What is Special

Lesson 1: Diversity Education (SpEd)?

Diversity:
- Means accepting and
 Is an educational program
respecting all the different
for Learners with Special
ways people.
Needs (LSENs) in a way
- Actively appreciating and
that addresses the their
confirming that each
individual differences and
person and community
needs.
deserves to be seen for
 A range of services that
their uniqueness.
can be provided in
- Acknowledging the
different ways and in
concept of diversity can
different settings.
create environment where
a. Therapeutic – SPED
fairness and respect are
teachers start
encouraged.
assessing a student’s
behavior before they
proceed with the
Loden’s Diversity Wheel student’s education.
1. Personality b. For referral:
2. Internal dimension (can’t 1. School head
control) 2. Guidance
3. External dimension (can Counselor
control) 3. Parents
4. Organizational (people in
4. The guidance
the environment)
counselor will
handle the
paraprofessional
 Needs a Procedural
Safeguard –consent
from guardians for the
child to be allowed to
be in the various
processes of Special
Education.
(and if the parents dili mo
sugot sa consent kay
 offeran og parental the students with
counseling
disabilities
 Specialize and
individualize instruction. - Providing work for
(made for you) people with special
 Multidisciplinary needs for them to be
implementation and
able to live
collaborative effort.
a. Involves a team (MDT/ independently.
IEP Team):  Provide a healthy and
 Psychologist friendly environment in
and outside the school
 Psychiatrist
for student with
 Paraprofessionals
disability
 Parents
 School Head
Related Services
Objective  Designed to help the
- Provide appropriate child learn skills that
related services other children learn
according to specific during general
needs: educational setting
- Supportive (i.e. helps  These services include,
with the functional skills Therapy, counseling,
of the person) and adaptive equipment,
Corrective. transportation
 Encourage parental accommodation, and/or
involvement and modifications.
understanding.  Provide in public\
- Profile and condition private schools and
parents on what to include special
expect. instruction in other
 To provide appropriate settings.
Vocational Services to
 the insight to determine
differences among the
needs of individuals
3. Conversant
(Knowledgeable)
- Acquaintance with the
latest innovation in the
field also include the
professional
How to be SpEd Teacher?
preparation of the
The teaching profession
teacher.
requires knowledge,
4. Tactful
communication skills, aptitude,
- required to tackle the
and so on. Special Education is
situation on a case to
a specially designed instruction
cases basis
program to meet the
5. Flexible and Friendly
Educational, Social, Emotional,
- Relaxed and friendly
and Vocational needs of
attitude in dealing with
students with disabilities
students with special
needs
Criteria for Becoming a SPED
Teacher
Professional Preparation
1. Qualification of the
Standard
Teacher
1. To be able to create a
- Should meet the
positive atmosphere.
required criteria to
2. To be able to negotiate
promptly satisfy needs
3. To have a sense of
of the field
humor
2. Specialty of the Teacher
4. To be a facilitator
- Should be skillful in
rather than an
dealing with the
Instructor
students of special
5. to have Dedication and
needs and should have
Commitment
 6. To Have a child- b. Using model school
centered approach. c. Contextualizing Practice

Concept of Inclusive Concept of Gender and

Education Development in
Creating an environment where
every types of learner feels valued
Education
and has the opportunity to Undertakes to incorporate values
participate and succeed. of gender equality, justice,
sensitivity and non-discrimination
BENEFITS to ensure access to quality basic
education for all.
a. Support civil rights
b. Integration in community Gender
life
c. Sense of belonging and
acceptance
d. Varied learning
opportunities
e. Use best practices for
inclusion
f. Individualized instruction
in a support context
g. Relationship with peers
h. Increase institutional
support for all learners
i. Improving to school Gender Norms/ Roles
Team building - Rules in society that tell
j. Parental involvement people how they should
act and look based on
whether they are a boy or
a girl.
PROMOTE

