MODEL 2:
HISTORY OF SPECIAL
AND INCLUSIVE
EDUCATION
01
HISTORY OF
SPECIAL AND
INCLUSIVE
EDUCATION
• The term "special classes" intended for the blind, deaf,
and mentally retarded (former jargon for intellectual
disability) was coined by J.E. Wallace Wallin, a
spokesman for special education, in 1914.
• In its English counterpart in Europe, they call it special
school centers where it is a separate building from the
main building on the corner of the school's yard.
John Edward Wallace Wallin
(1876-1969)
(January 21, 1876 – August 5, 1969)
was an American psychologist and an
early proponent of educational services for
the mentally handicapped.
Wallin wrote more than 30 books and
published over 300 articles.
He established several psychology clinics
and was a noted professor, author and
mental health director for a state board of
education.
Wallin also led the founding of the
American Association of Clinical
Psychologists, which later became
Division 12 of the American Psychological
Association (APA).
Different Ages of Special Education
The Age of Segregation
(1870-1970)
• Disability was sometimes seen as a sign of divine favor
or a result of supernatural forces.
• During this time, individuals with disabilities are seen as
incapable of being included in the regular class and still
under the responsibility of a medical authority
(Thompson, 2010).
Different Ages of Special Education
The Age of Integration
(1971- 1989)
o In 1978, the Warnock Report he report also introduced two
categories for all individuals: First, those children who had
difficulty at school where their needs can be addressed in a
mainstream setting; and, Second, those children who had
difficulty at school where their needs cannot be addressed in a
mainstream setting but requires a specialized educational
environment.
o Ideologies: Normalization & Mainstreaming
Different Ages of Special Education
The Age of Inclusion
(1900- present)
o The Age of Inclusion with the enactment of the Individual Disability
Education Act of 1990 (IDEA). A landmark legislation that evolved
from the provisions of EHA and developed better special education
programs and services for LWDs.
o In this case, social barriers to appropriate and quality education for
LWDs are seen as factors that hinder their full participation in schools
and society. The environment, attitude towards LWDs, and
organizations are some of the factors that can influence the access of
LWDs.
Different Ages of Special Education
The Age of Inclusion
(1900- present)
o The Age of Inclusion with the enactment of the Individual Disability
Education Act of 1990 (IDEA). A landmark legislation that evolved
from the provisions of EHA and developed better special education
programs and services for LWDs.
o In this case, social barriers to appropriate and quality education for
LWDs are seen as factors that hinder their full participation in schools
and society. The environment, attitude towards LWDS, and
organizations are some of the factors that can influence the access of
LWDs.
02
LEGAL BASIS OF
SPECIAL AND
INCLUSIVE
EDUCATION
International Agreements
1. The Universal Declaration of Human Rights
(UDHR)
• The UDHR has made a groundwork for an inclusive
education for all. The UDHR is also a seminal
document that prevents the atrocities against
human rights by delineating essential rights
inherent to every individual.
Article 26
Everyone has the right to education.
1. Education shall be free, at least in the elementary and fundamental
stages. Elementary education shall be compulsory. Technical and
professional education shall be made generally available and higher
education shall be equally accessible to all on the basis of merit.
2. Education shall be directed to the full development of the human
personality and to the strengthening of respect for human rights and
fundamental freedoms. It shall promote understanding, tolerance and
friendship among all nations, racial or religious groups, and shall further
the activities of the United Nations for the maintenance of peace.
3. Parents have a prior right to choose the kind of education that shall be
given to their children.
International Agreements
2. World Declaration on Education for All (1990)
o The World Declaration on Education for All (WDEFA) was adopted in Jomtien,
Thailand in 1990, was a landmark document that significantly shaped the global
education agenda.
o The basic premise of the WDEFA, is an emphasis on the right for every person to be
able to benefit from educational opportunities designed to meet their basic learning
needs.
o The declaration calls for a global push to expand access to quality basic education
services for all children, youth, and adults.
o It further ensures universal access (all children, youth, and adults should have the
opportunity to receive basic education), quality education (educational services
should be effective in imparting the necessary knowledge and skills), and reduce
disparities (efforts should be made to bridge the gap towards access to education
between vulnerable groups within society).
