Historical, philosophical, theoretical and legal
foundations of special and inclusive education, with
focus on:
1) The different eras
2) Key developments in the practice of inclusive
education in the Philippines
3) Legislations supporting Inclusive Education
Informations:
Historical, Philosophical, Theoretical, and Legal
Foundations of Inclusive Education in the Philippines:
A Journey to Shared Learning
Understanding the evolution of inclusive education in
the Philippines requires a multi-faceted lens, looking
at the historical, philosophical, theoretical, and legal
underpinnings. Let's delve into each aspect:
1. Eras of Inclusive Education in the Philippines:
Pre-Colonial Era: Education was informal and catered
to specific social classes. While exclusion existed,
there were instances of community support for
individuals with disabilities.
Colonial Era (1565-1946): Segregation became the
norm, with separate institutions established for
"defectives" (term used at the time). Some religious
organizations offered education for the blind and
deaf.
Post-Colonial Era (1946-present): This era saw a shift
towards integration and inclusion. Key milestones
include:
1963: Republic Act 3562 established the National
School for the Crippled Children as the first public
school for children with disabilities.
1972: Constitution recognized the right of all to
quality education.
1983: Batasang Pambansa Bilang 232 created the
Bureau of Elementary Compensatory Education, later
evolving into the Bureau of Special Needs Education
(BSNED).
1987 Constitution: Reiterated the right to education
for all, regardless of disability.
1993: Education for All Philippines was adopted,
promoting education for marginalized groups,
including those with disabilities.
2006: Magna Carta for Persons with Disability (RA
7277) mandated inclusive education, requiring regular
schools to accommodate diverse learners.
2015: Education Act of 2013 (RA 10533) further
enshrined inclusive education principles and
established the Center for Educational Assessment
(CEA) to support learners with diverse needs.
2. Key Developments in Inclusive Education Practice:
Shift from segregation to integration: Focus on
modifying regular classrooms and curriculum to
accommodate diverse learners.
Development of assessment tools and teaching
strategies: Emphasis on individualized education plans
(IEPs) and Universal Design for Learning (UDL)
principles.
Teacher training and professional development:
Equipping educators with skills to cater to diverse
learners.
Community engagement and partnerships: Creating a
supportive environment for inclusive education
through collaboration with families and civil society
organizations.
Increased awareness and advocacy: Public campaigns
and initiatives to challenge stigma and promote
understanding of disability.
3. Supporting Legislations:
Constitution of the Philippines: Guarantees the right
to education for all citizens, regardless of disability.
Magna Carta for Persons with Disability (RA 7277):
Mandates inclusive education in both public and
private schools.
Education Act of 2013 (RA 10533): Requires schools to
develop and implement inclusive education policies
and practices.
DepEd Order No. 70, s. 2017: Guidelines for the
Implementation of Inclusive Education in Schools.
DepEd Order No. 31, s. 2022: Policy on the
Identification, Evaluation, and Placement of Learners
with Special Education Needs.
These are just some of the key points to consider. It's
important to remember that the journey towards
inclusive education is ongoing, requiring continuous
policy reform, resource allocation, and attitudinal
change.

1) THE DIFFERENT ERAS
The historical, philosophical, theoretical, and legal
foundations of special and inclusive education have
evolved over different eras, reflecting changing
societal attitudes, beliefs, and understandings about
individuals with disabilities. Here's an overview of the
different eras in the context of special and inclusive
education:
1. Era of Exclusion (Ancient Times to 19th Century):
Philosophical Perspective: In ancient civilizations,
people with disabilities were often viewed as cursed
or divine punishment. Plato, in Ancient Greece,
believed in selective breeding to eliminate disabilities.
Historical Perspective: Individuals with disabilities
were excluded from mainstream society, and there
was limited recognition of the potential for education
and inclusion.
Legal Perspective: No legal framework existed for the
rights and education of individuals with disabilities
during this era.
