West Visayas State University 2020

UNIT 1: INTRODUCTION TO SPECIAL

EDUCATION AND INCLUSIVE
EDUCATION
Lesson 1: DEFINITION OF KEY TERMS

Learning Outcome: Students must have defined key terms that describe special
education and inclusive education.

✎ A. ACTIVITY

Mind Mapping

A mind map is a tool for the brain that captures the thinking that goes on inside your
head. Mind mapping helps you think, collect knowledge, remember and create ideas.
Most likely it will make you a better thinker. ( https://simplemind.eu/how-to-mind
map/basics/). (You may visit websites to know about mind mapping).

1. In the center of your paper, draw or write a thought or an idea about special
education or inclusive education.
2. Develop the related subtopics around this central thought/idea, connecting
each of them to the center with a line.

B. ANALYSIS

Look at your mind map closely. Does it capture your whole idea of the central
theme? What do the related subtopics say about your central idea? What helps
you write the related subtopics?

☝C. ABSTRACTION

The following are the terms used in this course:

Assistive devices are specialized instructional and learning materials and equipment
that enable children with special needs to function efficiently. Examples: students
who are blind-braille writer, braille stylus and slate, computer with voice
synthesizer; students with hearing impairment- hearing aid, sign language book

At-risk refers to children who, although not currently identified as having a

disability are considered to have a greater –than-usual chance of developing one.
Educators often apply the term to infants and preschoolers who, because of
 1|ED205

West Visayas State University 2020

biological conditions, events surrounding their births, or characteristics of their home

environments, may be expected to experience developmental problems at a later
time. Educators also use the term to refer to students who are experiencing
significant learning or behavioral problems in the general education classroom and
are therefore at risk of being identified for special education services (Heward,
2009).

Developmental disability refers to a severe, chronic disability of a child five years

of age or older that is:

1. Attributable to a mental or physical impairment or a combination of mental

and physical impairments;
2. Manifested before the person attains age 22;
3. Likely to continue indefinitely;
4. Results in substantial functional limitations in three or more of the areas of
major life activities such as self-care, language, learning, mobility, self
direction, capacity for independent living and economic self-sufficiency;
and
5. Reflects the person’s need for a combination and sequence of special care,
treatment or other services that are lifelong or of extended duration and
are individually planned and coordinated (Beirne-Smith, 2002 in Inciong, et
al, 2007).

Disability exists when an impairment limits a person’s ability to perform certain

tasks (e.g. walk, see, add a row of numbers) in the same way that most person do.
A person with a disability is not handicapped, however, unless the disability leads to
educational, personal, social, vocational, or other problems. For example, if a child
who has lost a leg learns to use a prosthetic limb and functions in and out of school
without problems, she is not handicapped, at least in terms of her functioning in the
physical environment (Heward, 2009). (More specific than a disorder).

Disorder the broadest of the three terms (disability, handicap), refers to a general
malfunction of mental, physical, or psychological processes. It is defined as a
disturbance in normal functioning.

Exceptional Children differ from the norm (either below or above) to such an extent
that they require an individualized program of special education and related services
to fully benefit from education. The term exceptional children includes children who
experience difficulties in learning as well as those whose performance is so superior
that modifications in curriculum and instruction are necessary to help them fulfill
their potential. The term exceptional children is an inclusive term that refers to
children with learning and/or behavior problems, children with physical disabilities or
sensory impairments, and children who are intellectually gifted or have a special
talent. The term students with disabilities is more restrictive than
 2|ED205

West Visayas State University 2020

exceptional children because it does not include gifted and talented children (
Heward,2009) .

Exceptional children are also referred to as children with special needs (CSN). The
mental ability of exceptional children or CSN may be average, below or above
average.

Handicap refers to a problem or a disadvantage that a person with disability or

impairment encounters when interacting with the environment. A disability may pose
a handicap in one environment but not in another. The child with a prosthetic limb
may be handicapped when competing against nondisabled peers on the basketball
court but experience no handicap in the classroom. People with disabilities also
experience handicaps that have nothing to do with their disabilities but are the result
of negative attitudes and the inappropriate behavior of others who needlessly
restrict their access and ability to participate fully in school, work, or community
activities (Heward, 2009).

Impairment refers to the loss or reduced function of a particular body part or

organ (e.g. a missing limb) (Heward, 2009).

Individualized Education Plan (IEP) written document required by IDEA for every
child with disability; includes statements of present performance, annual goals, short
term instructional objectives, specific educational services needed, extent of
participation in the general education program, evaluation procedures and relevant
dates and must be signed by parents.

❖ SPECIAL EDUCATION

Special Education is individually planned, systematically implemented, and

carefully evaluated instruction to help exceptional children achieve the greatest
possible personal self-sufficiency and success in present and future environments
(Heward, 2003 in Inciong et al, 2007)

Individually Planned Instruction. In the U.S., the law on Individuals with

Disabilities Education Act (IDEA) requires that an individualized education program
(IEP) be developed and implemented for every special education student between
ages of 3 and 21.

Systematically implemented and evaluated instruction. Each type of children

with special education needs requires particular educational services, curriculum
goals, competencies, and skills, educational approaches, strategies and procedures in
the evaluation of learning and skills.

Personal self-sufficiency. An important goal of special education is to help child

become independent from the assistance of adults in personal maintenance and
 3|ED205

West Visayas State University 2020

development, homemaking, community life, vocational and leisure activities and

travel.

The present environment refers to the current conditions in the life of the child
with a disability. The present environment includes the family, the school, the
community where s/he lives, the institution in society that extends assistance and
support to children and youth with special education needs such as the government,
nongovernment organizations, socio-civic organizations and other groups.

The future environment is a forecast of how the child with a disability can move on
to the next level of education, from elementary to secondary school and on to
college or vocational program, and finally, to the workplace where s/he can be
gainfully employed. Special education helps the child in the transition from a student
to a wage earner so that s/he can lead a normal life even if s/he has a disability.
( Inciong et al, 2007 pp.38-43).

Special Education means specially designed instruction that meets the

unusual needs of an exceptional student. The single most important goal of special
education is finding and capitalizing on exceptional students’ abilities ( Hallahan &
Kauffman,1997)

Special Education means specially designed instruction provided at no cost to

parents in all settings (such as the classroom, physical education facilities, the home,
and hospitals or institutions). IDEA also stipulates that students with disabilities are
to receive any related services necessary to ensure that they benefit from their
educational experience. Related services include the following: transportation, and
such developmental, corrective, and other supportive services ( including speech
language pathology and audiology services, psychological services, physical and
occupational therapy, recreation, including therapeutic recreation, social work
services, counseling services, including rehabilitation counseling, orientation and
mobility services, and medical services, except that such medical services shall be
diagnostic and evaluation purposes only) as may be required to assist a child with a
disability to benefit from special education, and includes the early identification and
assessment of disabling conditions in children (1997 Amendments to IDEA, PL 105-
17, Sec.602/22/ in Hardman et al, 2002).
 4|ED205

West Visayas State University 2020

Defining Features of Special Education

Dimensions and defining features of special education. Source: From W. L.