International Agreements
3. Salamanca Statement and Framework for Action on Special Needs Education
o The Salamanca Statement and Framework for Action was adopted by the World
Conference on Special Needs Education: Access and Quality 1 at Salamanca, Spain
on June 7 to 10, 1994. This document was reached as a dynamic statement on the
education of all children with disabilities, advocating for the establishment of
inclusion as the universal standard.
o The Conference has embraced a novel Framework for Action, which is founded on
the basic premise that regular schools must provide inclusive opportunities for all
children, irrespective of their physical, intellectual, social, emotional, linguistic, or
other challenges.
o The Framework states that it should be a requirement of all educational policies to
ensure that children with disabilities will have access to regular schools and
opportunities to develop their potential. Furthermore, the Framework for Action
underscores that "inclusion and participation are essential to human dignity and to
the enjoyment and exercise of human rights."
International Agreements
4. United Nations Convention on Rights of Persons with Disabilities
o The United Nations Convention on Rights of Persons with Disabilities (CRPD)
is another landmark international law with a focus on the rights of a person
with disability.
o It was adopted on December 13, 2006 at the United Nations Headquarters
in New York, and was opened for signature on March 30, 2007.
o The Provisions of the CRPD aimed to promote, protect, and ensure the full
and equal enjoyment of all the human rights and fundamental freedoms by
persons with disabilities
o It emphasizes their inherent dignity and right to participate full in society. The
rights are based on the principles of respect for human dignity,
nondiscrimination, inclusion, accessibility and equality of opportunity.
International Agreements
[Link] Development Goals: Goal No. 4 Quality Education
o The Sustainable Development Goals (SDG), is a collection of 17 interrelated goals
adopted by all UN member states in 2015. These goals aim to achieve a better
and more sustainable future for all by 2030.
o The SDGs also serve as a universal call to action to address the wide range of
global challenges, including poverty, hunger, inequality, climate change,
environmental degradation, peace, and justice.
o The SDG No. 4 Quality Education is the goal intended to appraise the level of
quality education and achieve inclusivity. This goal maintains that
"By 2030, eliminate gender disparities in education and ensure equal access to all
levels of education and vocational training for the vulnerable, including persons with
disabilities, indigenous peoples and children in vulnerable situations."
o This goal reaffirms the stand of building inclusive schools and promote quality
education for lifelong learners, specifically among learners who are disadvantaged
and vulnerable.
02
National and
Local Laws
National and Local Laws
1. Republic Act 7277
“ An Act Providing For The Rehabilitation, Self-
Development and Self-Reliance of Disabled Persons
and Their Integration Into The Mainstream of Society
and For Other Purposes”
Also known as “ The Magna Carta for Disabled
Persons” is the Philippine version of the United
Nations Convention on the Rights of Persons with
Disabilities and other international agreements.
It is a comprehensive act that establishes the rights
and privileges of a disabled person as a member of
society.
It provides detailed provision on employment,
education, health, auxiliary, social services,
telecommunication, transportation, accessibility,
mobility, political, and civil rights and protection against
all forms of discrimination.
1. Republic Act 7277
The Act calls for the cooperation of the national government, nonprofit
organizations, and the private sector in ensuring the implementation
of the provisions od the act.
Disability- (1) a physical or mental impairment that substantially
limits one or more psychological, physiological or anatomical function
of an individual or activities of such individual; (2) a record of such an
impairment; or being (3) being regarded as having such an
impairment.
Impairment – any loss, diminution, or aberration of psychological,
physiological or anatomical structure of function.
