lOMoARcPSD|57132631

Module 1- Foundations of Special and Inclusive Education

BYPROF ED 105
Foundations of Special and Inclusive Education (Pangasinan State University)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Lace & Sole (lacesole.888@[Link])
 lOMoARcPSD|57132631

FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
Module No.__
STUDY GUIDE FOR MODULE NO. 1

Unit I – Introduction of Key Concepts

UNIT OVERVIEW
Literacy involves knowledge and skill. Knowledge is something you commit to
your head, such as knowing that a computer has a processor and a memory to run
applications. Skill is something you do and do well when practiced often, such as
putting together parts of a computer or using computer software efficiently to achieve
tasks. Gaining knowledge and perfecting skills never end. Literacy is not a series of
subjects you need to take up in school so you can earn a diploma, but a journey toward
new worlds (Campos, 2016).

Module 1 – Definition of Traditional Literacies

“A love of books, of holding a book, turning its pages, looking at its
pictures,
MODULEand living its fascinating stories goes hand-in-hand with love of
OVERVIEW
learning.” (Laura Bush, 2003)
Literacy is one of the concepts which have proved to be both complex and
dynamic because it continued to be defined and interpreted in diverse ways. People’s
notions of what it means to be literate or illiterate are influenced by academic research,
institutional agendas, national context, cultural values and personal experiences
(UNESCO, 2006). Most common assumptions or belief about being literate is to have
‘reading, writing and numeracy’ skills. However, many arguments have been raised to
look into whether these reading, writing and arithmetic skills are enough to qualify a
person as ‘literate’ in this ever-changing world.

MODULE LEARNING OBJECTIVES

1. define literacy
2. differentiate between traditional and functional literacy
3. distinguish early literacy from emergent literacy
4. identify the basic literacy skills

MODULE LEARNING OBJECTIVES

LEARNING CONTENTS (title of the subsection)

Introduction
The environmental challenges, innovations and inventions, technological
advancement as well as various issues and problems facing humanity today also
deepen our understanding and advanced our perspectives about being literate or
illiterate. We believe that as society and technology change, so does literacy. Because
technology has increased the intensity and complexity of literate environments, the
21st century demands that a literate person possess a wide range of abilities and
competencies, much literacy to cut it short. These literacies are multiple, dynamic, and
malleable.

Traditional Literacy
The first revolutionary event in knowing and learning came with the invention of
language. This refers to the earliest humans using facial and body actions along with unformed

PANGASINAN STATE UNIVERSITY 1

Downloaded by Lace & Sole (lacesole.888@[Link])

 lOMoARcPSD|57132631

FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
Module No.__
sounds in order to relate with fellow humans. Through time, they formed words to relay their ideas,
feelings and desires. Later on, people learned to read, write and do arithmetic.

In 1958, UNESCO defined literate as one who can, with understanding, both read
and write a short and simple statement on his or her everyday life. However, in 1970, a
functionally literate person is one who can engage in all the activities to use reading,
writing and calculation for the community’s development. Further on, in 2000 literacy
was defined as the ability to read and write with understanding a simple statement
related to one’s daily life. It involves a continuum of reading and writing skills and often
includes, numeracy. However, the UNESCO international expert meeting in 2003,
redefined literacy as the ability to identify, understand, interpret, create, communicate
and compute using printed and written materials associated with varying contexts.
Literacy involves a continuum of learning in enabling individuals to achieve their goals,
to develop their knowledge and potential, and to participate fully in their community
and wider society. But with the changing global landscape, literacy in the 21 st century is
not limited to the definitions given previously.

Defining Literacy in the 21st Century context, literacy has been defined in a
number of ways by diverse scholars and practitioners in education and development
fields. The term ‘literacy’, for example, sometimes refers only to reading, sometimes to
reading and writing and sometimes, to reading, writing and arithmetic. Some believed
to be literate means to have competence or knowledge in a specified area.