Heward. (2003). Exceptional Children: An Introductory Survey of Special
Education (7th ed., p. 40). Upper Saddle River, NJ: Merrill/Prentice Hall.
Used with permission.

5|ED205
 West Visayas State University 2020

SPECIAL EDUCATION IN THE PHILIPPINES

A. Vision for Children with Special Needs

The Department of Education clearly states its vision for children with special
needs in consonance with the philosophy of inclusive education, thus:

"The State, community and family hold a common vision for the Filipino child
with special needs. By the 21stcentury, it is envisioned that s/he could be adequately
provided with basic education . This education should fully realize his/her own
potentials for development and productivity as well as being capable of self
expression of his/her rights in society. More importantly, s/he is God-loving and
proud of being a Filipino.

It is also envisioned that the child with special needs will get full parental and
community support for his/her education without discrimination of any kind. The
special child should also be provided with a healthy environment along with leisure
and recreation and social security measures" (Department of education handbook on
Inclusive Education in Inciong et al, 2007).

B. POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION (adapted

from Inciong et al, 2007)

The policy on Inclusive education for All is adopted in the Philippines to

accelerate access to education among children and youth with special needs.

The goal of the special education programs of the Department of Education all
over the country is to provide children with special needs appropriate educational
services within the mainstream of basic education.

Special education aims to:

1. provide a flexible and individualized support system for children and youth
with special needs in a regular class environment in schools nearest the
students' home,
2. provide support services, vocational programs and work training, employment
opportunities for efficient community participation and independent living, 3.
implement a life-long curriculum to include early intervention and parent
education, basic education and transition programs on vocational training or
preparation for college, and
4. make available an array of educational programs and services.

❖ INCLUSIVE EDUCATION

∙ Describes the process by which a school attempts to respond to all pupils as

 individuals by reconsidering its curricular organization and provision.

6|ED205

West Visayas State University 2020

∙ Through this process, the school builds capacity to accept all pupils from the
local community who wish to attend and, in so doing, reduces the need to
exclude pupils.
∙ Inclusion is a right, not a privilege for a select few.

∙ Inclusion also means providing all students within the mainstream

appropriate educational programs that are challenging yet geared to their
capabilities and needs as well as any support and assistance they and/ or
their teachers may need to be successful in the mainstream.

A. FRAMEWORK OF INCLUSIVE EDUCATION

Inclusive education is a flexible and individualized support system for children

and young people with special education needs. It forms an integral component
of all the overall education system and it is provided in regular schools committed
to an appropriate education for all. Recognizes and responds to the diversity of
children’s needs and abilities, including differences in their ways and paces of
learning.

B. SALIENT FEATURES OF INCLUSIVE EDUCATION

1. Inclusion means implementing and maintaining warm and accepting
classroom communities that embrace diversity and honor differences. 2.
Inclusion means implementing a multi-level, multi-modality
curriculum.
3. Inclusion means preparing and supporting teachers to teach
interactively.
4. Inclusion means providing ongoing support for teachers in the
classroom and breaking down barriers of professional
isolations.
5. Inclusion means involving parents in the planning process in
meaningful ways

Inclusive education in the Philippines includes learners who are gifted and
talented, learners with disabilities, learners who are Muslims, learners who are
indigenous, learners under difficult circumstances. IN THIS COURSE, WE WILL BE
LOOKING AT THE NEEDS OF LEARNERS WITH DISABILITIES IN THE GENERAL
CLASSROOM.

C. POTENTIAL BENEFITS OF INCLUSION

Simply put, both students with and without disabilities learn more. Many studies over
 the past three decades have found that students with disabilities have higher
achievement and improved skills through inclusive education, and their peers without
challenges benefit, too (Bui, et al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, &
Lewis, 2006; Newman, 2006; Alquraini & Gut, 2012).For students with disabilities
(SWD), this includes academic gains in literacy (reading and writing), math, and
social studies — both in grades and on standardized tests — better communication
7|ED205

West Visayas State University 2020

skills, and improved social skills and more friendships. More time in the general
classroom for SWD is also associated with fewer absences and referrals for disruptive
behavior. This could be related to findings about attitude — they have a higher self
concept, they like school and their teachers more, and are more motivated around
working and learning. Their peers without disabilities also show more positive
attitudes in these same areas when in inclusive classrooms. They make greater
academic gains in reading and math. Research shows the presence of SWD gives
non-SWD new kinds of learning opportunities. One of these is when they serve as
peer-coaches.
By learning how to help another student, their own performance improves.
Another is that as teachers take into greater consideration their diverse SWD
learners, they provide instruction in a wider range of learning modalities (visual,
auditory, and kinesthetic), which benefits their regular students as well. Researchers
often explore concerns and potential pitfalls that might make instruction less
effective in inclusion classrooms (Bui et al., 2010; Dupois et al., 2006). But findings
show this is not the case. Neither instructional time nor how much time students are
engaged differs between inclusive and non-inclusive classrooms. In fact, in many
instances, regular ed students report little to no awareness that there even are
students with disabilities in their classes. When they are aware, they demonstrate
more acceptance and tolerance for SWD when they all experience an inclusive
education together. https://resilienteducator.com/classroom-resources/inclusive
education/

D. TRADITIONAL CLASS AND INCLUSIVE CLASS

TRADITIONAL MODEL INCLUSIVE MODEL

Some students do not “fit” in All students “fit” in general

general education classes. education classrooms.

The teacher is the instructional leader. Collaborative teams share

leadership responsibilities.

Students learn from the teachers Students and teachers learn from
solve the problems. one another and solve problems
together.
Students are purposely grouped by Students are purposely grouped
similar ability. by differing abilities.

8|ED205

West Visayas State University 2020

Instruction is geared toward Instruction is geared to match
middle achieving students. students at all levels of
achievement.

Grade –level placement is Grade-level placement and

considered synonymous with individual curricular content are
curricular content. independent of each other.

Instruction is often passive, Instruction is active, creative, and

competitive, didactic, and/or teacher- collaborative among members of
directed. the classroom.

Most instructional supports are Most instructional supports

provided outside the classroom. are provided within the
classroom.

