PRELIMINARY UNIVERSAL DESIGN FOR LEARNING/INCLUSIVE EDUCATION

INCLUSIVE EDUCATION
 Inclusive education means that all students attend and are welcomed
by their neighborhood schools in age-appropriate, regular classes and
are supported to learn, contribute and participate in all aspects of the
life of the school.
 Inclusive education is about how we develop and design our schools,
classrooms, programs and activities so that all students learn and
participate together.
 “Inclusive education entails providing meaningful learning
opportunities to all students within the regular school system. It
allows children with and without disabilities to attend the same age-
appropriate classes at the local school, with additional, individually
tailored support as needed.

Segregated education teaches children to be fearful, ignorant and generate

prejudices. Only inclusive education can a reduce these aspects and build
friendship, respect and understanding (CSIE Report, 2002)
RATIONALE
- Only inclusion has the potential to reduce fear and build friendship, Concept of Diversity
respect and understanding.
 encompasses acceptance and respect. It means understanding that
- There is no teaching or care in a segregated school that cannot take
each individual is unique, and recognizing our individual differences.
- place in an ordinary school
 It is about understanding each other and moving beyond simple
- Given commitment and support, inclusive education demonstrates
tolerance to embracing and celebrating the rich dimensions of
efficient use of resources
diversity contained within each individual.
A mainstream classroom is a general education classroom. Mainstreaming
Learners who are Gifted and Talented
means putting your child with special education needs in the general
education classroom for some or most of the day. Giftedness
An inclusion classroom is a general education classroom that has students  when ability is significantly ABOVE the norm for their age
who receive special education.  may manifest in one or more domains such as intellectual, creative,
Exclusion - occurs when students are denied access to education. Exclusion artistic, leadership, or in a specific academic field such as language
happens when students with disabilities are not permitted to register to attend arts, mathematics or science
a school, or when they register but are told not to come to school or when
Learners with Difficulty Remembering and Focusing and Learners with
there are conditions placed on their attendance.
Difficulty with Self-care
Segregation - occurs when students with disabilities are educated in separate
 Intellectual Disability - significant deficits in both intellectual
environments (classes or schools) designed for students with impairments or
functioning and adaptive behavior, including conceptual, social and
with a particular impairment. Segregation is most blatant when students with
practical skills
disabilities are forced to go to a school only for students with disabilities, but
it also happens when students are educated in separate classes in a regular Learners with Difficulty Remembering and Focusing
school. These are sometimes called resource classes.
 Learning Disabilities (LD) - normal mental ability no psychosocial
Integration - is placing persons with disabilities in existing mainstream and self-care delays difficulty in listening, thinking, speaking,
education without changing the system of education delivery. Integration reading, writing, spelling or doing mathematical calculation
involves placing a student with a disability in a regular class but without any
individualized supports and with a teacher who is unwilling or unable to Learners with Difficulty Seeing - difficulty performing visual task even w/
meet the learning, social, or disability support needs of the child. Many the provision of corrective eye glasses, include totally and partially blind
people mistakenly call this “inclusion”, but unless the student receives the (low vision), those who use large print reading materials and other aids and
support needed, it is not. devices to improve their sight.
Inclusion - involves a transformation of the education system with changes Learners with Difficulty Hearing
and modifications in content, teaching methods, approaches, structures,
strategies, and review mechanisms in place. In an inclusive system teachers  Hearing Impairment - deaf and hard of hearing, those whose hearing
are trained in initial/preservice education and ongoing professional organs are not functioning, may or may NOT need hearing aid.