a. Collaborative Agency
 a. Norms – are the
unwritten rules about
how boys and girls
should behave.
Example: Girls to be
polite and caring, while
boys should be strong
and tough.
b. Roles – are the
behaviors that people
think are right for a
specific gender.
Example: women to
take care of kids, and
men to make money for
the family
Gender Intersectionality
means that people can face
different kinds of unfair
treatment based on more than
one thing, like their gender,
race, class, or who they love.
What is the Impact of Gender
Intersectionality ?
1. Physical barriers
– These are like obstacles that
stop people with disabilities
from going to places or using
services. Example: a building
without ramps or restrooms
for wheelchairs can be really
tough for someone who uses
a wheelchair.
2. Attitudinal
– These are negative ideas or
stereotypes about people with
disabilities. These wrong ideas
can lead to unfair treatment in
things like jobs, school, or
finding a place to live.
Example: A boss might
wrongly think someone with
a disability can't do a job
even if they're qualified.
3. Systematic
– unfair rules/practices that
make life harder for people
with disabilities. Example: no
allocated seat in public
transportation. it can be really
hard for them to go to work or
school.
Processes are not suitable for
people with disabilities.
Challenges
1. Double Discrimination
2. Invisibility and
Stereotyping
 3. Limited access to f. Promote Gender
healthcare Inclusive curriculum and
4. Social isolation and program
Stigma g. Make sure learning
5. Bullying and materials represent
Harassment everyone
6. Employment h. Demand better policy
Discrimination
7. Legal protections and Promote
Recognition a. Teaching examples
8. Lack of Inclusive should upend
Education traditional gender
9. Identity Affirmation stereotypes.
10. Barriers to Participation b. Ask students what they
mean when they use
Empowering Gender-Diverse sexist language.
Students with Disabilities in c. Address when class
Inclusive Setting materials stereotype a
a. Help individuals certain gender.
succeed. d. Ask students to
Activities are based on participate in a variety
their interests or skills of classroom chores.
to expand their e. Call students based on
capabilities – vocational their gender identities.
services. f. Create mixed-gender
a. Spread awareness in the groups for class projects
school. and discussion.
b. Use gender-inclusive g. Encourage students to
language. share their feelings.
c. Advocate for equality. h. Use gender-neutral
d. Focus on individual language when possible
ability.
e. Listen and learn
 i. Avoid asking students to
speak on behalf of their
identity
j. Choose course materials
by people of all gender
identities.
k. Avoid separating
supplies or materials by
gender identity.
l. Refer to students using
the pronouns they
prefer.
m. Ask a trusted colleague
to sit in on a class
session to give you
feedback.
Diversity, Equality, and
Inclusion
Diversity – the presence of
differences. It refers to
recognizing, respecting, and
valuing differences in people. This
helps in recognizing and
respecting differences
Equality – fair access, opportunity,
and support. This refers to
providing equal opportunities to
everyone and protecting people
from being discriminated. Equality
acts against discrimination.
Inclusion – genuine sense of
belonging and values. This refers
to an individual’s experiences
within their workplace and in
society and the extent to which
they feel valued and included.
Inclusion gives an individual value
and a feeling of belongingness.
Philosophical
Foundation of SPED
and Inclusive Education
Philosophy is a system of
principles for guidance in practical
affairs. It is a study of the
fundamental nature of knowledge,
reality, and existence.
Human Rights Perspective
Asserts that all individuals,
regardless of their abilities or
disabilities, have inherent rights to
education and participation in
society (United Nations
Convention on the Rights of
Persons with Disabilities, 2006).
Social Justice Perspective
Inclusive education is seen as a
means to promote social justice by
providing equal opportunities and
breaking down barriers to learning Encourages a critical examination
for all students. of educational practices,
challenging discriminatory
Constructivist and Ecological structures, and promoting social
Models change.
These models emphasize the
importance of creating learning
environments that accommodate Legal Bases of Special
diverse needs, acknowledging the
role of context and social
and Inclusive Education
RA 11650 – An Act Instituting a
interactions.
Policy and Services for Learners
with Disabilities in Support of
Ethics of Care
Inclusive Education, Establishing
Advocates for a caring and
Inclusive Learning Resource
compassionate approach in
Centers of Learners with
education, recognizing the unique
Disabilities in all School Districts,
needs of individuals and fostering
Municipalities and Cities, Providing
a sense of community.
for Standards, Appropriating
Funds Therefor, and for other
Democratic and Citizenship
Purposes
Perspective
Inclusive education is viewed as 1. No learner with a disability
essential for the development of a is deprived of the right of
democratic society, fostering access to an inclusive,
values of equality, tolerance, and equitable, and quality
respect for diversity. education that promotes
lifelong learning
Capability Approach opportunities for them.
Based on the idea that education 2. The whole-of-community
should enable individuals to approach shall be adapted
develop their capabilities and for the inclusion of
functioning, regardless of their learners with disabilities in