Students who do not “fit in” are Activities are designed to include
excluded in the general classes and/or students though participation
activities. levels may vary.

The classroom teacher assumes The classroom teacher, SPED,

ownership for the education of general related service staff, and families
education students, and special assume shared ownership for
education staff assumes ownership for educating all students.
the
education of students with
special needs.

Students are evaluated by Students are evaluated by

common standards. individually appropriate standards.

Students’ success is achieved by The system of education is

meeting common standards. considered successful when it
strives to meet each student’s
needs. Students’ success is
achieved when both individual and
group goals are met.
E. INCLUSION PRACTICES
1. Appropriate Accommodative Practice
2. Instructional flexibility
3. Professional Collaboration
4. Teacher Assistance teams
5. Peer support systems

9|ED205

West Visayas State University 2020

1. APPROPRIATE ACCOMMODATIVE PRACTICES

Some students require special adaptations that physical environment, the
curriculum, the way instruction is provided, or the assignments given to
them.

2. INSTRUCTIONAL FLEXIBILITY
The ability to respond to unexpected and changing situations to support
students with special needs is a key characteristic of responsible inclusive
settings.
a. DIFFERENTIATED INSTRUCTION
▪ Differentiated instruction can be described as planning and
implementing curricula and instruction to address the diverse
learning needs of students.
b. ADJUSTMENTS
▪ Are special measures put in place to ensure learners can
access and participate in learning activities.
▪ Particular adjustments may need to be available to the learner
every time they undertake some tasks.
▪ Dark lined paper for a learner with vision impairment each
time they write.
▪ A learner with hearing impairment in the left ear, seated at the
front with the right ear closest to the teacher.

3. PROFESSIONAL COLLABORATION

COLLABORATION
▪ ”a system of planned cooperative activities where general educators
and special educators share roles and responsibilities for student
learning”
▪ Occur in a variety of settings and activities
▪ Prerefferal efforts and IEP meetings

▪ Consulting and cooperative teaching assignments

▪ Teacher assistance teams

▪ Peer support framework

A. TYPES OF COLLABORATIVE EFFORTS

a. Collaboration-Consultation
b. Peer Support Systems
c. Teacher Assistance Teams
d. Co-Teaching

a. COLLABORATION-CONSULTATION

10 | E D 2 0 5

West Visayas State University 2020

▪ General education teacher requests the services of the special

education teacher to help generate ideas for addressing an
ongoing situation.
b. PEER SUPPORT SYSTEMS
▪ Two general education teachers work together to identify
effective solutions to classroom situations. The approach
emphasizes the balance of the relationship.
c. TEACHER ASSISTANCE TEAMS
▪ Teams provide support to general education teachers. The
team is made up of core members plus the teacher seeking
assistance, it emphasizes analyzing the problem solution an
developing potential solutions.
d. CO-TEACHING
▪ General and special education teachers work together to
provide direct service to students. The approach employs joint
planning and teaching and emphasizes the joint responsibilities
of instruction.

i. VARIATIONS OF CO-TEACHING
o Interactive Teaching
o Station Teaching
o Parallel Teaching
o Alternative Teaching
 o Peer Support Systems
∙ Students with disabilities in general classrooms
receive social or instructional help from their
peers without disabilities.

C. APPLICATION:

Go back to your mind map and finish it. The subtopics that you wrote are
called the first level associations. After this lesson, add related ideas from the
subtopics that you have. These are second level associations, third level
associations and so forth. Connect associations with curved lines. You may
use color/drawings in your mind maps. Your mind maps may look like the one
below.

11 | E D 2 0 5

West Visayas State University 2020

https://simplemind.eu/how-to-mind-map/basics/

E. ASSESSMENT:
Create your own definition of the following terms:

1. Disability

2. Handicap

3. Impairment

4. Special education

5. Inclusive education

REFERENCES:

Heward, William L. (2013). Exceptional Children. An introduction to Special

Education. USA: Pear

Inciong, T. and Quijano, Y. , et al. Introduction to Special Education. Philippines; Rex

Bookstore

https://simplemind.eu/how-to-mind-map/basics/)

https://resilienteducator.com/classroom-resources/inclusive-education/

12 | E D 2 0 5

West Visayas State University 2020

Lesson 2: Foundations of Special Education and Inclusive

Education

Learning Outcomes: The students must have:

1. identified laws, philosophy and theories that form the basis of special education
and inclusive education.
2. analyzed case basing on the laws, philosophy and theoretical foundations of
special and inclusive education

✎A. ACTIVITY

Read the news about a man with cerebral palsy.

A Man With Cerebral Palsy Was Left To Crawl Off A United Plane

Passenger D’Arcee Neal called the experience “humiliating.”

By Kim Bellware

A Virginia man with cerebral palsy had to crawl off his flight after United Airlines
reportedly failed to offer him assistance after landing.

Passenger D’Arcee Neal waited for flight crews to bring him an aisle-sized chair to
help him disembark after landing at Reagan National Airport Tuesday night. After
waiting and then urgently needing to use the bathroom, Neal was reduced to
crawling half the length of the plane, down the aisle and to the doorway where his
regular wheelchair awaited, he told NBC Washington.

“I was like, ‘I don’t have time for this,’” Neal told the NBC affiliate. “I decided to get
out and crawl down the plane to my chair.”

Neal called the experience “humiliating” and said, “No one should have to do what I
did.”

Ironically, Neal, a disability rights activist, was returning from San Francisco where
he had given a speech on accessible transit.

Neal and United Airlines could not be reached for comment. United told NBC
Washington that it “regrets the delay in providing an aisle chair to assist Neal.”

13 | E D 2 0 5

West Visayas State University 2020

According to The Air Carrier Access Act, airlines are required to assist passengers
with disabilities in moving to and from their seats and during boarding and
deplaning.

The American Association of People With Disabilities on Friday called Neal’s

experience an unfortunately common occurrence and noted that last year, more than
27,500 disability-related complaints were filed with the Department of
Transportation.

“The ACAA has been a law on the books for nearly 30 years,” AAPD President Helena
Berger said in a statement. “Yet people with disabilities are still treated like second
class citizens when traveling by plane. Airlines can and must to do better.”

The AAPD noted that many aspects of flying, from in-flight entertainment to safety
demonstrations, are not equally accessible to all passengers, which can diminish
passenger comfort and — at worst — jeopardize safety.

B. ANALYSIS
 1. Why did Neal have to crawl down the plane?
2. Do you know or heard news similar to Neal’s case?
3. Do persons with disabilities have the same rights with persons without
disabilities?
4. What do you think can help persons with disabilities acquire equality and
equity?
5. What should be the attitude towards person with disability?