2. Era of Institutionalization (Late 19th to Mid-20th
Century):
Philosophical Perspective: The eugenics movement
gained prominence, advocating for selective breeding
to improve the genetic pool. Institutions were
established to segregate and control those with
disabilities.
Historical Perspective: Special schools and asylums
became the primary means of providing education
and care for individuals with disabilities.
Legal Perspective: Limited legal protections, and
minimal attention to the rights of individuals with
disabilities.
3. Era of Deinstitutionalization and Civil Rights
(1960s-1970s):
Philosophical Perspective: A shift towards recognizing
the rights and dignity of individuals with disabilities.
Influenced by the Civil Rights Movement, disability
rights advocates pushed for inclusion and equal
opportunities.
Historical Perspective: A movement away from
institutionalization toward community-based services
and inclusive education.
Legal Perspective: Landmark legislations like the
Rehabilitation Act of 1973 and the Education for All
Handicapped Children Act (now Individuals with
Disabilities Education Act - IDEA) were enacted,
establishing the legal basis for special education and
inclusion.
4. Era of Inclusion and Diversity (Late 20th Century to
Present):
Philosophical Perspective: Emphasis on diversity and
inclusion, recognizing the unique strengths and
contributions of individuals with disabilities.
Historical Perspective: Mainstreaming and inclusive
education became more widespread, emphasizing the
importance of providing education in the least
restrictive environment.
Legal Perspective: Continued evolution of legal
frameworks, with IDEA being reauthorized and
strengthened. The Americans with Disabilities Act
(ADA) in 1990 further protected the rights of
individuals with disabilities across various domains.
5. Era of Individualized Education and Universal
Design (Late 20th Century to Present):
Philosophical Perspective: Focus on individualized
education plans and recognizing the diverse needs of
students.
Historical Perspective: Advances in educational
strategies, technology, and universal design principles
to accommodate a wide range of learners.
Legal Perspective: Continued updates and
amendments to legislation, reinforcing the
commitment to inclusive education and the rights of
individuals with disabilities.
- Understanding the evolution of these eras
provides insights into the complex interplay
between philosophy, history, theory, and law
in shaping special and inclusive education. It
also highlights the ongoing efforts to create
an inclusive and equitable educational
environment for individuals with diverse
abilities.
The three eras you mentioned — Era of
Extermination, Era of Ridicule, and Era of Asylum —
highlight the changing perspectives and approaches to
special education.
Era of Extermination:
- This era is characterized by a harsh and
exclusionary approach towards individuals
with disabilities.
- In ancient civilizations, such as ancient Greece
and Rome, people with disabilities were often
seen as burdens on society and were
sometimes abandoned or left to die.
- The prevailing belief was that individuals with
disabilities were incapable of contributing to
society, and thus, there was a lack of
recognition of their basic human rights.
Era of Ridicule:
- This era is marked by a shift towards
recognizing the existence of individuals with
disabilities, but often in a demeaning and
stigmatizing manner.
- During the Middle Ages and the Renaissance,
individuals with disabilities were sometimes
displayed for public amusement, and their
conditions were often exaggerated for
entertainment purposes.
- There was a limited understanding of the
potential for education and support for
individuals with disabilities during this era.
Era of Asylum:
- This era saw the establishment of asylums and
institutions for individuals with disabilities.
- In the 18th and 19th centuries, the prevailing
belief was that individuals with disabilities
needed to be separated from the general
population for their own protection and to
maintain social order.
- Institutions were established, but the
conditions were often deplorable, and there
was a lack of educational opportunities.
2) KEY DEVELOPMENTS IN THE PRACTICE OF
INCLUSIVE EDUCATION IN THE PHILIPPINES
Special and inclusive education have evolved over
time with contributions from various disciplines,
including history, philosophy, theory, and law.
Understanding the historical, philosophical,
theoretical, and legal foundations is crucial to
comprehend the key developments in the practice of
inclusive education in the Philippines.
Historical Foundations:
1. Segregation and Integration: - Historically,
individuals with disabilities were often segregated
from the general population or excluded from
educational opportunities.