abilities or disabilities. the general education
system and the
Critical Pedagogy community.
 3. The State shall support the
diverse needs of learners
with disabilities and
promote and support the
provision of services that
will facilitate their learning
process.
4. No learner with a disability
is deprived of protection
and the right of access to
the highest attainable
standard of health care
and rehabilitation
services.
5. The State guarantees the
social protection of
learners with disabilities
and facilitates their active
participation and inclusion
in public, civic, and State
affairs.
RA 10533: Enhances Basic
Education Act – including ALS and
Learners with Special Needs
Sec 1. Short Title
Sec. 2. Declaration of Policy– The
state shall establish, maintain, and
support a complete adequate, and
integrated system of education
relevant to the needs of the
people, the country, and society-
at-large.
The state shall create a functional
basic education system that will
develop productive and
responsible citizens equipped with
the essential competencies, skills,
and values for both life-long
learning and employment. This
shall be achieved through:
1. Every student should be
allowed to receive a
quality education that is
globally competitive and
based on a pedagogically
sound curriculum that is a
par with international
standards.
2. Broaden the goals of high
school education for
college preparation,
vocational, and technical
career opportunities, etc.
in a rapidly changing and
increasingly globalized
environment.
3. Make education learner-
oriented and responsive
to the needs and diversity
of learners and
communities through the
appropriate languages of
teaching and learning,
including the mother
tongue as a learning
resource.
Sec. 3. Basic Education – basic
education is intended to meet
basic learning needs which
provide the foundation on which teaching materials are in the
subsequent learning can be based. native language of the learners.
Encompasses kindergarten,
elementary and secondary Sec. 5. Curriculum Development –
education as well as alternative craft harmonized basic and
learning systems for out-of-school tertiary curricula for the global
learners and those with special competitiveness of Filipino
needs. graduates.
Standards and Principles:
Sec. 4. Enhance Basic Education 1. Curriculum shall be
Program – the enhanced basic learner-centered,
education program encompasses inclusive, and
at least one year of kindergarten, developmentally
six years of elementary education, appropriate.
and six years of secondary 2. Relevant, responsive, and
education, in that sequence. research-based.
Secondary education includes four 3. Culture-sensitive.
years of junior high school and 4. Contextualized and global
two years of senior high school 5. Use pedagogical
education. approaches that are
6 years of elementary serves as constructivist, inquiry-
the foundation based, reflective,
4 years of high school – hands-on collaborative, and
learning integrative.
2 years of high school – practical 6. Adhere to the principles
application. and framework of Mother
Kindergarten – one year of Tongue-Based Multilingual
preparatory education as a Education.
prerequisite for Grade 1. 7. Use a spiral progression
approach to ensure
Basic education shall be delivered mastery of knowledge and
in languages understood by skills after each level.
learners, which is why for the first 8. Flexible enough to enable
three years of elementary and allow schools to
education, instruction and localize, indigenize, and
enhance the same based
 on their respective
educational and social
contexts.
Sec. 8. Inclusiveness of Enhance
Basic Education – implementing
programs designed to address the
physical, intellectual, psychosocial,
and cultural needs of learners:
1. Programs for the Gifted
and Talented – the
comprehensive programs
for gifted and talented
learners in all levels of
basic education.
2. Programs for Learners
with Disabilities – 3. recognize, respect, and
comprehensive programs
designed for learners with
disabilities which may be
home-, school-, center-, or
community-based.
3. Madrasah Program – a
comprehensive program
using the Madrasah
curriculum prescribed by
the DepEd.
RA 8371: Indigenous Peoples
Rights Act 1997
Recognize, protect, and promote.
Sec. 2. Declaration of Policy:
1. recognize and promote
the rights of ICC and IPs
within the framework of
national unity and
development.
2. protect their rights to
their ancestral domains to
ensure their economic,
social, and cultural well-
being and shall recognize
applicability of
customary laws governing
property rights in
determining the
ownership and extent of
ancestral domain.
protect their rights to
preserve and develop
their cultures, traditions,
and institutions.
4. all members regardless of
sex, shall equally enjoy the
full measure of human
rights and freedoms
without distinction or
discrimination.
5. protect and guarantee
respect for their cultural
integrity and to ensure
that they benefit on an
equal footing from the
rights and opportunities
which national laws and
regulations grant to other
 members of the The 1987 Constitution of the
population. Republic of the Philippines –
6. respond to the strong Article XIV
expression of the ICCs and
Presidential Decree 603
IPs for cultural integrity by
assuring their maximum RA 9442: Magna Carta for
participation in the Disabled Person
direction of education,
health, as well as other RA 9344: Juvenile Justice and
services, to render such Welfare Act
services more responsive RA 10665: Open High School
to the needs and desires System Act
of these communities.