development to respond to different learning styles and present lessons in
different ways so that all students can learn. Resources are available to meet Learners with Difficulty Communicating
the individual needs of students with disabilities, such as modified curricula  Speech and Language Disorders/Delays - tends to draw unfavorable
and adapted materials. attention to their manner of speaking rather than to the idea they are
Accessibility - means ensuring that persons with disabilities have access to trying to communicate, usually occurs with other disabilities e.g. ID,
spaces, to information and to communications that are available to or autism, LD, cerebral palsy and brain injury; may be caused by
provided to the public. Accessibility benefits groups of people and is based damage to the brain or other nerves, by developmental abnormalities
on a set of standards. such as cleft palate and environmental toxins; others have no known
cause
Accommodation - means necessary and appropriate modification and
adjustments, where needed in a particular case, to ensure that persons with Learners with Difficulty Walking/Moving
disabilities can enjoy or exercise all their human rights.
 Physically/Orthopedically Impaired - Impairment interferes either
THE SEVEN PRINCIPLES FOR INCLUSIVE EDUCATION permanently or temporarily, with normal functioning of the nerves,
joints, muscles or limbs
1. Teaching All Students
2. Exploring Multiple Identities Learners with Difficulty Remembering and Focusing
3. Preventing Prejudice
4. Promoting Social Justice  Autism Spectrum Disorder - Persistent deficits in social
5. Choosing Appropriate Materials communication and social interaction across multiple contexts.
6. Teaching and Learning about Cultures and Religions Restricted, repetitive patterns of behavior, interests, activities
7. Adapting and Integrating Lessons Appropriately
Special Educational Needs in other Contexts Module 2
Bases and Policies of Special and Inclusive Education
1. Socially Maladjusted
 aggressive and willfully disobey authorities Psychological Bases - Traditionally, special education has looked
 follow their own rules and repeatedly violate social and moral to psychology for many of its theoretical resources and practical strategies.
conventions While those seeking to promote more inclusive education have tended to
 behaviors that are willful, deliberate, planned, or otherwise see psychology and psychologists as part of the problem by providing a
within the control of the student. rationale for segregation.
 pattern of engagement in purposive anti-social, destructive and 1. Jean Piaget
delinquent behavior Jean Piaget's theory of cognitive development suggests that children move
2. Emotionally Disturbed through four different stages of mental development. His theory focuses not
 display symptoms of anxiety, depression and low self-‐esteem only on understanding how children acquire knowledge, but also on
 socially withdrawn, nervous, and lacking in self-confidence understanding the nature of intelligence.
 inability to form interpersonal relationships 2. Albert Bandura
 worry excessively, present with physical complaints, and display Albert Bandura- Social Learning Theory The social learning
feelings of inferiority in social situations theory of Bandura emphasizes the importance of observing and modeling
3. Difficult Circumstances the behaviors, attitudes, and emotional reactions of others. Because it
 children who are abandoned, neglected and abused whether encompasses attention, memory and motivation, social learning
physically, verbally or sexually theory spans both cognitive and behavioral frameworks.
3. LEV VIGOTSKY
INCLUSION DEFINED (Quijano, Y.S.) LEV VIGOTSKY’s Scaffolding Theory
Scaffolding is a process in which teachers model or demonstrate how to
• Reaching out to all learners solve a problem, and then step back, offering support as needed.
• Addressing and responding to diversity of needs of all children, youth and The theory is that when students are given the support they need while
adults learning something new, they stand a better chance of using that knowledge
independently
•Involves changes and modification in content, approaches, structures and 4. Jean Lave
strategies Jean Lave- Situated Learning Lave argues that learning as it normally
occurs is a function of the activity, context and culture in which it occurs (i.e
SOCIAL BENEFITS (Quijano)
it is situated). This contrasts with most classroom learning activities which
Challenges involve knowledge which is abstract and out of context.