As Education Development Centre (2012) put it, ‘the power of literacy lies not
only in the ability to read and write, but rather in an individual’s capacity to put those
skills to work in shaping the course of his or her own life’. Similarly, UNESCO (2010)
submitted that Literacy is at the heart of basic education for all, and essential for
eradicating poverty, reducing child mortality, curbing population growth, achieving
gender equality and ensuring sustainable development, peace and democracy.
Similarly, the Centre for Literacy (2014) put literacy to be: a complex set of abilities
needed to understand and use the dominant symbol systems of a culture – alphabets,
numbers, visual icons – for personal and community development. It touches every
aspect of individual and community life. It is an essential foundation for learning
through life, and must be valued as a human right. Furthermore, Canadian Council of
Learning (2007) further emphasized literacy to be: an essential part of the fabric of
modern societies, a thread that links all aspects of life and living in our contemporary
world. Its reach is extensive and complex, influencing how fully and effectively a person
is able to engage in the social and economic life of his or her community. In addition to
the above submissions, the National Council of Teachers of English (NCTE, 2008)
summarized what literacy should achieve in today’s knowledge economy.
According to the Organization’s report, active, successful participants in this
21st century global society must be able to
• Develop proficiency and fluency with the tools of technology; • Build
intentional cross-cultural connections and relationships with others so to pose and
solve problems collaboratively and strengthen independent thought;
• Design and share information for global communities to meet a variety of
purposes;
• Manage, analyze, and synthesize multiple streams of simultaneous
information;
• Create, critique, analyze, and evaluate multimedia texts;
• Attend to the ethical responsibilities required by these complex environments.

Four Levels of Literacy

PANGASINAN STATE UNIVERSITY 2

Downloaded by Lace & Sole (lacesole.888@[Link])

 lOMoARcPSD|57132631

FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
Module No.__
The National Center for Education Statistics, a research division of the Institute
of Education Sciences in the Department of Education classifies literacy according to
four levels.
Below Basic Literacy, reading and writing words and numbers in very simple
documents.
Examples: signing a form, adding a dollar amount to a deposit slip
Basic Literacy: performing simple skills to understand short texts.
Examples: reading a pamphlet, using a TV guide, comparing ticket prices
Intermediate Literacy: performing challenging skills to understand long texts.
Examples: summarizing a long article, calculating the cost
Proficient Literacy: performing creative and critical thinking skills to
understand dense or complex texts.
Examples: comparing viewpoints in editorials, interpreting statistical graphs,

In summary, all the above submissions on literacy revealed the dynamic nature
of this Century and the required efforts that all the development practitioners must
make if literacy is one of the tools set to achieve sustainable development.

Functional Literacy
Functional literacy refers to the practical skill set needed to read, write and do
math for real-life purposes, so people can function effectively in their community.
(UNESCO).
Functional literacy, however, is seen as the broader concept of literacy.
Organization for Economic Cooperation and Development (1997) defines functional
literacy as: the ability to understand and employ printed information in daily activities
at home, at work, and in the community―to achieve one’s goals and to develop one’s
knowledge and potential. Similarly, Canadian Council of Learning Report (2007) has the
following to say about functional literacy: true literacy encompasses much more than
just these basic skills. It includes the ability to analyse things, understand general ideas
or terms, use symbols in complex ways, apply theories, and perform other necessary
life skills―including the ability to engage in the social and economic life of the
community. The submissions above shows that, unlike basic literacy, which focuses
majorly on acquiring skills, functional literacy deals with how people actually use such
skills to live and work in society.
Furthermore, Schlechty (2014) defined functional illiteracy to be ‘reading and
writing skills that are inadequate to manage daily living and employment tasks that
require reading skills beyond a basic level’. In other words, functional literacy could be
seen as the ability of individuals to possess the reading and writing skills that are
adequate to manage daily living and employment tasks that require reading skills
beyond a basic level. It is very pertinent, however, to clarify between basic literacy and
functional literacy by stating clearly their characteristics.
Purely illiterate persons cannot read or write in any capacity, for all practical
purposes. In contrast, functionally illiterate persons can read and possibly write simple
sentences with a limited vocabulary, but cannot read or write well enough to deal with
the everyday requirements of life in their own society. For example, someone without
adequate knowledge of birth control, HIV/AIDS prevention, no matter the level of
education could be said to be functional illiterate in the area of reproductive health
system, while a Professor of Language who could not operate computer could be seen
as functional illiterate in the computer world. In further establishment of the true
meaning of the two words ‘functional literacy’, according to the American Heritage
College Dictionary (1997),

