FOUNDATIONS OF SPECIAL

AND INCLUSIVE EDUCATION

LET US DEFINE FIRST

EDUCATION?

FOUNDATION?
EDUCATION – IS THE ACQUISITION OF
KNOWLEDGE, SKILLS, AND ATTITUDES THAT
MAKE MAN DO BETTER. IT IS NOT ONLY A
PREPARATION FOR LIFE BUT IT IS LIFE ITSELF.
THIS IS SO BECAUSE THROUGHOUT LIFE
MAN LEARNS MANY THINGS IN AND OUT OF
SCHOOL THAT CHANGE HIS LIFE FOR THE
BETTER
TARGET LEARNING OBJECTIVES: KSAV
1. KNOWLEDGE
2. SKILLS
3. ATTITUDES
4. VALUES
FOUNDATION – IS A BASE UPON WHICH ANY
STRUCTURE STANDS. A STRONG
FOUNDATION MAKES THE STRUCTURE OR
SYSTEM FIRMLY ESTABLISHED AND STRONG
ENOUGH TO BE ABLE TO SERVE ITS PURPOSE
AND TO SURVIVE CALAMITOUS EVENTS.
FOUNDATIONS OF EDUCATION ARE THOSE
SYSTEMS OR SCIENCES UPON WHICH
EDUCATION STANDS AND HAS ITS ROOTS,
ORIGINS, OR BASES. FOUNDATIONS OF
EDUCATION ARE THOSE FROM WHICH
EDUCATION AROSE AND CAME INTO BEING.
THERE ARE SIX FOUNDATIONS OF EDUCATION
1. PSYCHOLOGICAL
2. SOCIOLOGICAL
3. ANTHROPOLOGICAL
4. HISTORICAL
5. PHILOSOPHICAL
6. LEGAL
 PSYCHOLOGICAL FOUNDATIONS
OF EDUCATION

PSYCHOLOGY – it is the study of human behavior,

of how a person acts and reacts under different
situations, consciously or unconsciously, mentally,
physiologically, physically, overtly, or covertly. It is
the study of man’s reactions to stimulations.
STIMULUS
STIMULATION
SENSATION
MOTIVATION
 SOCIOLOGICAL FOUNDATIONS OF
EDUCATION

SOCIOLOGY – it is the study of human beings

living in groups, of how people act and interact under
different social institutions, and how
they relate themselves to one another. Terms that indicate
group action are used here such as cooperate, team
work, sociable, conflict, etc.
 ANTHROPOLOGICAL FOUNDATIONS
OF EDUCATION
ANTHROPOLOGY – it is the study of civilization and
cultures of people: their origins, customs, traditions, beliefs,
mores, folkways, and practices. Also included are
languages, forms of writing, tools and weapons, buildings,
and other physical structures.
 HISTORICAL FOUNDATIONS OF
EDUCATION

HISTORY – it is the study of past events that makes us

understand the present situation, and to enable us to predict
future events.
 PHILOSOPHICAL FOUNDATIONS OF
EDUCATION

PHILOSOPHY – it is a systematized truth or principle that

serves as a guide for conduct or thinking. Philosophy is a
fixed idea or principle arrived at after a very rigid
scrutiny or study of the state of things, situations, or events
 LEGAL FOUNDATIONS OF
EDUCATION

LEGAL – legality refers to the conformity to the

laws passed by the state to establish and guide the
conduct of an educational system. The Constitution
is the most important legal document that establishes
and guides the conduct of an educational system. It
contains the philosophy of education of the country.
 COMPONENTS IN THE EDUCATIVE
PROCESS

1. The Learner
2. The teaching-learning process
3. The Teacher
4. Policy Maker
 PSYCHOLOGICAL FOUNDATIONS OF
EDUCATION

Education depends heavily upon psychology because the

kind and amount of education that the learner acquires
is conditioned by his psychological traits such as general
mental ability, aptitudes, temperament, interests, effort-
making capacity, physical condition, etc. Hence, the
principles of education are principally based upon the
facts and principles of psychology
 THE SYSTEMS OR SCHOOLS OF THOUGHT
OF PSYCHOLOGY

The different schools or systems of psychology upon which many

important educational principles are based are the following:
1. Structuralism
2. Functionalism
3. Psychoanalytic
4. Behaviorism
5. Gestalt Psychology
6. Hormic Psychology
 STRUCTURALISM
1879-1930

Structuralism was developed in Germany in the 19th century. Its

main leaders were Wilhelm Wundt and later, Edward Bradford
Titchener. The structuralists were primarily concerned with
discovering the structure of the mind. They believed that the mind
is made up of building blocks in the form of various types of
sensation and perception, and that these building blocks could be
discovered through introspection or looking into one’s own mind.
 FUNCTIONALISM
1890-1930

As the center of psychological study shifted to the United States, a

new school, known as functionalism, arose. Its main leaders were
William James, Stanley Hall, James McKeen Cattell,
James R. Angell, John Dewey and Harvey Carr. The most important
contribution of functionalism was changing the focus of psychology
to learning, motivation, and thinking and veered away from the
structuralists’ emphasis on individual perception and sensation.
 PSYCHOANALYSIS
1900 - PRESENT

Sigmund Freud, a famous physician and psychiatrist,

attempted to find the cause and cure of personality disorders. He
postulated on the existence of unconscious mental processes which
influenced an individual’s behavior in various indirect ways. The
Freudian or psychoanalytic theory stressed the role of
motives and cravings, often hidden and represses in the subconscious
or unconscious mind which results in abnormal behavior.
 PSYCHOANALYSIS
1900 - PRESENT