 Inclusion may result in overcrowding and Philosophical Bases of Special and Inclusive Education
 lowering of quality of education The general philosophy of special education is that all people can learn,
regardless of their disabilities. The trend in public education has shifted from
Creates positive social and attitudinal changes in both regular and isolating special education students in separate classrooms to mainstreaming
disadvantaged children such as them in the regular classroom for at least part of the day.
 Reducing and eliminating prejudices against disabled children
This Philosophy is rooted on:
 Improving self-concept or self-esteem
 Growth in social cognition
Educational Inclusivity
 Encouraging greater participation in social progress Philosophy of Inclusive Education allowed central themes that emerged and
ECONOMIC BENEFITS (Quijano) changed the future direction of services were deinstitutionalization,
normalization, equal rights, access, least restrictive environment, and
 Leads to higher participation rate, cohort-survival or completion rate community - based services. of equality, sharing, participation and the worth
 There are higher simple and functional literacy rates. and dignity of individuals
 There is higher employment participation rate.
 Enable children to become independent and productive in later years Educational Equality
Educational equity is the study and achievement of fairness, justice, and
CHALLENGES (Quijano) impartiality (equality) in education. The term equity means accommodating
and meeting the specific needs of specific individuals. This means ensuring
 Inclusion education entails additional resources over and above those that everyone's learning needs are met.
provided to regular schools.
 Per pupil cost is relatively higher than the regular pupil.
Historical Basis of Special and Inclusive Education
PROPOSED INITIATIVES/RECOMMENDATIONS (Quijano) 17th Century - Categories – idiots and insane
Children were put in asylums – no categories
1. Ensuring education through early learning intervention No education or intervention
2. Rationalizing the establishment of more centers: special education 18th Century - Effective procedures were developed and devised for
centers, community centers, drop-in centers teaching children with sensory impairments. Programs for the blind and the
3. Capability building for teachers of diverse learners at pre service deaf.
levels 19th Century - First systematic attempts were made to educate the idiotic and
4. Adopting equivalency, testing and acceleration programs to diverse the insane – mental retardation and emotional/behavioral problems
learners  Change in attitude
 Political reformers and leaders in medicine and education began to
champion the cause of handicapped children and adults
INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE  Urged that the “imperfect” and “incomplete” individuals
 Physically disabled be taught skills that would allow them to be
Inclusion means: independent and productive citizens
I – integration  Desire to protect and defend handicapped people
 Sought to normalize exceptional children to the greatest extent
N – networking possible
th
20 Century - Recognition of children and people with exceptionalities
C – collaboration
- Establishing rights
L – living, learning, loving - Creation of laws and legislation for the care and protection of
exceptional children
U – utilizing all available resources - Focus on education
- Creation of specific educational programs for each
S – support and social services
exceptionality
I – implementation of appropriate programs - Mainstreaming and inclusion
O – organization of appropriate services
N – nonstop services to all
 Special Education 2. Prenatal Illnesses and Issues
 RA 7277 (Magna Carta for Disabled Persons) described persons with - Fetal alcohol syndrome, excessive intake of alcohol for the 1st 12 weeks
disabilities are part of Philippine society and so the State shall give of pregnancy
full support to the improvement of the total well-being of disabled - Drug abuse and smoking
persons and their integration into the mainstream of society. - Maternal infections or illnesses such as rubella, hypertension, toxemia
 Educating students with physical, mental, and behavioral (the flow of oxygen to the fetus may be reduced, causing brain damage and
problems is everyone's concern. MR)
 IDEA (Individuals with Disabilities Education Act)- It is the federal
law that ensures that the rights of children and youth with disabilities Multicultural Education
and their parents are protected
It describes a system of instruction that attempts to foster cultural
It would be helpful to give the readers a glimpse of terms used in special pluralism and acknowledges the differences between races and cultures. It
education as defined in Section 4 of Republic Act 7277: addresses the educational needs of a society that contains more than one set
of traditions, that is a mixture of many cultures
a. Disabled Persons
Multicultural Education advocates the belief that students and their
b. Individualized Education Program life histories and experiences should be placed at the center of the teaching
c. Mainstreaming (Least Restrictive Environment) and learning process and that pedagogy should occur in a context that is
familiar to students and that addresses multiple ways of thinking. In addition,
d. Reasonable Accommodation teachers and students must critically analyze oppression and power relations
in their communities, society and the world.
e. Rehabilitation
The Dimensions of Multicultural Education
f. Sheltered Employment
1. Content integration - deals with the infusion of various cultures,
g. Social Barriers ethnicities and other identities to be represented in the curriculum.
h. Zero Defect 2. Knowledge construction process - involves students in critiquing
the social positioning of groups through the ways that knowledge is
Mental Retardation - An idea, a condition, a syndrome, a symptom, or a presented.
disability of the mind and body due to brain damage 3. Prejudice reduction - describes lessons and activities that teachers
implement to assert positive images of ethnic groups and to improve
3 Levels of Impairment intergroup relations.
1. Idiots are individuals whose development is arrested at the level of 2 4. An equity pedagogy - concerns modifying teaching styles and
years old. approaches with facilitate the intent of facilitating academic
2. Imbeciles are those whose development is equivalent to that of 2 to achievement for all students.
7 years’ old 5. Empowering school culture and social structure - describes the
3. Morons are those whose mental development is equivalent to 7 to examination of the school culture and organization by all members
12-year-old maturity. of the school staff with the intent to restructure institutional practices
to create access for all groups. (Banks, 2004)
5 Level Classification
Four Levels of Multicultural Education (James Banks)
1. Borderline ( IQ 67-83)
2. Mild ( IQ 50-66) 1. First level: Contribution
3. Moderate ( IQ 32-49)  Deals with heroes, holidays and discrete cultural elements.
4. Severe ( IQ 16-32)  DepEd Memo No. 28 s. of 2011 identified a portion of the
5. Profound ( IQ 16 and below) 22 days within a school year for national and local event
celebration
Educational Classification (based on predicted ability to learn) 2. Second level: Additive
 Teachers add content, concepts, themes and perspective that
 Educable – could learn simple academic skills but do not progress
are multicultural without changing the structure of their
above fourth grade level.
instructional materials.
 Trainable – could learn to care for their daily needs but very few 3. Third level: Transformative
academic skills.
 it requires teachers to change the structure of their
 Untrainable – totally dependent, considered in need of long term curriculum to enable students to engage in concepts, issues,
care, possibly in a residential setting. events and themes from a multicultural perspective.
Diagnostic and Statistical Manual IV Classification 4. Fourth level: Social action approach
 allows the student to make decision on important social
1. Mild MR (IQ 50-75) issues and take actions to help solve them.