- The shift towards integration and later inclusion
sought to provide equal educational opportunities for
all learners.
2. International Influence:
- International initiatives, such as the Universal
Declaration of Human Rights (1948) and the
Salamanca Statement (1994), influenced global
perspectives on inclusive education.
- These documents emphasized the right to
education for all, including individuals with
disabilities.
Philosophical Foundations:
1. Human Rights and Social Justice
- Inclusive education is often grounded in the
philosophy of human rights and social justice,
affirming the right of every individual to receive an
education regardless of their abilities or disabilities.
2. Diversity and Equity
- Philosophies promoting diversity and equity
underscore the importance of recognizing and
embracing individual differences within educational
settings.
Theoretical Foundations:
1. Social Model of Disability:
- The social model of disability suggests that
disability is a result of social barriers rather than
individual impairments.
- Inclusive education aligns with this model by
focusing on removing barriers to participation.
2. Ecological Systems Theory:
- This theory, developed by Urie Bronfenbrenner,
emphasizes the importance of understanding the
complex interactions between individuals and their
environments.
- Inclusive education considers the multiple systems
influencing a student's learning experience.
Legal Foundations:
1.International Legislation:
 - Conventions such as the Convention on the Rights
of Persons with Disabilities (CRPD) emphasize the
right to inclusive education.
- Countries, including the Philippines, have ratified
and implemented these international agreements.
2. National Legislation in the Philippines
- The Philippines has enacted laws like the Magna
Carta for Disabled Persons (RA 7277) and the
Enhanced Basic Education Act (RA 10533), which
support the rights of individuals with disabilities and
promote inclusive education.
Key Developments in the Practice of Inclusive
Education in the Philippines:
1. Implementation of Inclusive Policies:
- The Department of Education (DepEd) in the
Philippines has implemented policies and guidelines
to promote inclusive education.
- The K to 12 Basic Education Program emphasizes
inclusivity, accommodating diverse learners.
2. Teacher Training and Capacity Building
- Efforts have been made to enhance the capabilities
of teachers in addressing the needs of diverse
learners through training programs and professional
development.
3. Infrastructure and Resource Allocation:
- The Philippines has worked on improving
infrastructure and allocating resources to create
accessible and inclusive learning environments.
4. Community Engagement:
- Collaborative efforts involving parents,
communities, and various stakeholders have been
crucial in fostering a culture of inclusion.
5. Advocacy and Awareness:
- Ongoing advocacy and awareness campaigns have
played a role in changing societal attitudes towards
individuals with disabilities and promoting the
principles of inclusive education.
Understanding these foundations and developments
is essential for continued progress in ensuring
inclusive education for all in the Philippines and
globally.
3) LEGISLATIONS SUPPORTING INCLUSIVE
EDUCATION
The legislative foundations supporting inclusive
education vary across different countries, as
education policies are typically set by national or
regional governments. However, there are some
common principles and international agreements that
influence the development of legislation supporting
inclusive education. Here are some key aspects and
examples:
1.Universal Declaration of Human Rights (UDHR):
- The UDHR, adopted by the United Nations in 1948,
emphasizes the right to education for everyone
without discrimination. Article 26 specifically
addresses education, stating that it should be directed
to the full development of the human personality and
should promote understanding, tolerance, and
friendship among all nations, racial or religious
groups.
2. Convention on the Rights of Persons with
Disabilities (CRPD):
- Adopted by the United Nations in 2006, the CRPD
is a comprehensive international treaty that promotes
and protects the rights of persons with disabilities.
Article 24 of the CRPD specifically addresses the right
to education, emphasizing inclusive education and the
need to ensure that persons with disabilities can
effectively participate in an inclusive educational
system.
3. Education for All (EFA):
- The global movement for Education for All,
initiated in 1990, promotes the idea that all children,
regardless of their background or abilities, have the
right to receive quality education. Inclusive education
is often considered a key component of achieving the
goals set by the EFA movement.