☝C. ABSTRACTION

1. HISTORICAL FOUNDATIONS OF SPECIAL EDUCATION

A. History of Education for Students with Disabilities
∙ Early 9th century- first systematic attempts were made to educate
“idiotic” and “insane” children- those who today are said to have
mental retardation and emotional or behavioral disorders.
∙ Prerevolutionary era- most society had offered children with
disabilities was protection-asylum from a cruel world into which
they did not fit and in which they could not survive with dignity, if
they could survive at all.
∙ The historical roots of special education are found primarily in the
early 1800s.

14 | E D 2 0 5

West Visayas State University 2020

∙ Most of the originators of special education were European

physicians
∙ Philippe Pinel (1745-1826)- Itard’s mentor, a prominent French
physician who was an early advocate of humane treatment of
insane persons, advised Itard that his efforts would b
eunsuccessful because Victor was a “hopeless idiot”.
∙ Jean-Marc-Gaspard Itard (1775-1838) , a French physician who
was an authority on diseases of the ear and on the education of
students who were deaf, is the person to whom most historians
trace the beginning of special education. In the early years of the
nineteenth century, this young doctor began to educate a boy,
Victor, of about twelve who had been found naked and wild in the
forests of France. - Father of SPED for persons with intellectual
and physical disability.
 ∙ Edouard Sequin (1812-1880) Itard’s student, emigrated to the
United States in 1848. Seguin had become famous as an educator
of so-called idiotic children, even though most thinkers of the day
were convinced that such children could not be taught anything of
significance.
∙ Revolutionary ideas of Itard, Sequin, and their successors that
form the foundation for present day special education.
1. Individualized instruction
2. A carefully sequenced series of educational tasks.
3. Emphasis on stimulation and awakening of the child’s senses.
4. Meticulous arrangement of the child’s environment.
5. Immediate reward for correct performance.
6. Tutoring in functional skills.
7. Belief that every child should be educated to the greatest
extent possible.

∙ MONTESSORI:

▪ Extended Itard's program 1st to the early stages of child development,

before formal education, then revising our conception of education
itself, whatever the age of the learner
▪ Emphasis on sensory materials

▪ First woman physician in Italy, tasked to address the needs of “feeble

minded” children

U.S. thinkers concerned with the education of students with disabilities

∙ Samuel Gridley Howe(1801-1876) –a physician and an educator,

instrumental in founding the Perkins School for the Blind in Watertown,
Massachusetts and was also a teacher of students who were deaf and
blind. His success in teaching Laura Bridgman, who was deaf and blind,

15 | E D 2 0 5

West Visayas State University 2020

greatly influenced the education of Helen Keller. Howe was also a force
behind the organization of an experimental school for children with mental
retardation and was personally acquainted with Sequin.
∙ Thomas Hopkins Gallaudet (1787-1851), a minister,in 1817 established the
first American residential school, in Hartford, Connecticut for students who
were deaf (now known as the American School of the Deaf
∙ Elizabeth Farrell- teacher in New York City was highly instrumental in the
development of special education as a profession. Farrell and a group of
other special educators across the U.S. and Canada founded the Council
for Exceptional Children

∙ Mid -1970s

▪ Many schools did not provide any programs for students

with disabilities, or the programs they provided were very
minimal
▪ 1970-only 20 percent of all children with disabilities were
served in public school programs
▪ It was estimated that 3 million children with disabilities
received inappropriate or inadequate services, while up to
1 million were totally excluded from the educational
system.

∙ 1970s

▪ The only resources available for most parents were private

educational programs specifically designed for children
with disabilities. Parents paid for the education of their
children.
▪ Many stayed at home and received no formal education.

▪ In few schools, students with physical disabilities or

intellectual disabilities were provided with services,
however, these services were nearly always in self
contained , isolated classrooms, and the students rarely
interacted with typical students. Services for these
students were slow to develop because of financial
constraint.
▪ Some children with disabilities received services in
residential programs. In 1963 nearly 50% of children
classified as legally blind in the US lived in residential
schools for the blind. These residential programs offered
daily living support as well as some education and training.
▪ American Asylum for the Education of the Deaf and Dumb
(now the American School for the Deaf)- first school for
children with deafness established in 1817.

16 | E D 2 0 5

West Visayas State University 2020

 ▪ New England Asylum for the Blind- first school for children
with visual problems established in 1832

∙ Since the mid -1970s

▪ Services to students with disabilities have changed

dramatically. More appropriate services were provided by
schools but they are also frequently provided both in
resource rooms and general classroom teachers.
▪ Many different developments brought about this change,
including parental advocacy, legislation, and litigation.
▪ Services for students with disabilities evolved in four
distinct phases: relative isolation, integration
(mainstreaming), inclusion, and empowerment.

∙ Inclusive Education

▪ 20thcentury compulsory public education began, no school programs

existed for students with disabilities
▪ Students with disabilities that were relatively mild, that is, learning or
behavior problems or minor physical impairments, were educated along
with other students because their needs were not extraordinary.
▪ Many children with significant intellectual or physical disabilities did
not attend school at all and others educated by private agencies or
lived in institutions
▪ First half of the 20th century- many states explicitly legislated
permission for school districts to prohibit some students with
disabilities from attending.
▪ 1920s and 1930s
Special classes in public schools that began as compulsory
education became widespread
▪ 1950s special education programs were available in many school

districts, but some undesirable outcomes were becoming apparent. ▪

1960s many authorities were agreed that segregated special classes
were not the most appropriate educational setting for many students
with disabilities.

THE IMPACT OF THE CIVIL RIGHTS MOVEMENT ON SPECIAL EDUCATION

▪ 1950s and 1960s civil rights movement although initially addressing the rights
 of African-Americans, expanded AND BEGAN TO INFLUENCE THINKING about
people with disabilities.
▪ Brown v. Board of Education decision in 1954, the US Supreme Court ruled
that it was unlawful under the Fourteenth Amendment to discriminate
arbitrarily against any group of people. The Court then applied this concept to

17 | E D 2 0 5

West Visayas State University 2020

the education of children, ruling that state- mandated education for African
American students could not be an equal education.
▪ This court decision introduced the concept of INTEGRATION into public
education –diverse students learn together
▪ Court cases for influencing SPED

▪ Pennsylvania Association for Retarded children v. Commonwealth of

Pennsylvania
▪ Diana v. State Board of Education of California

▪ Larry P. v. Wilson Riles

▪ Board of Education of Hendrick Hudson School District v. Rowley

▪ Section 504
One of the outcomes of the civil rights movement has been legislation
designed to prevent discrimination against individuals with individuals,
whether they are children in schools or adults in the workforce.
▪ Americans with Disabilities Act
In July 1990, President George H.W. Bush signed into law the
Americans with Disabilities Act (ADA). This civil rights law was based on the
Vocational rehabilitation Act of 1973, but it further extended the rights of
individuals with disabilities.