PANGASINAN STATE UNIVERSITY 3

Downloaded by Lace & Sole (lacesole.888@[Link])

 lOMoARcPSD|57132631

FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
Module No.__
functional is defined as “capable of performing” (p. 551), and literacy is defined as “the
ability to read and write” (p. 792). If we combine these definitions, it seems reasonable
to describe functional literacy as the capability of an individual in reading and writing at
a level proficient enough to conduct one’s daily affairs.

Kinds of Functional Literacy

Media Literacy is the ability to access, evaluate, and create messages through
different types of media. Its purpose is to turn people from mass consumers into
thoughtful citizens who aren’t susceptible to propaganda or advertising.
Religious Literacy is the ability to interpret religious scriptures and
communicate with different faiths. Religious literacy is important for combating
fundamentalism (e.g., religious fanaticism) and prejudice (e.g., Islamophobia)
Financial Literacy is the ability to manage finances and make decisions about
money. Whether you’re a consumer, a business owner, or a voter, understanding
financial budgets, interest rates and savings is an essential life skill.
Computer Literacy is the ability to use computers. This skills can range from
basic competency (i.e., using applications like email and Microsoft Office) to
advance knowledge (e.g., programming and computer science).
Legal Literacy is the ability to comprehend laws so you are able to follow
policies and legal procedures.
Scientific Literacy does not necessarily mean memorizing facts; rather, it’s
knowing how to conduct experiments and identify evidence that support or
contradicts preconceived beliefs or hypotheses.
Health Literacy is the ability to understand healthcare information, particularly
for making medical decisions or lifestyles choices about nutrition, exercise, sleep,
and other factors that affect physical and mental well-being.
Civic Literacy (a.k.a. Civics) is awareness of how government works as well as
your rights and responsibilities as a citizen and voter.

Early/Emergent Literacy
Literacy begins at birth and builds on relationships and experiences that occur
during infancy and early childhood. For example, introducing a child to books at an
early age contributes to a later
interest in reading. Reading together while he or she sits on your lap promotes bonding
and feelings of trust. The give-and-take nature of babbling, lap games, songs, and
rhymes set the stage for sharing favorite picture books. Exposure to logos, signs,
letters, and words leads to the knowledge that symbols have meaning. The acquisition
of skills such as looking, gesturing, recognizing and understanding pictures, handling
books, and scribbling laid the groundwork for conventional reading and writing.
Children with combined vision and hearing loss miss out on many of the
experiences that happen incidentally for other children, but rich early learning
experiences can be provided when families, teachers, and caregivers build trusting
relationships with these children, know what their favorite objects and activities are,
and recognize their array of communication signals.
As you foster early literacy skills in a child who is deaf-blind, expect to see the
child handling and exploring books and writing materials using all of his or her senses
(sometimes in unconventional ways). Watch for the child to show signs of anticipation
while playing turn-taking games or move in rhythm to songs and music you've listened
to together. Allow children to get "up

PANGASINAN STATE UNIVERSITY 4

Downloaded by Lace & Sole (lacesole.888@[Link])

 lOMoARcPSD|57132631

FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
Module No.__
close and personal" to reading and writing items around the house. Point out and talk
about signs, symbols, and words you see at school, day care, the grocery store, and out
in the community.