Establish the necessary Developmental

mechanisms to enforce and Foundation of Special
guarantee the realization of these
rights, taking into consideration
and Inclusive Education
Basic Concepts of Human
their customs, traditions, values,
Development
beliefs, interests, and institutions,
and to adopt and implement Growth – change of body size and
measures to protect their right to quantitative measure of the body.
their ancestral domains.
Development – the overall
RA 7277: An act providing for the development of the human
rehabilitation, self-development, aspect.
and self-reliance of disabled
persons and their integration into PIEc MAE ML
the mainstream of society and for Stages Ages Task
other purposes. Prenatal Concep Tremend
tion to ous
RA 7610: An act providing for
birth developm
stronger deterrence and special
ent
protection against child abuse,
Infancy Birth to Adult
exploitation, discrimination, and 2 years dependen
other purposes. old ce
Early 2 to 6 Separatio
 Childhoo years n anxiety a. Assimilation – can’t
d old and ready identify between two
for different objects. A child
school.
will think a ball and a
Middle 6 to 11 3Rs basics
and Late years and balloon are the same.
Childhoo old wants. b. Accommodation – can
d correct. The child can
Adolesce 11 to 20 Puberty start to realize that
nce years change or there are two different
old Physical
objects.
change.
Early 21 to 39 Establishi c. Equilibrium – the child
Adultho years ng career can now identify
od old confidently the names
Middle 40 to 60 Social of different objects.
Adultho years involvem
od old ent and
responsib
ility. Stages of Cognitive
Late 60 to 70 Adjusting Development
Adultho years to the 1. Sensory Motor – It
od old new focuses on the
society prominence of the
and
sense and muscle
assessing
the new movement through
generatio which the infant comes
n to learn about himself in
the world
COGNITIVE DEVELOPMENT 2. Pre-operational
(STAECIS)
Theory of Schema a. Symbolic – ability to
Refers to the cognitive structure
represent objects
by which individuals intellectually
and events. A crown
adapt to and organize their
environments.
symbolizes being a
 queen or being are more because of
royal. their objective
b. Transductive – a amount rather than
type of reasoning their value,
that is neither f. Irreversibility – the
inductive nor inability to reverse
deductive things.
c. Animism – the g. Syncretism – the
tendency to tendency to think
attribute human-like that if two events
traits or occur
characteristics to simultaneously, one
inhuman objects. A causes the other.
child points to a dog 3. Concrete Operational
who is barking and (Se-C-C-Re-D) – child’s
says that it is ability to think logically
talking. but only in terms of
d. Egocentrism – only concrete objects.
sees their point of a. Seriation – arranges
view and assumes things in a series.
that everyone has b. Classification – can
his point of view. categorize the
e. Centration – only content.
focuses on one c. Conservation – the
aspect of a thing or child is wise.
event and excludes d. Reversibility – can
other aspects. If you follow that certain
show a child a 20 operations can be
peso bill and two 10 done in reverse.
peso coins, the child e. Decentering –
would choose the 10 knows the purpose
peso coins as the of something.
coins look like they
 4. Final Operational (D-A-  Early Childhood:
H) – thinking becomes Autonomy vs. Shame
more logical. and Doubt
a. Deductive (general - Confidence
to specific) – can  Preschool: Initiative vs.
think logically by Guilt
applying a general - Knowledgeable
rule to a particular  School Age: Industry vs.
instance or Inferiority
situation. - Hardworking
b. Analytical – ability to  Adolescence: Identity
perceive the vs. Role Confusion
relationship in one - I know what I want
instance and then  Young Adulthood:
use that relationship Intimacy vs. Isolation
to narrow possible - Can socialize
answers in another  Middle Adulthood:
similar situation or Generativity vs.
problem. Stagnation
c. Hypothetical – can - Can create
come up with  Maturity: Ego integrity
different hypotheses vs. Despair
about a problem - Holistic development
and gather and
weigh data to make
a final decision or
judgment.

PSYCHOSOCIAL THEORY

 Infancy: Trust vs.

Mistrust
- Interest