SERVICES FOR STUDENTS WITH DISABILITIES EVOLVED IN FOUR

DISTINCT PHASES

1. Relative Isolation
∙ Included the first sixty to seventy years in the twentienth century,
students were either denied access to public schools or permitted to
attend only in isolated settings.
2. Integration Phase
∙ Began in the 1970s, students with disabilities were mainstreamed, or
integrated, into general education programs when appropriate.
 3. Inclusion
∙ Starting in the mid-1980s emphasis was placed on students with
disabilities being included in all school programs and activities. This
phase differed from the integration phase in a minor but very significant
way.
4. Empowerment and Self-Determination
∙ Has been the focus the focus of inclusion efforts, to better prepare
students for the highest degree of independence possible. The idea of
student-led conferences is a prime example of the focus on self
determination.

LEGISLATIVE BASIS FOR CONTEMPORARY SPECIAL

EDUCATION ∙ The First Federal Special Education Legislation

18 | E D 2 0 5

West Visayas State University 2020

∙ Current Special Education Legislation-IDEA

∙ No Child Left Behind Act of 2001 signed by Pres. George Bush-influences the
education of the students with disabilities.
∙ Accountability results

∙ Budget flexibility

∙ Options for student success

∙ Research –based teaching methods

HISTORICAL PERSPECTIVES IN THE PHILIPPINES

∙ 1902- interest to educate Filipino children with disabilities was expressed

during the American regime. The General Superintendent of Education, Mr.
Fred Atkinson, reported to the Secretary of Public Instruction that deaf and
blind children were found in a census of school –aged children in Manila and
nearby provinces.
∙ 1907-Special education program formally started in the Philippines. David
Barrows, Director of Public Education worked for the establishment of the
Insular School for the Deaf and the Blind in Manila. Miss Delight Rice, an
American educator, was the first administrator and teacher of the special
school. At present the School for the Deaf is located on Harrison Street,
 Pasay City while the Philippine National School for the Blind is adjacent to it
on Polo Road.
∙ 1926- The Philippine Association for the Deaf (PAD) composed mostly of

hearing impaired members and special education specialists was founded. ∙

1927- the government established the Welfareville Children’s Village in
Mandaluyong, Rizal.
∙ 1936- Mrs. Maria Villa Francisco was appointed as the first Filipino principal of
the School for the Deaf and the Blind (SDB).
∙ 1954- declared the first week of August as Sight Saving Week. ∙ 1955- First
Parent Teacher Work Conference in Special Education was held at the SDB.
∙ 1956- First Summer Institute on Teaching the Deaf was held at the School for
the Deaf and the blind in Pasay City. The following school year marked the
beginning of the integration of deaf pupils in regular classes.
∙ 1957- Bureau of Public Schools (BPS) of the Department of Education and
Culture (DEC) created the Special education Section of the Special Subjects
and Services Division.
∙ 1960- some private colleges and universities started to offer special education
courses in their graduate school curriculum.
∙ 1963- Manila Science High School for gifted students was established ∙ 1968-
with the approval of R.A. No. 5250 , the teacher training program for teachers of
exceptional children was held at the Philippine Normal College for

19 | E D 2 0 5

West Visayas State University 2020

the next ten years. First Asian Conference on Work for the Blind was held in
Manila.
∙ 1976-Proclamation 1605 declared 1977 to 1987 as the Decade of the Filipino
Child. The national Action Plan for Education was promulgated which included
provisions for in-and –out-of-school exceptional children.
∙ 1977-MEC issued Department Order no. 10 that designated regional and
division supervisors of special education programs. The West Visayas State
College of Iloilo City started its teacher training program and offered
scholarships to qualified teachers.
∙ 1978- marked the creation of the National Commission Concerning Disabled
persons (NCCDP), later renamed National Council for the Welfare of Disabled
Persons or NCWDP through Presidential Degree 1509.
∙ -MEC Memorandum No. 285 directed school divisions to organize special
 classes with a set of guidelines on the designation of teachers who have no
formal training in special education.
∙ -University of the Philippines opened its special education teacher training
program for undergraduate students.
∙ 1979- Bureau of Elementary Education Special Education Unit conducted a
two-year nationwide survey of unidentified exceptional children who were in
school.
∙ 1981- the United Nations Assembly proclaimed the observance of the
International Year of Disabled Persons.
∙ 1982- three special schools were opened: Cebu State College Special High
School for the Deaf, Siaton Special Education Center in the Division of Negros
Oriental and St. John Maria de Vianney Special Education Learning Center in
Quezon City.
∙ 1983- Batas Pambansa Bilang 344 enacted the Accessibility Law, “An act to
Enhance the Mobility of Disabled Persons by Requiring Cars, Buildings,
Institutions, Establishments and Public Utilities to Install other Facilities and
Devices.”
∙ 1990- Philippine Institute for the Deaf (PID) an oral school for children with
hearing impairment was established.
∙ 1993- DECS issued Order No.14 that directed regional offices to organize the
Regional Special Education Council(RSEC)
∙ 1993-2002- declared as the Asian and Pacific Decade of the Disabled Persons. ∙
1996- the third week of January was declared as Autism Consciousness Week.
∙ 1997- DECS Order No. 1 was issued which directed the organization of a
Regional Special Education Unit and the designation of a Regional Supervisor
for Special Education.
∙ DECS Order No. 26 on the Institutionalization of Special Education Program in
all Schools was promulgated.