- 85% of the MR population

- acquire academic skills up to 6th grade level
- can become fairly sufficient
- can live independently with community and social support
2. Moderate MR (IQ 35-55)

- 10% of the MR population

- can carry out work and self-care task with moderate supervision
- acquire communication skills in childhood
- survive in a group home
3. Severe MR (IQ 20-40)

- 3-4% of MR population
- master very basic self-care skills and some communication skills
- survive in a group home
4. Profound MR (IQ 20-25)

- 1 to 2% of MR population
- may develop basic self-care and communication skills
- needs supervision
Causes
Though 35% of cases of MR have an unknown cause, biological and
environmental factors that can cause MR include:
1. Genetics
- inherited abnormality of the genes
- Fragile x, a defect in the chromosome that determines sex, is the most
common inherited cause of MR. An accident (e.g. development of an extra
chromosome) or mutation can also cause MR.
 FINAL in which all of us are searching for facts, understanding, and ways to
help those who have been and continue to be abused. The combined
Module # 3: The Gifted Learners perspectives we share from personal, professional, and academic
Gifted and /or Talented – students who score in top 2% on standardized tests experiences have added to our knowledge in ways that have been
of intelligence. valuable to us as people who care a great deal about children.
Superior - specific mental ability such as verbal comprehension and at the Types of Abuse
same time equally inferior in spatial relations. It is a comparative term.
How is child abuse defined? The Colorado Department of Education (1988)
Exceptional- It is an appropriate term when referring to the gifted child as describes four types:
being different in the characteristics. 1. Physical abuse: nonaccidental physical injury to a child. Examples include
slapping, shaking, hitting, kicking, burning, pushing, smothering, restraining
Schools developed Special Programs to address the special needs of gifted (physical or chemical), and torture (may be related to ritualistic abuse and/or
students, such as: satanic worship). Physical abuse should be suspected if the following are
Special Class – gifted students are grouped in one class. present: bruises, burns, broken bones, and/or internal injuries. Further, a child
who appears fearful or who startles easily may be the victim of abuse.
Special School – specialized school established for the purpose of giving 2. Emotional maltreatment: the constant belittling and rejecting of a child,
gifted students differentiated instruction. the absence of a positive emotional atmosphere. Examples include verbal
abuse, inadequate or inappropriate parenting, and neglect. The “failure to
Learners with Socio-emotional Disorder
thrive” syndrome is an example of the results of emotional maltreatment.
1. Emotional Behavioral Disorder
Delays in emotional development and immature behavior may indicate
1. Emotional Disturbance - children who are from birth to age of
emotional neglect.
majority who have had a diagnosable mental, behavioral, or emotional
3. Physical neglect: failure on the part of the child's caretaker to provide
disorder of sufficient duration to meet diagnostic criteria specified
adequate food, clothing, shelter, or supervision. The extreme form of neglect
within the Diagnostic and Statistical Manual of Mental Disorders
is abandonment of a child with no regard or concern for his or her welfare.
(DSM).
4. Sexual abuse: sexual exploitation, molestation, or prostitution of a child
2. Anxiety Attack - a feeling of worry, nervousness, or unease
(p. 1). Sgroi, Porter, and Blick (1982) define child sexual abuse as a sexual
3. Depression - a mental condition characterized by feelings of severe
act imposed on a child who lacks the emotional, maturational, and cognitive
despondency and dejection, typically also with feelings of
development to understand what is happening and to protect him- or herself.
inadequacy and guilt, often accompanied by lack of energy and
6. Learners from Indigenous Groups.
disturbance of appetite and sleep.
The Indigenous Peoples Education (IPEd) Program is DepEd's response to.
4. obsessive compulsive disorder - a personality disorder characterized
the right of indigenous peoples (IP) to basic education that is responsive to.
by excessive orderliness, perfectionism, attention to details, and a
their context, respects their identities, and promotes the value,
need for control in relating to others.
indigenous knowledge, skills, and other aspects of their cultural heritage.
5. bipolar - disorder a mental condition marked by alternating periods
of elation and depression. Current Trends and Issues in Special Education
2. Learners with Chronic Illnesses
1. Asthma - repeated episodes of difficulty in breathing. One of the major known causes of severe learning difficulties is a phenomenon
known as the failure cycle. If a student experiences difficulty or failure early
2. Diabetes- a disease in which the body’s ability to produce or respond in their school life, they can lose confidence, avoid difficult learning tasks,
to the hormone insulin is impaired. avoid practicing their skills, avoid school altogether in some cases, and so
3. Epilepsy- accompanied by motor activity and/or sensory phenomena accumulate a whole lot more reasons to struggle at school. Effective teachers
caused by an abnormal discharge of electrical energy in the brain. make sure that they find out which students are having difficulties and they try
4. Allergy - a damaging immune response by the body to a substance, to respond to their needs as early as possible. Effective teachers do all they can
especially pollen, fur, food, or dust, to which it has become to stop small problems becoming very big problems that are much harder to
hypersensitive address. The longer the time that students experience difficulties at school, the
5. Cystic Fibrosis – inherited disease characterized by chronic greater the effort that is required to eliminate or reduce the problem.
respiratory and digestive problems. It is an inherited disorder that
causes severe damage to the lungs, digestive system and other
organs in the body. Cystic fibrosis affects the cells that produce Addressing Gender Equality with Teaching Strategies
mucus, sweat and digestive juices. These secreted fluids are normally
thin and slippery. GENDER INEQUALITIES in education (UNESCO)
6. Acquired Immune Deficiency Syndrome (AIDS) - A fatal virus-
causes illness resulting in a breakdown of the immune system  access
leaving the individual vulnerable to chronic and ultimately fatal  retention
infections from a wide variety of microbes.  success
 career choices
3. Learners in Difficult Circumstances  career opportunities
1. Living in Remote Places - Schools in rural areas are often operating
out of a single classroom, or in unsafe buildings. Others do not have Both a cause and a result of SYSTEMIC DISCRIMINATION and
perimeter fences, which means animals and intruders can easily access GENDER STEREOTYPING.
the grounds, or children can walk out onto the road.
Mainstreaming gender equality in system-wide teacher education institutions
Child Fund is working with local communities to fund the development of
is crucial for two main reasons
child-friendly infrastructure in schools. This includes building safer
classrooms that are structurally sound, and located within child-safe 1. gender equality is a PRIORITY on the international development agenda
boundaries.
2. teachers are CENTRAL TO THE EDUCATION SYSTEM for the key
3 challenges for children in remote and rural schools: roles they play in the transmission of values, knowledge, and the
development of human potential and skills
1. Children walk long and dangerous journeys to school Education, especially of girls and women, is one of the most EFFECTIVE
2. Rural schools need better infrastructure INVESTMENTS for peace and sustainable development (UNESCO)

