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MODULE
FOUNDATI IN
ON OF
SPECIAL
AND
INCLUSIVE
EDUCATIO
N Content Outline
• Definition of Special Education.

• Objectives of Special Education.

• Philosophical foundations of Special Education.

• Prominent Personalities in the development of 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- HYPERLINK
"https://en.wikipedia.org/wiki/Self-sustainability"sufficiency HYPERLINK
"https://en.wikipedia.org/wiki/Self-sustainability" 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.

Specific Objective of Special Education

• 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 Ultimate Goal of Special Education

 • 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

• 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 educationof 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 Feeble-Minded
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
HYPERLINK "https://www.britannica.com/place/United-States" and abroad.

• G Stanley Hall psychologist who gave

early impetusand direction to the developmentof psychology in the United States.

Frequently regarded as the founder of child psychologyand 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.

Activity
Make a Slogan with the theme “Education for all”

Content Outline:

• Definition of Exceptionality

• Categories of Exceptionality

• The 13 legal Categories of Exceptionalities.

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.

Learning disabilities Developmental delays

Emotional and behavioral disorders Communication disorders

Hearing disabilities Visual disabilities Physical

disabilities

13 Legal Categories of Exceptionalities

1. Autism

1. Deaf-Blindness

1. Deafness
1. Emotional Disturbance

1. Intellectual Disability

1. Hearing Impairment

1. Multiple Disabilities

1. Orthopedic Impairment

1. Other health Impairment

• Specific Learning Disabilities

• Speech or Language Impairment

 • Traumatic Brain Injury

• Visual Impairment

• AUTISM

Always Unique Totally Interesting Sometimes

Mysterious

• A developmental disability significantly affecting verbal and non-verbal

communication and social interaction.

3 Primary Features:

• Restricted range of social interaction.

• Impaired communication skills

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

• 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 amplification that adversely affects a
child’s educational performance.

• EMOTIONAL DISTURBANCES

• A condition exhibiting one or more of the following characteristics over a long period of
time and to marked

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

• 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.

• 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.

• 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.

• 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

• Caused by disease Example: Poliomyelitis

• Other causes

Example: Cerebral palsy-actually caused by brain damage.

• 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 that-
• Is 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.
• and adversely affects a child’s educational performance.

• SPECIFIC LEARNING DISABILITY

• 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.

• 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.

• 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.

• VISUAL IMPAIRMENT

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

educational performance.
• Includes both partial sight and blindness.
Activity

Answer the following questions.

1. Should Society be more concerned on the cost of helping these children or value humanity
and disregard the expenses?

1. Should children be treated differently?

Learning Content
• Difference between Special Education and Regular

Education

Special Education vs. Regular Education

• Admission

• Regular: Entrance Examination

• SPED: Identification and Assessment

• 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.
• 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.

• 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.

Activity 1
Answer the following questions.

1. Do you think it may be necessary for children with special needs to have their own learning
facilities, separate from a public-school setting?

1. In your own opinion, do you think teachers can be trusted with these children or does there
need to be more supervision in order for proper care of these children?

Activity 2

Observe and analyze the picture below then answer the questions.

1. What’s going on the picture?

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________
___________.

2. What might their facial expressions/hand gestures imply?

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________.

3. What might the objects in the background imply?

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________.

Learning Content
• Individuals with Disability Education Act

• Individual Programs and Plans

What is IDEA?

The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free
appropriate public education to eligible children with disabilities throughout the nation and ensures
special education and related services to those children.

The EAHCA of 1975 was renamed the Individuals with Disabilities Education Act

children” was replaced with the term “individuals” “handicapped” became “with
 disabilities”
Significant change in attitude which focuses on person-first, not disability-first

Disabilities are now viewed as one aspect of a person, not their sole identity.

Individual Education Plan

The Individual Education Plan It is a legally binding document that schools must follow.

Goals of IEP

• Need to be “measurable” -- how will you know when s/he learns it?
• Need to make sense

• Need to be a natural part of the day

• Must be tied to general curriculum for that age and grade of child
• Need to be based on the student’s assessed need

• Must be individualized to the student. One size does not fit all.
• Need to say how goals will be worked on all during the school day (for example, speech
needs to be done in class, lunch, recess, etc.)
• Need to blend so that a student is working on several goals at a time
• Need to say what teaching methods, materials or equipment are used.
• Need to be written to encourage interaction with students without disabilities
• Must be changed if the student is not learning.

Who are the members of the IEP team?

1. A local representative from the school agency.

1. The child’s teacher.

1. One or both of the child’s parent or responsible part.

1. The child.

1. Other individuals at the discretion of the parent or agency.

Learning Content
• The History of Special Education in the Philippines

• Persons Behind the Special Education in the Philippines

Special Education in the Philippines

 1902- Fred Atkisnon

-Proposed that deaf and blind children be enrolled in schools like the other
children.
1907- David Barrows

-worked for the establishment of Insular School for the Deaf and Blind in Manila.
(located now on Harrison Street, Pasay, City.