20 | E D 2 0 5

West Visayas State University 2020

∙ -SPED Mobile Training on Inclusive Education at the Regional Level was held
with funding from the CBM.
∙ 1998- DECS Order No. 5” Reclassification of Regular Teacher and PrincipaI
Items to Special Education Teacher and Special Schools Principal Item”was
issued.
∙ 1999-DECS Order no. 104 “Exemption of the Physically Handicapped from
taking the National Elementary Achievement Test (NEAT) and the National
Secondary Aptitude Test (NSAT).N0. 108 “Strengthening of Special Education
Programs for the Gifted in the Public School System.”
∙ DECS Order N0.11” Recognized Special Education Centers in the

Philippines,N0. 477 “ National Week for the Gifted and the Talented.” ∙ 1983-
Batas Pambansa Bilang 344 enacted the Accessibility law,“ An Act to Enhance
the Mobility of Disabled Persons by Requiring Cars, Buildings, Institutions,
Establishments and Public Utilities to Install Facilities and Other devices.”
∙ 1990- Philippine Institute for the Deaf (PID) an oral school for children with
hearing impairment was established.
∙ 1993- DECS issued Order No.14 that directed regional offices to organize the
Regional Special Education Council (RESC).
∙ -1993-2002 declared as the Asian and the Pacific Decade of the Disabled
Persons.
∙ 1996- third week of January was declared as Autism Consciousness Week. ∙
First National Congress on Visual Impairment was held in Quezon City and
subsequently held every two years.
∙ First Seminar Workshop on Information Technology for the Visually Impaired
was held in Manila sponsored by the RBI (Resources for the Blind
Incorporated).
∙ First Congress on Special Needs Education was held in Baguio City. ∙ 1997-
DECS Order No. 1 was issued which directed the organization of a Regional
Special Education Unit and the Designation of a Regional Supervisor for Special
Education.
∙ DECS Order No. 26 on the Institutionalization of Special Education Programs
in All Schools was promulgated.
∙ 1998- DECS Order No.5 “Reclassification of Regular Teacher and Principal
Items to Special Education Teacher and Special Schools Principal Item” was
issued.
∙ 1999- The Philspada National Sports Competition for the Disabled in Cebu
City
∙ Issuance of DECS Orders No. 104 “ Exemption of the Physically handicapped
from Taking the National Elementary Achievement Test (NEAT) and the
National Secondary Aptitude Test (NSAT)
∙ No108 “Strengthening of Special Education Programs for the Gifted in the
Public School System
 21 | E D 2 0 5

West Visayas State University 2020

ADDITIONAL READINGS:

History_Inclusive_Education.pdf UNESCO

2. LEGAL FOUNDATIONS

https://www.slideshare.net/knowellton/module-24-no-limits

22 | E D 2 0 5

West Visayas State University 2020

A. INTERNATIONAL MANDATES/DECLARATIONS

Universal Declaration of the Rights of the Child 1959 (sometimes known as the
Geneva Declaration of the Rights of the Child)

Principle 7

The child is entitled to receive education, which shall be free and compulsory,
at least in the elementary stages. He shall be given an education which will
promote his general culture and enable him, on a basis of equal opportunity,
to develop his abilities, his individual judgement, and his sense of moral and
social responsibility, and to become a useful member of society.

The best interests of the child shall be the guiding principle of those
responsible for his education and guidance; that responsibility lies in the first
place with his parents.

The child shall have full opportunity for play and recreation, which should be
directed to the same purposes as education; society and the public
authorities shall endeavor to promote the enjoyment of this right.
http://hrlibrary.umn.edu/instree/k1drc.htm

The World Declaration on Education for ALL 1990

The World Declaration on Education For ALL (EFA) prepared in Jomtien,

Thailand in March 1990 has given primacy for an expanded vision and a renewed
commitment of providing basic education to all children, youth and adults,
Consequently, the Philippine Action Plan (1990-2000) in support for EFA has focused
its policies and strategies to specific groups of people which includes the rural poor,
those in the urban slums, cultural communities/minorities, the disabled, the
educationally disadvantaged as well as the gifted.

The Salamanca Statement 1994

The World Conference on Special Education held in Salamanca, Spain on June 7-

10,1994 has recognized the necessity and urgency of providing education for
children, youth and adults with special educational needs within the regular
education system. It has declared the following principles:
· Every child has a fundamental right to education and must be given the
opportunity to achieve and maintain an acceptable level of learning. ·
Every child has unique characteristics, interests, abilities and learning
needs.

23 | E D 2 0 5

West Visayas State University 2020

· Educational systems should be designed and educational programs

implemented to take into account the wide diversity of their
 characteristics and needs.

The Agenda for Action of Asian and Pacific Decade of Disabled Persons
1993-2002

In April 1992, the Economic and Social Commission for Asia and the Pacific
proclaimed the decade (1993-2002) the Asian and Pacific Decade of Disabled Persons.
This regional decade of disabled persons aimed to help to promote the human rights
of disabled persons in a region which has probably the largest number of the world's
disabled persons. https://www.unescwa.org/agenda-action-asian-and-pacific-decade
disabled-persons

The Dakar Framework 2000 (World Education Forum Dakar, Senegal, 26-28 April
2000)

Re-affirmation of the vision set out in the World Declaration on Education for
All in Jomtien a decade ago. It expresses the international community’s collective
commitment to pursue a broad-based strategy for ensuring that the basic learning
needs of every child, youth and adult are met within a generation and sustained
thereafter.
https://sustainabledevelopment.un.org/content/documents/1681Dakar
%20Framewor k%20for%20Action.pdf

Education 2030 Incheon Declaration (World Education Forum 2015 in Incheon,

Republic of Korea, from 19 – 22 May 2015)

The vision to transform lives through education is fully captured by the

proposed SDG 4 'Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all'
http://uis.unesco.org/sites/default/files/documents/education-2030-incheon
framework-for-action-implementation-of-sdg4-2016-en_2.pdf

The International Year of Disabled Persons

“By proclaiming 1981 as the International Year of Disabled Persons, the General
Assembly of the United Nations aimed at focusing attention on the enjoyment of
Disabled Persons of rights and opportunities in order to ensure their

24 | E D 2 0 5

West Visayas State University 2020

full participation and integration into society. The effort to find solutions to the
problem of disabled persons should be an integral part of national development
strategies. There is thus a need to secure the participation of all Member States as
well as relevant government and non-government organizations in the preparation
and implementation of the program of the International Year Disabled Persons.” Its
theme is “full participation and equality.”

B. PHILIPPINES MANDATES

National Legislation

Constitution of the Republic of the Philippines 1987 and Magna Carta for
Disabled Persons 1992

Section1. The State shall protect and promote the right of all citizens to
quality education at all levels, and shall take appropriate steps to make such
education accessible to all.”

Magna Carta for Disabled Persons(RA 7277) –makes more explicit what
provision is required specifically in the area of education for learners with disabilities.