Handicapped – a disadvantage for a given individual resulting from
an impairment or a disability, that limits or prevents the functions or
activity, that is considered normal given the age and sex of the
individual.
1. Republic Act 7277
Highlights of RA 7277
• The creation of the National Council for the Disabled Person (National Council
on Disability Affairs)
• Requiring all government agencies to develop and enforce accessibility
standards for buildings , transportation, and communication.
• Access to appropriate government services like rehabilitation , assistive
devices, and economic assistance programs.
• The right to vote, run for public office, and participate in community activities.
• Equal opportunity for employment and providing incentives to employers.
• The prohibition of discrimination against a qualified disabled person by reason
of disability in regard to job application procedures, the hiring, promotion, or
discharge of employees, employee compensation, job training, and other terms
conditions and privileges of employment.
National and Local Laws
1. RA 11650
“An Act Instituting A Policy Of Inclusion And
Services For Learners With Disabilities In
Support Of Inclusive Education,
Establishing Inclusive Learning Resource
Centers Of Learners With Disabilities In
All School Districts, Municipalities And
Cities, Providing For Standards,
Appropriating Funds Therefor, And For
Other Purposes”
Act establishes a policy of inclusivity,
ensuring that all students with disabilities
have the right to receive an education that is
inclusive, fair and of excellent quality.
1. RA 11650
Highlights of the law:
• The establishment of Inclusive Learning Resource Centers (ILRCs) in all
school districts, municipalities, and cities which will serve as resource hubs
for support services, assistive technologies, and professional development
for teachers who are handling LWDs.
• The importance of accessible learning environments such as facilities and
schools that are built on the idea of physical accessibility for LWDs,
learning materials in various formats, and communication that caters to
diverse needs:
National and Local Laws
1. RA 11650
Highlights of the law:
• the call for an interdisciplinary and collaborative approach for addressing
the needs of LWDS among government institutions such as the
Department of Health (DOH), Department of Social Welfare and
Development (DSWD), Department of Interior and Local Government
(DILG), Department of Labor and Employment and others with the
Department of Education
• Recognition of the crucial role of families and communities in supporting
learners with disabilities; and
National and Local Laws
1. RA 11650
Highlights of the law:
• the implementation of training programs for teachers and staff to equip
them with skills and knowledge to effectively support learners with
disabilities in inclusive settings.
03
LEGAL BASES OF
SPECIAL EDUCATION
National and Local Laws
COMMONWELTH ACT NO. 3203
Article 356 & 259
“ The right of every child to live in atmosphere conducive to his/her physical, moral
and intellectual development”
Concomitant duty of the government “to promote the full growth of the faculties of
every child”.
REBUBLIC ACT NO. 3562
An Act to Promote the Education of the
Blind in the Philippines
June 21, 1963
• “Formal training of special education
teachers of blind children at the
Philippine Normal College.
• The rehabilitation of the Philippine
National School for the Blind (PNSB)
• The establishment of the Philippines
Printing House for the blind
REBUBLIC ACT NO. 5250
An Act of Establishing a Ten- Year
Teacher Training Program for
Teachers of Special and
Exceptional Children (1968)
The formal training of teachers for
deaf, hard- or- hearing, speech-
handicapped, socially and
emotionally disturbed, mentally
retarded, and gifted children and
youth at the Philippine Normal
College and University of the
Philippines
CHILD AND YOUTH
WELFARE CODE
1975, Presidential Decree No. 603
“ The emotionally disturbed or
socially maladjusted child shall
be treated with sympathy and
understanding and shall be
given the education and care
required by this particular
condition.”
PRESIDENTIAL
DECREE NO. 1509
1978
created the National Commission
Concerning Disabled Persons
(NCCPD). It was renames as
National Council for the Welfare of
Disabled Persons (NCWDP). Now
it is called National Council of
Disability Affairs (NCDA).
