___ Prof Ed 4: Foundations of Special and Inclusive
Education
Name: Mico Angelo M. Billones
Block: BTLED/BLOCK6
Try These!
Directions: After you have read the texts above, you are hereby instructed to answer the
following questions. Make your answers brief and concise. Use separate sheet of paper for
your answer.
1. Differentiate special from inclusive education using your own words. Two sentences for
each will do.
Answer: special education is a kind of teaching method which is they preferred to teach to the
students who have disabilities or learning difficulties in the way of providing them an
individualized instructions and support to students, but inclusive education is teaching students
with or without disabilities in the same classroom. Inclusive education benefits not only
learners with disabilities, but also those without disabilities as well.
2. Explain briefly the goals and objectives of special education.
Answer: special education ensures that students with disabilities are provided with an
environment that allows them to be educated effectively.
3. Discuss (explain) briefly the characteristics or elements or indicators of inclusive
education which you find interesting.
Answer: “disability is recognized as a form of human diversity” I find this element of inclusive
education interesting because for me it means that, understanding that each individual is
unique and recognizing own individual differences. Disability has its own history and culture
which deserve to be studied in their own rights
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___ Prof Ed 4: Foundations of Special and Inclusive
Education
Let’s Apply!
Directions: Recall your school in elementary or high school. Use the list below and see if it
manifested some of the indicators of inclusive education. Mark the items with a check (√).
1. Instructional Setting
Are students educated at the same school they would attend if they did not have a
disability?
o Is the general education classroom at their enrolled grade-level the first consideration
when the instructional setting is discussed?
o Are special education instructional settings, if located outside of the general education
classroom, placed throughout the school building within age, grade, or department
appropriate areas?
o Are the facilities used by special populations students comparable to those used by
general education students?
o Is the classroom arrangement organized so as to support access for all students?
o Is the classroom climate inviting and welcoming and supportive of all learners?
o Are decisions about instructional setting determined on the basis of student needs
rather than labels or available services?
2. Collaboration
Is there a vision of shared ownership where all students are considered “our
students”?
o Are general education and special populations teachers members of grade
level/department teams, and do they regularly plan together?
o Are all faculty members knowledgeable of each of their student’s Individualized
Education Program (IEP) and/or Behavior Intervention Plan (BIP)?
3. Instruction
Do teachers use a variety of research-based instructional strategies such as multi-
level instruction, cooperative learning, activity-based instruction, etc. to reach all
students?
o Is differentiated instruction the predominant instructional methodology used in
classrooms rather than lecture-based instruction?
o Do teachers understand the difference between accommodations and modifications?
o Is there a campus-wide behavioral support system in place at the school?
o Do teachers have a variety of rich resources, materials, and technology to support all
learners?
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___ Prof Ed 4: Foundations of Special and Inclusive
Education
4. Continuum of Support
o Are external supports provided in advance of instruction to promote student success?
Are there in-class support options for students with special needs such as natural or
formal peer support, intermittent support from teachers or teacher assistants, or
formal collaborative teaching (two teachers sharing instruction)?
o Do service personnel such as occupational therapists, physical therapists, and speech
pathologists provide services within the general education classroom when appropriate?
o If a student leaves the classroom, is it for targeted support only that could not be
provided in the classroom?
Question: After recalling and checking, what did you discover? Enumerate at least three (3)
insights that you discovered. Use simple (short) sentences.
Answer: I discovered and learned that in providing education teacher are guided of what to do
according to the needs of students like following the instructional setting, collaboration and
support.
Reflective Analysis
WHAT DO YOU THINK? Is it possible to create an inclusive general education classroom?
Write a critique or a reflection on inclusive general education.
Answer: In an inclusive classroom, students with or without learning disabilities learn together
in general education environment. All students academic, social, emotional, and
communication needs are met in inclusive classroom which are welcoming and supportive. I
believe that inclusive general classroom is possible. All students in the class will gain
knowledge. It will improve the student’s ability and mind so that they will gain respect to their
classmates especially to those with learning disabilities they will gain respect.
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