3. Teachers need training in children’s health and hygiene Tips for learning environments
Teachers can create the appearance of GENDER BIAS through
2. Victims of War - War affects children in many of the same ways that unintentional, nonverbal actions. The first step to correcting this problem is
it affects adults. Children often experience disrupted or no schooling. to organize your classroom in a way that makes all students FEEL EQUAL.
3. Products of Broken Family - family socio-economic status affects  Establish rules for ALL students (regardless of gender)
children's learning behavior and academic performance by affecting  Classroom SEATING PLAN that supports EQUAL
parents' educational expectations towards children and PARTICIPATION
their educational participation.  Have equal academic and behavior expectations for ALL
4. Street Children/ Children from Impoverished Family STUDENTS (regardless of gender
Education for street children  Use group work
Tips for classroom strategies
The right to a quality education is just one of the rights that street After organizing your class in a way that promotes equality, the next step is
children are denied. Yet education is the most effective way to enable street to consider the effects of your actions in class.
children to reintegrate into society.  Addressing students equally
 Provide enough wait time to answer questions
UNESCO works to develop basic education for street children while also  Use gender neutral language
trying to prevent children in difficulties from ending up on the streets.  Body language
5. Victims of Abuse - The varied roles as therapist, educator, school  Discipline
psychologist, school bus driver, student, and administrator have
provided us with the experience and education, a new field, an area