2,008,233 – Total Registered
Persons With Disabilities (Feb. 11,
2025)
EDUCATION ACT OF 1982
Batas Pambasa Blg. 232
“ The state shall promote the right of every individual to relevant quality
education regardless of sex, age, breed, socioeconomic status,
physical and mental condition, social and ethnic origin, political and
other affiliations. The state shall therefore promote and maintain
equality of access to education and enjoyment of the benefit of
education by all its citizens.”
“ SPECIAL EDUCATION SERVICES”
SECTION 24
“ The state shall further recognizes responsibility to provide, within the context of
the formal education system services to meet special needs of the clientele”.
“ Special education , the education of persons who are physically , mentally,
emotionally, socially, culturally different from the so-called “ normal
individuals that they require modifications of school practices/ services to
develop to their maximum capacity.
EDUCATION ACT OF 1982
Batas Pambasa Blg. 232
“ the state shall promote the right of every individual to relevant quality
education regardless of sex, age, breed, socioeconomic status,
physical and mental condition, social and ethnic origin, political and
other affiliations. The state shall therefore promote and maintain
equality of access to education and enjoyment of the benefit of
education by all its citizens.”
BATAS PAMBANSA Blg. 344
An Act to Enhance the Mobility of Disabled Persons by Requiring Certain
Buildings, Institutions, Establishments, and Public Utilities to Install Facilities
and Other Devices
Section 1.
they live and the enjoyment of the opportunities available to other citizens, no license or permit
for the construction, repair or renovation of public and private buildings for public use,
educational institutions, airports, sports and recreation centers and complexes, shopping
centers or establishments, public parking places, workplaces, public utilities, shall be
granted or issued unless the owner or operator thereof shall install and incorporate in such
building, establishment, institution or public utility, such architectural facilities or structural
features as shall reasonably enhance the mobility of disabled persons such as sidewalks,
ramps, railings and the like.
1987 CONSTITUTION OF THE PHILIPPINES
Rights of exceptional children to education
Section 1 declares that the State shall protect and
promote the right of all the citizens to quality education
at all levels and shall take appropriate steps to make
education accessible to all.
Section 2 emphasizes that “the State shall provide adult
citizens, the disables and out-of- school youth with
trainings in civics, vocational efficiency and other
skills.
R.A. No. 6759
WHITE CANE SAFETY DAY IN
THE PHILIPPINES (1989)
to promote and protect the physical,
moral , and social well-being of all
handicapped persons such as the
blind, and to undertake studies on
specific causes of high percentage of
blind people in the Philippines.
instilling public awareness of the blind,
promoting recognition, and acceptance
of the “white cane”.
R.A. No. 7610
June 17, 1992
An Act Providing For Stronger Deterrence And Special
Protection Against Child Abuse, Exploitation And
Discrimination, And For Other Purposes
Section 1. Title. – This Act shall be known as the "Special
Protection of Children Against Abuse, Exploitation
and Discrimination Act.“
Section 2. “ is hereby declared to be the policy of the State
to provide special protection to children from all firms of
abuse, neglect, cruelty exploitation and discrimination
and other conditions, prejudicial their development;
provide sanctions for their commission and carry out a
program for prevention and deterrence of and crisis
intervention in situations of child abuse, exploitation
and discrimination. “
Republic Act No.
9288
April 07, 2004
An Act Promulgating A Comprehensive
Policy And A National System For
Ensuring Newborn Screening
SECTION 1. Short Title. - This Act shall be
known as the "Newborn Screening Act of
2004.“
SECTION 2.
The National Newborn Screening System
shall ensure that every baby born in
the Philippines is offered the
opportunity to undergo newborn
screening and thus be spared from
heritable conditions that can lead to
mental retardation and death if
undetected and untreated.
“ TEACHING SPECIAL
EDUCATION ISN’T
ABOUT FIXING A CHILD;
IT’S ABOUT EMBRACING
AND EMPOWERING
THEM.”
—IEPFOCUS. COM