NORTH LUZON PHILIPPINES STATE COLLEGE
SAN NICOLAS, CANDON CITY, ILOCOS SUR
COLLEGE OF TEACHER EDUCATION
FOUNDATIONS OF SPECIAL AND INCLUSIVE
EDUCATION (EDUC 10)
RUBY ABAYA-GABOR
Instructor
This copy belongs to:
Name of Student:______________________________________
Course, Year & Section:________________________________
Address:____________________________________________
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FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
COURSE INTRODUCTION
Dear Learners,
This course is designed to equip the pre-service teachers with knowledge and
understanding of the different philosophies, theories, legal bases and policies of special needs
and inclusive education. It includes the study of typical and atypical development of children,
learning characteristics of students with special educational needs (gifted and talented learners,
learners with difficulty seeing, learners with difficulty hearing, learners with difficulty
communicating, learners with difficulty walking/moving, learners with difficulty remembering
and focusing learners with difficulty with self-care) and those in difficult circumstances.
Pre-service teachers will be provided with skills in the selection of
variety of differentiated strategies in teaching, assessing and managing students with special
educational needs in a regular class. They will also be provided with knowledge of policies,
guidelines and procedures that provide safe and secure learning environments, and teaching
strategies that are inclusive of learners from indigenous groups.
The design used in making this module is the 5E Learning Model: Engage, Explore,
Explain, Elaborate, and Evaluate.
Happy learning!
Your facilitator,
Ma’am Ruby
COURSE LEARNING OUTCOMES
At the end of the course, the students should have:
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FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
[1] demonstrated content knowledge and understanding of the philosophies, theories, and legal
bases of special and inclusive education including its
policies and their application;
[2] demonstrated understanding of typical and atypical development of children which will serve as
basis in the selection and use of appropriate teaching
strategies responsive to learners with disabilities, giftedness and talents;
[3] demonstrated understanding of the special educational needs of learners in difficult
circumstances including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor
practices;
[4] demonstrated knowledge in the implementation of relevant and responsive learning programs;
[5] demonstrated knowledge of the selection and use of teaching and assessment strategies that are
responsive to the needs and strengths of diverse
learners;
[6] demonstrated knowledge of policies, guidelines and procedures that provide safe and secure
learning environments for learners with diverse needs; and
[7] demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous
groups
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FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
Module I: Definition, Goals, and Scope of Special and
Inclusive Education
Welcome to Module I, dear students!
In Module I, you are going to learn about the philosophy, goals, and scope of Special Education
(SpEd). Likewise, you shall also come across the definition, legal bases, and history of Special
Education. There are activities included for you to accomplish to enhance the knowledge that you are
going to gain from the module.
Objectives of Module I:
At the end of Module I, you should have
1. defined special education and SpEd related concepts;
2. discussed the goals and scope of special education;
3. researched on the different Legal Bases of Special Education including their policies and
application;
4. demonstrated knowledge of the legal bases of special education; and
5. traced the history and development of Special Education in Global and International setting.
Lesson 1: Definition, Scope, and History of Special Education
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FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
ENGAGE
Study the picture:
Being different doesn’t mean you are something lesser than others! Enjoy your uniqueness!
The majority of us don’t have a very high self-esteem, but among us there are many special
individuals who don’t even realize they are unique. The reason why this happens is that sometimes
there may be people in our lives who underestimate us and make us feel worthless and insecure.
What are your special gifts, talents, likes and dislikes? How do you think you are different than other
people?
Write down 5 of your biggest strengths and
unique qualities.
1.
2.
3.
4.
5.
EXPLAIN
Article 1: The Philosophy, Goals and Objectives of Special Education
Section 1: The State shall promote the right of every individual to relevant quality education
regardless of sex, age, breed, socio-economic status, physical and mental condition, social or
ethnic origin, political and other affiliation. The State shall therefore promote and maintain
equality of access to education as well as the enjoyment of the benefits of education by all its
citizen (BP Blg. 232).
Section 2: Every child with special needs has a right to an 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.
Section 3: Special education shall aim 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.
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FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
Section 4: The specific objectives of special education shall be the development and maximization of
learning competencies, as well as the inculcation of values to make the learners with special needs
a useful and effective member of society.
Section 5: The ultimate goal of special education shall be the integration or maintenance of learners
with special needs into the regular school system and eventually in the community.
Article 2: Definition and Scope of Special Education
Section 1: Special education refers to the education of persons who are gifted or talented and those
who have physical, mental, social or sensory impairment and cultural differences so as to require
modifications of the school curricula, programs and special services and physical facilities to develop
them to their maximum capacity. These persons may be gifted/talented, fast learner, mentally
retarded, visually impaired, hearing impaired, with behavior problems, orthopedically handicapped,
with special health problems, learning disabled, speech impaired or multiply handicapped.
