FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

FOUNDATION: lay foundation Philippine Inclusive Education

● Process where all types of learners
SPECIAL: characteristic of someone that is with diverse needs are given equal
not common for normal people opportunities for a meaningful life in
a non discriminatory environments
INCLUSIVE: including everyone in every ● There is a sense of belongingness
aspect
2 SETTINGS ESTABLISHED
● Welcoming diversity
● Opportunity for all
● Putting the right to education Basis Inclusive Special
into action EducationI Education

To be educationally inclusive, it should Participation All learners Learners with

be: of learners are enjoined the same
to participate condition are
regardless of accommodate
1.Learners centered the condition in a special
2.Developmentally appropriate alongside age class
3.Culture sensitive spheres
4.Relevant
5.Gender responsive Curriculum Prescribed It is structured
6.Contextualize curriculum and on the learners
methodology condition but is
(DepEd Order No. 21 Series of 2019) with some base on
accommodatio regular
ns and curriculum
modifications
3 CONCEPTS OF INCLUSIVITY
Instruction All learners Learners are
simply given
Inclusion Mainstream Integration
require good specialized
instruction and
PLACEMENT
but different intensive
Disability or Admission Placement (
OF LEARNER non disability
requirement one or more teaching instruction
are
regardless in
subjects/
activities)
strategies
a classroom

Role of General A special

teacher education education
INTERACTION Learner is Provision of Provision of teacher teacher
W/ REGULAR
not pulled interction w/ interction w/ oversees the
CHILDREN
out ( there regular regular oversees the
learning and
is no children w/ a children with
in some cases learning and
shadow regular class the SPED collaborates
teaching) as a child class as a with the help
station child station of a shadow with other
teacher or a professional
SPEd teacher s listed in
INSTRUCTION Individualize Needs a Giving IEP
instruction shadow tutorial
but no teacher ( one
pulling out on one
teaching- there
is a possibility
of pulling out)
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

Number of 30-35 a. 1 Solution and a. Therapy a.

Interventions
learners learners student monitoring Removing
(one on and barriers
one) evaluation b. Available
b. 4 b. Segration resources
groups and to regular
(3-4 alternative services
learners) services c. parents
and
c.
professional
resource
s training
group
(5-10
learners) MAKING EDUCATION INCLUSIVE

1. Equity
2. Accommodations
Special Education 3. Modification
4. Removing barriers
● A program that caters to the 5. Model non- discriminatory behavior
educational needs of learners with
disabilities, giftedness and talents
apart from their age spheres.
● Learners with disabilities (preffered) HISTORICAL, PHILOSOPHICAL,
THEORETICAL AND LEGAL
FOUNDATIONS OF SPECIAL AND
INCLUSIVE EDUCATION
2 CATEGORIES OF DISABILITY
History and Development of Special and
BASIS Medical Social Inclusive Education in the World
Disability Disability
Era of Extermination (Greek and Roman
View Part of a Caused by Era)
person’s body barriers in
that is impaired
● If not perfect, then you are dead
the society
needs to be
fixed for him to Era of Ridicule (Middle Ages)
do a next ● Shaming, bullying, slave
activity
● Theory: protests, conscience
Problem The problem Barriers
is the person created by the Era of Asylum (Renaissance)
society ● Accepting and welcoming
● Humane treatment
Effect to The become They have ● No right for education
the victim that independence
PWDs
their control and
responsibilities choice Early Beginnings of Special Education
are ● Protest for the right to education
disempowered
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
Other Persons, Events and Ideas that ● non-formal, informal, and indigenous
Shaped the Early History of Special and learning systems, as well as
Inclusive Education self-learning, independent, and
out-of-school study programs
particularly those that respond to
Mid-1700s
community needs;
Joseph Pereire
● providing adult citizens, the disabled,
Jean Marc Itard
and out-of-school youth with training in
civics, vocational efficiency, and other
Early 1800s
skills; etc.
Samuel Gridley Howe
Edouard Seguin
1989 Proclamation 480 declares the Period
1990-1999 as the “Decade of Education for
Early 20th Century
All”
Maria Montessori
Grace Fernald
1990 World Declaration on Education for All
1920s to 1940s
1992 RA 7277 Magna Carta for the Disabled
Henry Goddard
Persons
Alfred Strauss and Heinz Werner
1992 RA 7610 Special Protection Against
1950s to 1970s
Abuse, Exploitation and Discrimination Act
Samuel Kirk
Marrianne Frostig
1994 Salamanca Statement on the Education
Newell Kephart
of Children with Disabilities.
William Cruickshank
1996 Four Pillars of Learning (Learning the
1970s and beyond
Treasure Within – report to UNESCO of the
Developments in the Last Century (1900s)
International Commission on Education for the
Special Education to Inclusion
21st Century), comprises: Learning to Know,
Learning to do, Learning to Live and Learning to
History and Development Special and Be.
Inclusive Education in the Philippines
1997 RA 8371 The Indigenous People’s
1907 The Insular School for the Deaf and Rights Act
Blind was established in Manila. It was also the
birth of Special Education (or SPED) in the 2000 The Dakar Framework for Action –
Philippines. Education for all (EFA) movement, a global
commitment to provide quality basic education
1960 Programs for the Gifted were developed for all children, youth and adults.