1926

-Philippine Association for the Deaf was founded.

1927

-The Government established Welfareville Children’s Village in Mandaluyong.

1945

-The National Orthopedic Hospital opened the school for crippled.

1949

-Quezon City Science High School was inaugurated for gifted students.
-Philippine Foundation for Rehabilitation of the Disabled was organized.

The time when the private sector started supporting the government’s program for
Filipinos with disabilities.

1953

-Elsie Gaches Village was established to take care of abandoned, orphaned and
youth with physical and mental disabilities.
 1954

-First week of August was declared as Sight Saving Week.

1955

-First parent teacher work conference special education was held at SBD.
-Members of Lodge No. 761 of the Benevolent and Protective Order of Elks
organized the Elks cerebral palsy project incorporated.

1957

• The Bureau of Public Schools (BPS) of the department of Education and

Culture (DEC)

created the special education section of special subjects and services division.

The Program include:

• Legislation

• Teacher training

• Census of exceptional children

• Integration of children with disabilities in regular classes

• Rehabilitation of residential and special schools
• Material production.

1962

-Manila Youth Reception Center (MYRC) was opened for the socially maladjusted and
emotionally disturbed. -DEC issued Circular No. 11 s. 1962 “Qualifications of Special
Education Teachers”
-Experimental integration of blind children at the Jose Rizal Elementary School (Pasay)
-St. Joseph of Cupertino School for the Mentally Retarded was founded.
1963
 -Teacher scholar training for blind children started at PNU Philippine Printing House for
the Blind was established (UNICEF and CARE, Philippines)
1965

-Training program for school administrators on the organization, administration and

supervision of special education classes.

1967

-BPS organized the National Committee on Special Education.

-General letter No. 213: regulating the size of special classes for maximum
effectiveness.
1968

-R.A 5250: an act establishing a ten-year training program for teachers of special
and exceptional children in the Philippines.
-teacher scholar at UP commenced in the areas of hearing impairment, mental
retardation and giftedness.

1969

-Classes for socially maladjusted children where held at MYRC.

-Jose Fabella Memorial School was divided into five units:
• Philippine Training School for Boys (Tanay)
• Philippine Training School for Girls (Alabang)
• Reception and Child Study Center (Manila)

• Elsie Gaches Village (Alabang)

• Nayon ng Kabataan (Pasay)

1970

-R.A No. 5250: Teacher training program for children with behavioral problem started
at Up.
-the school for the Deaf and blind was reorganized into two separate residential school.

1973

-UNESCO and Philippines Association for retarded: First Asian conference on mental
and retardation was held in Manila.

1975

-Silahis concept of Special education was implemented. -Special subjects and services
division was abolished.

1977-1987: Decade of the Filipino Child

1976
 -First camp Pag-ibig: day camp for children with disabilities.
-Molave youth home for children with behavioral problem was organized in
Quezon City.
1977

-Ministry of education issued department order No. 10: designating regional and division
supervisors of special education programs. Bacarra Special Education Center (Division
of Ilocos Sur) Bacolod Special Education Center (Division of Bacolod)

1978

-Presidential Decree 1509: Creation of National Commission Concerning Disabled

Persons (NCCDP) -MEC memorandum No. 258: Directed school divisions to organize
special classes with a set of guidelines on the designation of teachers who have no formal
training.

-UP opened its special education training program for undergraduate students.
-PAD started mainstreaming program in the Division of Manila City schools.

1979

-Caritas-Medico-Pedagogical Institution for the mentally retarded was

organized.
-Jagna special education center in the division of Bohol was organized.
1980

-School for crippled children at the southern island hospital in Cebu City was
established.

1981

-UN: international Year of disabled persons

1982

-Batas Pambansa Bilang 344

1987

-Autism Society of the Philippines was organized

1993-2002 Asian and the Pacific Decade on the Disabled Person

1996

-The first week of January was declared as Autism Consciousness Week

-First Seminar workshop on information technology for the visually impaired

1997
 -DECS order NO. 26: Institutionalization of Special education program in all school.
-First Philippine Wheelathon race was the main event of the 19th disability prevention
and rehabilitation.

1998

-Palarong Pinoy Para sa May K was held at Philsport Complex.

1999

-DECS order No. 104: Exemption of the physically handicapped from taking the
National Achievement Test (NEAT) and National Secondary Aptitude Test (NSAT)
-DECS order No. 108: strengthening of special education program for the gifted in
public school system.
-DECS Order No. 448: Search for the 1999 Most outstanding special education
teacher for the gifted. -Memorandum No. 457: National Photo Contest on Disability
2000

-DECS Order No. 11: Recognized Special Education Centers in the Philippines.
-Memorandum No. 24: fourth International Noise Awareness Day
-Every fourth week of November: national observance of the week of gifted talented

Activity 1

Create a Timeline Chart that shows the History of the Special Education in the
Philippines.

References:
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