Basic Literacy Skills

Basic literacy has been popularly defined as form of abilities to read, write, and
do basic arithmetic or numeracy. Barton (2006) asserts that the notion of basic literacy
is used for the initial learning of reading and writing which adults who have never been
to school need to go through. The International Council for Adult Education (2003) further
expanded this by explaining basic literacy to be a form of ‘learning to read and write (text
and numbers), reading and writing to learn, and developing these skills and using them
effectively for meeting basic needs’.
It takes intentional planning to provide meaningful early learning experiences on
which to build literacy skills. Following a child's lead provides a wealth of information
about what will be most interesting and motivating to a particular child. Incorporating
familiar and favorite objects, people, and activities into early learning experiences is
essential to achieving positive results. Literacy skills should not be taught in isolation
because they relate to numerous developmental and academic standards often being
addressed by a child's educational team. Awareness of interrelated skills assists teams
in IEP development and planning holistic instruction.
Basic Literacy includes the skills of reading, writing, speaking, listening,
counting, calculating, perceiving, and drawing. Every one of these skills should be
taught and reinforced by every teacher, in every subject, and with gradually increasing
levels of sophistication, in every grade K through 12. In our day, a person lacking any of
these skills cannot truly be considered ‘literate’.
Related basic skills includes:
Attention and Response
Joint attention; response to people, objects, familiar sound/rhythm/movement;
response to
communication and/or literacy partner; attention/response to informational cues;
attention/response to literacy activities
Interaction and Communication
Anticipation; turn-taking; use of pre-linguistic forms of communication (touch,
object, gestures and/or cues; ability to access communication and/or literacy
partner; active engagement with communication and/or literacy partner; full/partial
participation in instructional activities.
Sensory
Use of other sensory skills such as smell, taste, movement to gather information;
localization to presented sounds; auditory discrimination; visual fixation; eye gaze
Tactile/Motor
Exploration of items using touch; imitation of simple motor tasks; reaches or
scans to search for an object; picking up objects; holding objects; pincer grasp;
tactile discrimination; eye-hand coordination.
Cognitive
Object permanence; one-to-one correspondence; spatial and positional concepts
such as front/back, top/bottom; use of emergent symbolic forms (e.g., pictures
and/or line drawings)

SUMMARY

Literacy is usually defined as the ability to read, write and do math. However,
people may be able to read the words in a document, but can they grasp its arguments
or analogies? Students may be able to write or type sentences, but can they express

PANGASINAN STATE UNIVERSITY 5

Downloaded by Lace & Sole (lacesole.888@[Link])

 lOMoARcPSD|57132631

FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
Module No.__
complete, cogent thoughts? Workers may be able to count numbers, but do they know
how to analyze graphs, interpret statistics, or plan budgets? These are skills needed to
make decisions and function well in daily life.
Clearly reading or writing words and numbers is not enough to assess literacy.
People need to be able to understand and use those words and numbers for practical
purposes, such as deliberating ideas and solving problems.
RNING CONTENTS (title of the subsection
LEARNING ACTIVITY 1
1. Complete the table below by giving a brief definition of the different traditional
literacies.
Literacy Definition
Traditional Literacy
Functional Literacy
Early/Emergent
Literacy
Basic Literacy

ASSESSMENT TASK

1. In your own words and in not less than 5 sentences each, explain:
a) Basic Literacy
b) Functional Literacy

REFLECTION

1. Make a reflection. From the Module on Traditional Literacies, I realized that . . . . .

________________________________________________________________________________________
_____

________________________________________________________________________________________
__________

________________________________________________________________________________________
__________

________________________________________________________________________________________
__________

________________________________________________________________________________________
__________

________________________________________________________________________________________
__________

________________________________________________________________________________________
__________

PANGASINAN STATE UNIVERSITY 6

Downloaded by Lace & Sole (lacesole.888@[Link])

 lOMoARcPSD|57132631

FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 110 Building and Enhancing New Literacies Across the Curriculum
Module No.__

________________________________________________________________________________________
__________

________________________________________________________________________________________
__________

________________________________________________________________________________________
__________

________________________________________________________________________________________
__________

________________________________________________________________________________________
__________

________________________________________________________________________________________
__________

________________________________________________________________________________________
__________

REFERENCES
Baylongo, Joselina T. [Link]. Special Topics in Education. Volume 1. Lorimar Publishing
Inc. Manila 2012
Bilbao, Purita P. [Link]. Technology for Teaching and Learning 1. Lorimar Publishing Inc.
Manila 2019
Dayagbil, FilomenaT. [Link]. Special Topics in Education. Volume 3. Lorimar Publishing
Inc. Manila 2012
LEARNING ACTIVITY 1

REFERENCES

PANGASINAN STATE UNIVERSITY 7

Downloaded by Lace & Sole (lacesole.888@[Link])