SECTION 14. Special Education

The State shall establish, maintain and support a complete, adequate and integrated
system of special education for the visually impaired, hearing impaired, mentally
retarded persons and other type of exceptional children in all regions of the country.
Towards this end, the Department of Education, Culture and Sports shall establish
special education classes in public schools in cities, or municipalities. It shall also
establish, where viable, Braille and Record Libraries in provinces, cities or
municipalities. The National Government shall allocate funds necessary for the
effective implementation of the special education program nationwide. Local
government units may likewise appropriate counterpart funds to supplement national
funds. https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/

RA 9442 – An Act Amending Republic Act No. 7277, Otherwise Known As

The “Magna Carta For Disabled Persons, And For Other Purposes”

Educational assistance to persons with disability, for them to pursue primary,

secondary, tertiary, post tertiary, as well as vocational or technical education, in
both public and private schools, through the provision of scholarships, grants,
financial aids, subsidies and other incentives to qualified persons with disability,
including support for books, learning material, and uniform allowance to the
extent feasible: Provided, That persons with disability shall meet minimum
admission requirements;

25 | E D 2 0 5

West Visayas State University 2020

 SEC. 40. “No individual, group or community shall execute any of these acts of
ridicule against persons with disability in any time and place which could
intimidate or result in loss of self-esteem of the latter.”
https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act
9442/

The Education Act 1982

Recognizes the right of all people to quality education, “regardless of sex,

age, breed, socio-economic status, physical and mental condition, social and ethnic
origin, political and other affiliations.”

The Governance of Basic Education Act 2001 otherwise known as RA 9155

affirms that all citizens have the right to access quality basic education.

Policies and Guidelines for Special Education (Revised Edition) 1997

The ultimate policy goal of DepEd for special education is: “the integration or
mainstreaming of learners with special needs into the regular school system and
eventually in the community.”

DECS (DepEd) Order No. 26 (1997) called for the institutionalization of Special
Education (SPED) programs in all school.

ENHANCED BASIC EDUCATION ACT OF 2013 (REPUBLIC ACT NO. 10533)

Section 8. Inclusiveness of Enhanced Basic Education. In furtherance

of Section 3 of the Act, inclusiveness of enhanced basic education shall mean the
implementation of programs designed to address the physical, intellectual,
psychosocial, and cultural needs of learners, which shall include, but shall not be
limited to, the following:
8.1. Programs for the Gifted and Talented. These shall refer to
comprehensive programs for the gifted and talented learners in all levels of basic
education.
8.2. Programs for Learners with Disabilities. These shall refer to the
comprehensive programs designed for learners with disabilities which may be home-,
school-, center- or community-based.
8.3. Madrasah Program. This shall refer to the comprehensive program using
the Madrasah curriculum prescribed by the DepEd, in coordination with the
Commission on Muslim Filipinos, for Muslim learners in public and private schools.

26 | E D 2 0 5

West Visayas State University 2020

 8.4. Indigenous Peoples (IP) Education Program. This shall refer to the
program that supports education initiatives undertaken through formal, non-formal,
and informal modalities with emphasis on any of, but not limited to, the key areas of:
Indigenous Knowledge Systems and Practices and community history; indigenous
languages; Indigenous Learning System (ILS) and community life cycle-based
curriculum and assessment; educational goals, aspirations, and competencies specific
to the Indigenous Cultural Community (ICC); engagement of elders and other
community members in the teaching-learning process, assessment, and management
of the initiative, recognition and continuing practice of the community’s ILS; and the
rights and responsibilities of ICCs.
8.5. Programs for Learners under Difficult Circumstances. This shall
refer to the timely and responsive programs for learners under difficult
circumstances, such as, but not limited to: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement, or disasters; child abuse
and child labor practices. https://www.officialgazette.gov.ph/2013/09/04/irr-republic
act-no-10533/

ADDITIONAL READINGS:

For details of the mandates click the links above.

2. THEORETICAL AND PHILOSOPHICAL FOUNDATIONS

A. VYSGOTSKY’S SOCIAL CONSTRUCTIONISM

Sociocultural Theory: This theory focuses on how culture is
transmitted to the next generation through tools such as language
and social interaction. Working with adults and more skilled peers is
essential for children to acquire the ways of thinking, knowing, and
behaving that make up a community’s culture. From this perspective,
knowledge is actively and socially constructed through interactions
with others. However, the role of biology is not ignored; it is perceived
as playing less of a direct role in cognitive development. A child’s
inherited traits influence the ways in which she approaches the
environment and thus impacts the types of experiences she has.

B. SYSTEMS THEORY PERSPECTIVE ON SPECIAL EDUCATION

From a sociological systems theory perspective, disability as a
phenomenon cannot be analysed other than in relation to the
distinction system/environment. According to Michailakis (2003)
individuals with disabilities—as well as other individuals—do not
belong to a system, but are parts of the environment. The individual is
linked up to a specific system by means of that system’s specific
codification ascribing a certain meaning to the particular individual’s
condition (health–illness, working ability–inability, etc). The binary

27 | E D 2 0 5

West Visayas State University 2020

 codification of the system becomes the attribute that colors the
perception of the entire person. All other aspects of the person are
ignored except those that fit the system-specific form of
communication. Whatever the medical or political system is able to
communicate about disability will necessarily be medically or politically
related. The medical system cannot communicate political issues
about disability and the reverse.
PERSPECTIVES OBSERVATION OF DISABILITY AS

Medical system : Diseases, defects, malfunctions, impairments, treatment

Economic system Lack of economic resources, inability to pay, poverty

Labor market Working disability, inability to engage in gainful activity

system Legal system Legal incapacity, lack of rights/duties

Rehabilitation Support/correction of functional incapacities

system

EDUCATION LEARNING DIFFICULTIES, LOW EDUCATION LEVEL

SYSTEM

Art system Ugliness, defective body

Michailakis, Dimitris. (2003). The Systems Theory Concept of Disability: One is not
born a disabled person, one is observed to be one. Disability & Society - DISABIL
SOC. 18. 209-229. 10.1080/0968759032000044184.

As future educators, we take the educational perspective. We make

adaptations for learners with disabilities. We do not diagnose or recommend any
medications for our learners but hold on to that perspective that these group of
learners can learn if we make accommodations or modifications.

28 | E D 2 0 5

West Visayas State University 2020

 C. OTHER THEORIES

a. Biological-maturational Theory: This theory believes that genetic

and physiological changes (i.e., nature) contribute to developing
structures of the body. Brain development and motor capabilities, for
example, occur almost automatically, without learning or instruction.
Changes in abilities can be either gradual or sudden depending on the
type of development being considered. To illustrate, learning to walk
is the result of gradual changes in physiological capabilities and brain
structure. Sudden development, on the other hand, occurs during
puberty due to altered hormonal levels in the body.

b. Behaviorist Theory: Development and learning from this

perspective are attributed almost exclusively to environmental
influences (nurture). B.F. Skinner built on other behaviorist theorists
by noting that children’s (and adults, for that matter) behavior and
learning can be shaped by providing rewards and punishment. He
believed that there is a great deal of diversity in behavior and learning
because all children experience different rewards and punishment
from the adults in their lives.

c. Cognitive-developmental Theory: This theory emphasizes how

children’s thinking and reasoning change, qualitatively, over time.
Children actively contribute to their own cognitive development by
constructing their own understanding of the world. This understanding is
constructed during experiences with materials and working to
resolve discrepancies between prior knowledge and new information.
This process is significantly impacted by the child’s biological
development. At times, children will have not reached a requisite level
of biological maturation and, therefore, cannot make use of
information in the environment or acquire new thinking capabilities.