Freud asserted that the sex urges in the unconscious constitute the main
human drive.
This is known as the “libido” theory. Between 1911-1912, Freud and
his adherents, Carl Jung and Alfred Adler, had a split in their ideas and
theories. Carl Jung regarded personality as the strongest force in
determining human behavior. To Jung, men and women are either
extroverts or introverts, and his school is sometimes called the
“analytical school”
 PSYCHOANALYSIS
1900 - PRESENT

Alfred Adler believed that the strongest human

urge is not sexual emotion, but the unconscious
attempts of the individual to overcome the
feeling of inferiority. The theory is known as
“individualism”
 BEHAVIORISM
1913-PRESENT

Founded by John B. Watson who finished his Ph. D. from the

University of Chicago. Watson criticized both the structuralists
and the functionalists for their use of introspection as a technique.
Behaviorism maintains that psychology can be scientific only if it
deals with activities that can be measured objectively. It considers
the stimulus-response hypothesis as its basic theory. This theory
believes that a stimulus, physical or otherwise, creates a response.
 BEHAVIORISM
1913-PRESENT

A particular stimulus calls for a particular response and so

education or training is merely a matter of building up
innumerable bonds or connections between stimuli and
responses. The Thorndike laws of learning were formulated
by the behaviorists and stressed the law of exercise as well as
the importance of drill and repetition as a mode of learning.
CONDITIONING THEORIES OF LEARNING
1. IVAN PAVLOV CLASSICAL CONDITIONING THEORY/PASSIVE LEARNING
LAWS OF LEARNING
1. EXCITATION
2. STIMULUS GENERALIZATION
3. EXTINCTION
4. SPONTANEOUS RECOVERY
2. OPERANT CONDITIONING/ACTIVE LEARNING
BURRHUS FREDERICK SKINNER/B.F. SKINNER
SKINNERS’ BOX
3. EDWARD LEE THORNDIKE – CONNECTIONISM THEORY
LAWS OF LEARNING
a. LAW OF READINESS
B. LAW OF EXERCISE – DRILL/REPETITION/PRACTICE
C. LAW OF EFFECT
 GESTALT
(PATTERN OR CONFIGURATION) 1912-1940

In 1912, Kurt Koffka, Wolfgang Kokler and Max Wertheimer

founded the Gestalt School which maintained that psychology
should study the whole pattern of behavior or experience or the
perception of organized configuration. According to this theory,
the whole is more than the sum of all its parts, meaning the
whole possesses qualities, attributes, or functions which the
individual component elements do not possess.
1. CLOSURE PRINCIPLE
2. PROXIMITY
3. SIMILARITY
4. PRAGNANZ
5. CONTINUITY
 HUMANISTIC
(1950’S PRESENT)

Carl Rogers and Abraham Maslow emphasized the unique qualities

of humans, especially their freedom of choice and decision
making, as well as their potential for personal growth.
1. PHYSICAL NEEDS – FOOD, CLOTHING,SHELTER ETC.
2. SAFETY AND SECURITY -
3. SOCIAL NEEDS – LOVE AND BELONGINGNESS
4. SELF-ESTEEM
5. PERSONAL GROWTH – SELF -REALIZATION
 COGNITIVE
(1950’S PRESENT)

Jean Piaget , Noam Chomsky and Herbert

Simon focused on thought and mental processes.
Human behavior cannot be fully understood
without analyzing how people acquire, store and
process information.
 PURPOSIVISM

William McDougall conducted is researches at the Duke

University of Durham, North Carolina. He
believed that objects, movements and behavior
have a definite purpose, and that the ductless glands in
people produce hormones which give them purpose.
Because purposivism placed an importance on
hormones in life, it was called “hormic” psychology.
THE ECLECTIC APPROACH
In applying the principles of the different schools of
psychology to education, the eclectic approach should be
adopted. The desirable contributions of each school or system
to the field of education should be utilized more. The points
of common agreement of the different schools or systems
should be used to determine the validity or usefulness of an
educational practice suited to the particular purpose on hand.
THE PSYCHOLOGICAL FACTORS THAT
CONDITION THE INTELLECTUAL AND
BEHAVIORAL DEVELOPMENT OF AN
INDIVIDUAL
1. Reflexes – these are inborn automatic responses to
simple localized stimulation involving particular
muscles and parts of the body. The automatic withdrawal
of a foot upon stepping on a live charcoal is an example.
An individual with quick reflexes learns fast action skills
such as dancing, calisthenics, games of volleyball,
basketball, and the like.
2. Drives, needs, wants, urges – these are inborn urges
and tendencies and wants. Some refer to these instincts
as drives. Drives include hunger, thirst, lust or sex, rest,
etc. which create tensions in the individual. These
tendencies develop motives which determine the actions
and reactions of an individual towards certain situations.
3. Capacities and special aptitudes – these include all
those latent potentialities that an individual possesses
which are developed through the process of education.
Besides general capacity and intelligence, an individual
possesses certain special talents or aptitudes, such as
those for mathematics, art, music, and the like.
4. Temperament or emotion – this refers to certain
emotional predispositions of an individual. Some
emotional patterns such as rage, some forms of fear, and
lust (sex) are inborn. One with a poor temperament, one
who is easily irritated and emotionalized even with trivial
matters, will have many social as well as learning
problems that may retard his learning progress.
Bloom’s Taxonomy of learning
1. knowledge – remembering
2. comprehension – understanding
3. application – applying
4. analysis - analyzing
6. evaluation - evaluating (diagnostic, formative, summative)
5. synthesis - creating (performance based assessment)
Bloom’s Taxonomy of learning
1. knowledge – remembering
2. comprehension – understanding
3. application – applying
4. analysis - analyzing
6. evaluation - evaluating (diagnostic, formative, summative)
5. synthesis - creating (performance based assessment)