUSIVE AND SPECIAL EDUCATION

What is Special Education?

Special Education (also known as special-needs education, aided education, exceptional

education, special ed or SPED) is a broad term that describes a wide variety of instructional
services that are based on a child’s individual needs. Ideally, this process involves the
individually planned and systematically monitored arrangement of teaching procedures,
adapted equipment and materials, and accessible settings. These interventions are designed
to help individuals with special needs achieve a higher level of personal self-sufficiency and
success in school and in their community which may not be available if the student were only
given access to a typical classroom education.
Objective of Special Education

To develop the maximum potential of the child with special needs to enable him to become
self-reliant and shall be geared towards providing him with the opportunities for a full and
happy life.

The development and maximation of learning competencies, as well as the inculcation of

values to make the learners with special needs as useful and effective members of society.

The integration or mainstreaming of learners with special needs into the regular school
system and eventually into the community.

Basic Philosophy of Special Education

“Every child with special needs has a right to a educational program that is suitable to his
needs.”

“Special education shares with regular education basic responsibilities of the educational
system to fulfill the right of the child to develop to his full potential

Prominent Personalities in the Development of Special Education o Jean Marc

Gaspard Itard - French physician noted for his work with the deaf. From about
1800 he devoted a great deal of his time and private fortune to the education of
deaf persons.

Thomas Hopkins Gallaudet- educational philanthropist and founder of the first

American school for the deaf. Established the American Asylum for deaf-mutes.

Samuel Gridley Howe -American physician, educator, and abolitionist as well as

the founding director of the
New-England Institution for the Education of the Blind (later known as the Perkins
School for the Blind) and the Massachusetts School for Idiotic and Feebleminded
Youth. -known particularly for his success in teaching the alphabet to Laura
Bridgman, a student who was blind and deaf.

Dorothea Dix- American educator, social reformer, and humanitarian whose

devotion to the welfare of the mentally ill led to widespread reforms in the United
States and abroad.

G Stanley Hall psychologist who gave early impetus and direction to the
development of psychology in the United States. Frequently regarded as the
founder of child psychology and educational psychology.

Anne Sullivan Macy-American teacher of Helen Keller, widely recognized for her
achievement in educating to a high level a person without sight, hearing, or
normal speech.

What is Exceptionality?

An individual or a child who has an exceptionality has some area of functioning

in which he or she is significantly different from an established norm. This
definition includes both students with disabilities and those with special gifts or
talents.

Specific Learning Disabilities

1. AUTISM Always Unique Totally Interesting Sometimes Mysterious

A developmental disability significantly affecting verbal and non-verbal
communication and social interaction. Primary Features:

1. Restricted range of social interaction.

2. Impaired communication skills

3. Persistent pattern of stereotypical behaviors, interests, and activities.

2. DEAF-BLINDNESS A hearing and a visual impairment.

DEAFNESS

A hearing impairment that is so severe that the child is impaired in processing

linguistic information through hearing; with or without that adversely affects a
child’s educational performance.

3. EMOTIONAL DISTURBANCES

A condition exhibiting one or more of the following characteristics over a long

period of time and to mark the degree that adversely affects a child’s educational
performance.

· Inability to learn that cannot be explained.

· Inability to build or maintain satisfactory interpersonal relationships with

peers.

· Inappropriate types of behavior.

· A general pervasive mood of unhappiness.

· A tendency to develop physical symptoms or fears with personal or school

problems. *Schizophrenia

4. HEARING IMPAIRMENT
 An impairment in hearing, whether permanent or fluctuating, that adversely
affects a child’s educational performance but that is not included under the
definition of deafness.

5. INTELLECTUAL DISABILITY

A significantly sub-average general intellectual functioning, existing concurrently

with deficits in adaptive behavior and manifested during the developmental
period that adversely affects a child’s educational performance.

6. MULTIPLE DISABILITIES

A concomitant impairment (such as mental retardation blindness, mental

retardation- or orthopedic impairment, etc.) the combination of which causes
such severe educational needs that they cannot be accommodated in special
education solely for one of the impairments

7. ORTHOPEDIC IMPAIRMENT

defined as a bone-, joint-, or muscle-related disability that is so severe that it

negatively affects a child’s educational performance. Includes: - Congenital
anomalies Example: Clubfoot

8. OTHER HEALTH IMPAIRMENTS

Having limited strength, vitality or alertness, including a heightened alertness to

environmental stimuli that results in limited alertness with respect to the
educational environment due to chronic or acute health problems such as
asthma, ADD(Attention deficit disorder), ADHD ( Attention deficit hyperactivity
disorder), diabetes, epilepsy, heart condition, hemophilia, lead poisoning,
leukemia, nephritis, rheumatic fever and sickle-cell anemia. b. and adversely
affects a child’s educational performance. 1

9. SPECIFIC LEARNING DISABILITY

Caused by disease Example: Poliomyelitis, Other causes Example: Cerebral

palsy-actually caused by brain damage.
A disorder in one or more of the basic psychological processes involved in
understanding or in using language, spoken, or written, that may manifest itself
in an imperfect ability to listen, think, speak, write, spell, or to do mathematical
calculations.

Including conditions such as:

-Perceptual disabilities -Brain injury -Minimal brain dysfunction

-Dyslexia -Developmental aphasia

- Disorders not included: the learning problems that are primarily the result of
visual, hearing or motor disabilities, of mental retardation, of emotional
disturbance, or of environmental, cultural, or economic disadvantage.

10. SPEECH O LANGUAGE IMPAIRMENT

A communication disorder such as stuttering, impaired articulation, language

impairment or a voice impairment that adversely affects a child’s educational
performance.

11. TRAUMATIC BRAIN INJURY

An acquired injury to the brain that caused by an external force, resulting in total
or partial functional disability or psychosocial impairment or both adversely
affects a child’s educational performance.

applies to open or closed head injuries resulting in impairments in one or more

areas, such as cognition; language; memory; attention; reasoning; abstract
thinking; judgment; problem-solving; sensory, perceptual, and motor abilities;
psychosocial behavior; physical functions; information processing; and speech.

does not apply to brain injuries that are congenital or degenerative, or to brain
injuries induced by birth trauma
12. VISUAL IMPAIRMENT

An impairment in vision that even with correction adversely affects a child’s

educational performance.  Includes both partial sight and blindness.

Special Education vs. Regular Education

1. Admission

· Regular: Entrance Examination

· SPED: Identification and Assessment

2. Curriculum (Mandated by DepEd)

· Regular: The curriculum prescribed for regular children

· SPED: The curriculum for children with special needs aimed primarily at
developing special adoptive skills to maximize their potentials.

3. Instructional materials methods and strategies

· Regular: Dimensional following the curriculum, set of objectives for

learning.

· SPED: Constructivism (Learning by experience)

Applies to both: use of materials that are low cost and indigenous material shall
develop for the use of children. Teaching strategies shall be creative and multi-
dimensional. They shall make maximum use of all remaining sense modalities
and provide for active participation in the learning process.

4. Teachers:
· Regular: Bachelor of Science in Elementary or Secondary Education

· SPED: Article VIII Section 2 – for the effective implementation of the special
education program. the education, welfare and training of personnel shall be
given high priority. All personnel involved in the education of children with
special needs shall have adequate and appropriate educational backgrounds and
personnel qualities