What is the definition of Special Education?
Special education refers to the preparation of teaching procedures and materials, and other
interventions designed to address the needs of a child with learning differences, disabilities, and
giftedness. Moreover, special education’s concern is the optimum development of the individual
child to become a skillful, free and purposive person, able to plan and manage his own life and attain
his highest potential in society (UNESCO, 1988).
In a country such as the Philippines which guarantees to all its citizens, children and youth with
special needs are provided with access to educational opportunities that develop their potentials and
enable them to become productive members of the society and to live meaningful and fulfilling lives.
Section 2: These policies and guidelines shall apply to all schools, centers and classes (national or
local, public or private, formal or non-formal) established under the educational system of the
Philippines for the education of children with special needs.
The focus of special education programs is to facilitate access to an appropriate education, regardless
of the disability, to help the student achieve academic and life success. Special education programs
facilitate academic progress by providing the least restrictive environment and tailoring instruction
and assessment to the individual. A written plan, called an Individual Education Program or IEP is
drawn up to outline special accommodations and modifications within the educational environment
for each special education student. This plan's focus is structuring the elements that drive the
educational process -- instruction and assessment -- so that the individual can benefit from the
educational environment. Without this specialize educational plan, the student's disability might
stymie educational efforts.
Special education students are routinely included in the general education environment, a strategy
referred to as inclusion. The inclusion environment not only facilitates academic progress, but also
acts to socialize special education students. This socialization is vital to their personal growth and
learning social skills that will be useful in the workforce. Some special education programs are
geared toward teaching life skills, such as dressing, personal hygiene, safety, handling money and
day to day decision making. Students in these programs are also educated on workplace expectations
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FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
and often engage in programs that provide workplace training. For example, the local food chain
joint may employ one or more of these students during a period of the school day so that they can get
some on-the-job experience. These special programs are essential if these students are to eventually
enjoy any degree of self-sufficiency.
Special education programs also teach behavior that is appropriate and acceptable by society. Some
students with disabilities may exhibit behaviors that are objectionable, offensive or disruptive to
social and classroom situations. Special education allows for some tolerance of these behaviors
within the instructional environment, as teachers work to educate the student academically and
behaviorally. Students who are overly aggressive or exhibit behaviors that are socially inappropriate
benefit from special education programs.
Purpose
Special education is designed to ensure that students with disabilities are provided with an
environment that allows them to be educated effectively. Disabilities that qualify for special
education include physical disabilities, such as deafness or blindness; mental disabilities, such as
Down's syndrome and autism; medical conditions, such as oxygen dependence or traumatic brain
injury; learning deficits, such as dyslexia; and behavioral disorders, such as attention deficit
hyperactivity disorder (ADHD) and conduct disorders.
In 1975, the Education for All Handicapped Children Act (EHCA, PL 94-142) mandated that states
provide a "free and appropriate public education" (FAPE) to all students, including those with
physical, mental, or behavioral disabilities. This special education must include a comprehensive
screening and diagnosis by a multi-disciplinary team and the development of an annual
Individualized Education Plan (IEP) for each student, outlining academic and behavioral goals,
services to be provided, and methods of evaluation. The student's parents must consent to initial
screening and must be invited to participate in all phases of the process.
In 1997, the Individuals with Disabilities Education Act (IDEA) expanded special education services
by mandating that all children with disabilities—regardless of the type or severity of their disability
—between the ages of three and 21 years are entitled to FAPE in the least restrictive environment.
That is, children requiring special education must by educated with nondisabled children to the
maximum extent possible in an appropriate program to meet their special needs. While the majority
of children with disabilities are taught at least part-time in a general classroom setting, many children
are segregated, most often due to a lack of staff and resources to support special needs students in
general classrooms. This stipulation that special-needs children be educated in the least restrictive
environment led to the practice of mainstreaming, which is the policy of placing special education
students in regular classrooms as much as possible and using separate resource rooms where the
students receive special tutoring, review, and instruction.
Although gifted and talented students are not usually considered candidates for special education and
there is no federal mandate to support these students, exceptionally gifted children may also be
entitled to receive special education services. Gifted children who are not identified and continue to
be taught in a general classroom may develop behavioral issues due to boredom. Specially designed
gifted education programs are available in many school districts. In addition, bilingual children may
require special education services. Children whose native language is not English may not receive
appropriate education due to their language barrier. Bilingual language support services should be
provided.
Special Education Act of 2007 identifies ten groups of Children with Special Needs (CSNs):
1. gifted children and fast learners
2. mentally handicapped/mentally retarded
3. visually impaired
4. hearing impaired
5. children with behavior problems
6. orthopedically handicapped
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FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
7. children with special health problems
8. children with learning disabilities (perceptual handicap, brain injury, minimal brain dysfunction,
dyslexia and developmental aphasia)
9. speech impaired
10. persons with autism
EXPLORE
Research 5 Legal Bases of Special Education in the Philippines.