4. Individuals with Disabilities Education Act (IDEA) -
United States:
- IDEA is a federal law in the United States that
governs how states and public agencies provide early
intervention, special education, and related services
to children with disabilities. It emphasizes the
importance of providing students with disabilities
access to the general education curriculum to the
maximum extent possible.
5.Special Educational Needs and Disability (SEND)
Code of Practice - United Kingdom:
- In the UK, the SEND Code of Practice provides
guidance on the implementation of the Children and
Families Act 2014. It outlines the legal requirements developed a raised alphabet system for reading and
for supporting children and young people with special writing that is still used today.
educational needs and disabilities and emphasizes the
Early 20th Century:
importance of inclusive education.
Maria Montessori: Developed a method of education
6. Australian Disability Discrimination Act (DDA) and
for young children that is based on the idea that
Disability Standards for Education:
children learn best through hands-on experience and
- In Australia, the DDA prohibits discrimination on self-directed activity. Her methods are still used in
the grounds of disability and promotes equal rights. schools around the world today.
The Disability Standards for Education, under the
Oskar Kokoschka: Developed a method of education
DDA, provide a framework for ensuring that students
for children with disabilities that is based on the idea
with disabilities can access and participate in
that art can be used as a tool for communication and
education on the same basis as students without
self-expression. His methods are still used in schools
disabilities
and art therapy programs today.
7. Education Act - New Zealand:
1920s-1940s:
- New Zealand's Education Act emphasizes the right
Special education: Begins to be seen as a separate
to education for all students, including those with
field of study and practice. Schools and institutions
special educational needs. It supports the provision of
are established for children with specific disabilities,
individualized education programs and the inclusion
such as blindness, deafness, and intellectual
of students with diverse needs in mainstream
disabilities.
educational settings
Eugenics movement: Gains popularity in the early
These examples illustrate how legislation at the
20th century, leading to the forced sterilization of
international, national, and regional levels contributes
people with disabilities in some countries.
to the establishment and promotion of inclusive
education. The specific laws and policies may vary, but 1950s to 1970s:
the overarching goal is to ensure that education is
accessible to all, regardless of individual differences or Civil rights movement: Leads to increased awareness
disabilities. of the rights of people with disabilities. Parents and
advocates begin to challenge the segregation of
TIMELINE OF EVENTS, PERSONS, AND IDEAS THAT children with disabilities in schools.
SHAPED THE EARLY HISTORY OF SPECIAL AND
Brown v. Board of Education: U.S. Supreme Court
INCLUSIVE ED.
decision in 1954 that outlaws racial segregation in
Mid-1700s: public schools. This case also has implications for the
education of children with disabilities.
Joseph-Marie Peronet: Founded the first school for
the deaf in Paris in 1755. He believed that deaf people Education for All Handicapped Children Act (EHA):
could be educated using sign language and developed Passed in the United States in 1975, guarantees a free
a method of instruction that is still used today. and appropriate public education (FAPE) to all
children with disabilities. This law is a major turning
Charles-Michel de l'Épée: Founded the National
point in the history of special education.
Institute for the Deaf and Dumb in Paris in 1784. He
developed a sign language system that was widely 1970s and beyond:
used in France and throughout Europe.
Inclusive education: The movement toward inclusive
Early 1800s: education gains momentum in the 1970s and 1980s.
The goal of inclusive education is to educate all
Thomas Gallaudet: Founded the first school for the
children, regardless of their abilities, in general
deaf in the United States in Hartford, Connecticut, in
education classrooms.
1817. He learned French sign language from de l'Épée
and adapted it for American English. Individuals with Disabilities Education Act (IDEA):
Reauthorization of the EHA in 1990, strengthens the
Samuel Gridley Howe: Founded the Perkins School for
right to FAPE and increases the focus on inclusion.
the Blind in Boston, Massachusetts, in 1831. He
No Child Left Behind Act (NCLB): Passed in the United
States in 2001, requires schools to make AYP
(adequate yearly progress) towards meeting academic
standards for all students, including those with
disabilities.