1977 The position for Undersecretary for 2001 RA 9155 Governance of Basic
Education and Culture for Non-Formal Education Act
Education (PD 1139) was created
2004 EO 356 Renaming the Bureau of
1983 BP 344 or the Law to Enhance Mobility Non-Formal Education to Bureau of
of Disabled Persons by requiring certain Alternative Learning System
buildings, institutions, establishments, and other
public utilities to install facilities and other 2004 DepEd Order 51, s. 2004 Standard
devices. Curriculum for Elementary Public Schools
and Private Madaris
1987 The Philippine Constitution (Article XIV,
sections 1 and 2) 2006 UN Convention on the Rights of
● protect and promote the right of all Persons with Disabilities
citizens to quality education at all levels,
and shall take appropriate steps to 2006 The Philippine Education for All (EFA)
make such education accessible to all;
 FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
2015 National Action Plan practicable, higher education or technical and
vocational training.
2006 RA 9344 The Juvenile Justice and
Welfare Act 2016 Senate Bill 1298 The Individuals with
Disabilities Education Act (IDEA), an act that
2007 UN Declaration on the Rights of intends to provide free appropriate public
Indigenous Peoples education to children with disabilities
2016 Senate Bill 996 Inclusive Education for
2007 RA 9442 An Act Amending RA 7277 Children and Youth with Special Needs Act, an
Magna Carta for Disabled Persons (Granting act instituting inclusive education and
Additional Privileges and Incentives and establishing special education centres (SpEd
Prohibitions on Verbal, Non-verbal Ridicule and Centers) for children and youth with special
Vilification Against Persons with Disability) needs in all public school divisions.

2008 Pantawid Pamilyang Pilipino Program 2017 Senate Bill 1414 Inclusive Education for
(4Ps) Children and Youth with Special Needs Act,
which goal is to provide every Filipino child and
2009 DepEd Order 72, s. 2009 Inclusive youth with access to inclusive education, as well
Education as a Strategy for Increasing as the appropriate resources, materials, and
Participation Rate of Children equipment they need.

2009 DepEd Order 74, s. 2009 2017 DepEd Order 42, s. 2017 National
Institutionalizing Mother Tongue-Based Adoption and Implementation of the
Multilingual Education (MLE) Philippine Professional Standards for
Teachers, which intends to set out clear
2009 RA 9710 The Magna Carta for Women expectations of teachers along the different
stages of their careers; encourage teachers to
2010 DepEd Order 22, s. 2010 Mainstreaming actively partake in continuing effort to attain
and Institutionalization on Madrasah proficiency; and to provide support for their
Education Program by Transferring its professional development. Further, it is a basis in
Developed Components to the Bureau of developing learning programs for teachers in
Elementary Education and Regional and Division order to capacitate them for the effective
Offices implementation of the K to 12 Program, as well
as in the selection and promotion of teachers.
2011 DEpEd Order 62, s. 2011 Adopting
National Indigenous People’s (IP) Education 2017 CHED Memo 74-77, s. 2017 Policies,
Policy Framework Standards, and Guidelines for Bachelor of
2011 DepEd Order 103 s. 2011 Creation of Elementary Education (BEEd), Bachelor of
Indigenous People’s Education Office Secondary Education (BSEd), Bachelor of
Early Childhood Education (BCEd), and
2012 RA 10157 Kindergarten Education Act Bachelor of Special Needs Education
(BSNEd); all with a required Professional
2012 DepEd Order 83, s. 2012 Implementing Education course of Special and Inclusive
Guidelines on the Revised School-Based Education to be taken by teacher education
Management Framework, Assessment students in order to ensure that all future
Process and Tool teachers have the basic knowledge in handling
learners with disabilities, giftedness, and talents.
2013 RA 10533 Enhanced Basic Education
Act, a policy that recognizes the inclusiveness of 2019 DepEd Order 21, s. of 2019 Policy
the enhanced basic education Guidelines on the K to 12 Basic Education
Program, which embeds inclusive education and
2013 RA 10361 Domestic Workers Act or further presents an Inclusive Education Policy
Batas Kasambahay, where the employer shall Framework for Basic Education that provides an
afford the domestic worker the opportunity to overall framework of implementation for
finish basic education and may allow access to programs that directly promote inclusive
alternative learning systems and, as far as education.