Persons with disability are part of Philippine society, and thus the State shall give full
support to the improvement of their total wellbeing and their integration into the
mainstream of society. They have the same rights as other people to take their proper place in
society. They should be able to live freely and as independently as possible. This must be the concern
of everyone the family, community and all government and non-government organizations. Rights of
persons with disability must never be perceived as welfare services. Prohibitions on verbal, non-
verbal ridicule and vilification against persons with disability shall always be observed at all times.
EVALUATE
Here are 10 signs that will reveal you how special you are.
1. You think there is always more to learn. You are not arrogant like many people, and you’re
interested in what happens around the world. Also, you are curious, and you always feel you should
learn new things or improve some of your skills.
“The only true wisdom is in knowing you know nothing.” – Socrates
2. You are kind to others. When you meet new people or when you are dealing with someone you
already know, like your friends, or your colleagues, you tend to smile and be kind, just because there
is no reason to be negative and treat others as if they were less important. Remember, never ever try
to emulate people who never smile and are rude and disrespectful, just because they are powerful.
Those people have huge unresolved personal issues. It’s the way you deal with others, being kind and
positive, that makes you special and unique. So don’t try to change this.
3. You understand others’ feelings. You don’t know how, but when someone talks about his
personal life and experiences with you, sharing secrets or feelings with you, you perfectly understand
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FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
the way they feel. Plus, you know you always need to go beyond the way others appear, to
understand them.
4. You enjoy music. Your brain is very sensitive to music. Not only do you enjoy music, but you
also need it in your daily routine, and it always evokes deep emotions in you.
“One good thing about music, when it hits you, you feel no pain.” – Bob Marley
5. You listen. This is one of the rarest qualities in a person. Everyone tends to talk about himself or
herself, for hours, regardless of what others have to say.
“I like to listen. I have learned a great deal from listening carefully. Most people never listen.” –
Ernest Hemingway
6. You like to make others happy. You feel good every time you manage to make someone happy,
and you spend time thinking about many ways of making others smile or live a good moment.
7. You are positive. Not only do you have a positive attitude towards life and challenges, but you
also try to transmit your good mindset to others.
“I truly believe that everything that we do and everyone that we meet is put in our path for a
purpose. There are no accidents; we’re all teachers – if we’re willing to pay attention to the lessons
we learn, trust our positive instincts and not be afraid to take risks or wait for some miracle to come
knocking at our door.” – Marla Gibbs
8. You have goals. You know exactly what you want from yourself, and you have intelligently
planned your goals. You take action in your life, and you know where you want to go. Also, you
don’t let others discourage you.
9. You dream. This means that you are ambitious, something that gives you the power to boost your
productivity and motivation to go through your challenges. You don’t let obstacles stop you, you
don’t let anything intimidate you, and you think big even when some people try to confuse or scare
you.
10. You like to travel and learn from other cultures. You believe in the power of multiculturalism.
You give yourself the gift of learning from other cultures because you know how much this can
make you richer. You like to interact with people with different experiences of life, from other
societies, religions, and civilizations, and you are happy to share your culture with them as well.
Activity: Below is a famous line from Walt Disney. Write a 2 paragraph reflection
about it.
“The more you like yourself, the less you are like anyone else, which makes you unique.” – Walt
Disney
Write your essay here.
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Lesson 2: Definition and Scope of Inclusive Education in the Philippines
Objectives
1. define inclusive education;
2. shown awareness of the legal mandates of inclusive education;
3. shown full understanding the benefits of inclusive education
4. identify line agencies in order to build a network of support to the program
6. identify various modes of inclusion
7. appreciate inclusive education.
ENGAGE
Definition of Inclusive Education
WHAT IS INCLUSIVE EDUCATION?
All students, regardless of the difficulties they may face, are enrolled in age-appropriate general
education classes in their own local schools to receive high-quality, high-quality training,
intervention and encouragement that allow them to achieve their progress in the core
curriculum.
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if inclusion is a good
more experience
Over the last few option for students
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inclusive
students have but the more
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found that learners experienced they
significantly more
with disabilities become with inclusive
positive about it.
have higher education, the more
achievement and positive they become.
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Research only 9
better skills Parents
through inclusive
Over the last few
education.
years, many
formats
Ensure access to
academic
FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION curricular content
Apply universal
design for
learning
2. VMGO
EXPLORE
3. Scope of Inclusive Education in the Philippines
Go to this link learn more about the scope of Inclusive Education.
[Link]
[Link]
Here is an acronym for the word INCLUSION. Make your own version, too.
I- NTEGRATE
N- ETWORK
C- OLLABORATE
L-OVE
U- NDERSTAND
S- UPPORT
I- NNOVATE
O- RGANIZE
N- ATIONALIZE
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