BEHAVIORISM-BASED INCLUSIVE EDUCATION PRACTICES

Behaviorism is known as a predominant psychological model (Harold & Corcoran,

2013), as suggested by the metaphor for, ‘learning as the acquisition of stimulus-
response pairs’ (Doolittle, 2014). Behaviorists ‘believe the objective of the theory is
to impart to the learner the knowledge of reality’ (Hickey, 2014, p. 17). Behaviorism
occurs when consequences are associated with the stimulus or response that is
followed by reinforcement to be maintained (Ertmer & Newby, 2013)Practices based
on explicit or direct instruction are systematic, involving a step-by-step process
provided by a teacher and followed by students during instruction (Zhang et
29 | E D 2 0 5

West Visayas State University 2020

al., 2016). In addition, explicit or direct instruction-based practices that Electronic
copy available at: https://ssrn.com/abstract=3415247 Asian Institute of Research
Education Quarterly Reviews Vol.2, No.2, 2019 410 break down tasks into their
smallest elements are widely used for teaching students with special educational
needs in inclusive education classrooms (Steele, 2005). During the instructional
process, Behaviorists assess learners to determine at what point to begin
instruction

It is therefore considered that the Behavioristic theory is related to several of the

best practices in inclusive education. Direct instruction is the primary delivery of
instruction in behaviorism within a teacher-centered environment in which the
teacher designs and delivers lessons based on the objectives of the students. The
behavioristic classroom environment focuses upon conditioned responses, which is
the basis of functional behavioral analysis. Since the behavioristic classroom focuses
upon condition-responses, assessment, evaluation, and feedback, all are considered
ideal methods for testing the transfer and generalization of knowledge gained.

COGNITIVISM-BASED INCLUSIVE EDUCATION PRACTICES

Cognitive theories place emphasis on making knowledge meaningful and

helping learners to be more organized and able to relate new information to existing
knowledge stored. In addition, cognitivist approaches emphasize thought processes
and their importance in learning, including memory, thinking, reflection, abstraction,
and metacognition, which are all needed in the learning process (Petersen, 2014).
Therefore, cognitivist instruction "must be based on a student's existing mental
structures or schema to be effective" (Ertmer & Newby, 2013, p. 60). Practically,
cognitivism-based inclusive education practices involve the applications of
cognitivism in inclusive education settings, which clearly appears in the emphasis of
mental information processing and interactions in guiding student learning (Ertmer &
Newby, 2013). Students are encouraged to express and connect their prior
knowledge, learning experiences, and abilities to learn new information being
provided to them. For instance, instructional strategies such as framing, outlining,
mnemonics, concept mapping, and advance organizers should be specifically used to
support the cognitive needs of students with special educational needs (West,
Farmer, & Wolff, 1991). Electronic copy available at:
https://ssrn.com/abstract=3415247

Cognitivism-based inclusive education practices are implemented by applying

different instructional approaches focused on learning activities, such as note-taking
(Boyle & Rivera, 2012), underlining (Swanson, Orosco, & Lussier, 2014),
summarizing (Wittrock & Alesandrini, 1990), writing to learn, outlining and mapping,
and use of the PQ4R method (Slavin, 2009). The use of these instructional
approaches has shown positive results among students with special needs in general
education classrooms. Other practices used, based on cognitivism, for students with

30 | E D 2 0 5
 West Visayas State University 2020

special needs in inclusive education classrooms are various metacognitive strategies,

which are evidence-based such as study skills, concept mapping, and reciprocal
teaching (Al-Shammari, 2019B; Hornby, 2014). In line with Hornby, Hattie (2008)
also offers specific best practice interventions best used for students with special
needs in cognitivism-based inclusive education settings, which include metacognitive
strategies. Metacognitive strategies teach students to understand the way they think.
Through targeted study skills, concept mapping, and reciprocal teaching, students
can plan, organize, and communicate information and learning. Another example of
a metacognitive strategy in a cognitivism-based classroom is a flow chart used to
organize information. Thus, cognitivism can be related to the key components of the
best practices in inclusive education by helping students to assimilate and
accommodate information.

Constructivism-based Inclusive Education Practices Theoretically,

constructivism focuses on creating cognitive tools that reflect the wisdom of the
culture in which they are used as well as the insights and experiences of learning.
Constructivism involves a person understanding the importance of the social
dimension during the learning process through observation, treatment,
interpretation, and adaptation of information on building a cognitive structure.
Vygotsky (1962) emphasized the social role of learning because of its impact on
cognitive development through learning and interaction between children and their
peers, parents, and teachers. Constructivism equates to learning that involves
constructing, creating, and inventing, basically for individuals to develop their own
knowledge and meaning. Constructivists believe that an understanding of the brain
informs teaching (Lenjani, 2016). Akpan and Beard state, "constructivism is the best
paradigm for teaching all learners, but particularly students with special educational
needs" (2016, p. 393). Teachers are essentially considered facilitators, providing
essential information, and organizing activitiesPractically, constructivism-based
inclusive education practices are the applications of constructivism in inclusive
education settings, which would involve instructional methods and strategies to
assist learners to explore complex topics actively. Possible strategies for exploring
these topics include: situating tasks in real-world contexts and using real-life
examples, utilizing cognitive apprenticeships (i.e. modelling and coaching), Electronic
copy available at: https://ssrn.com/abstract=3415247 Asian Institute of Research
Education Quarterly Reviews Vol.2, No.2, 2019 412 presenting multiple perspectives
(i.e. collaborative learning to develop and share alternative views), including social
negotiations (i.e. debate, discussion), encouraging reflective awareness, and
providing considerable guidance on the use of constructive processes (Ertmer &
Newby, 2013). Students in a constructivistic inclusive education setting would benefit
most from the following best practices as reported by Hattie (2008) such as peer
tutoring and cooperative learning. Through peer tutoring and cooperative learning,
students can interact with each other and actively learn in a real-world setting.
Cooperative learning groups, for example, may be formal or informal. Formal groups
may be organized by student ability or interest, whereas informal groups may be
 31 | E D 2 0 5

West Visayas State University 2020

spontaneous within which students are asked to pair and brainstorm on topics. In
the constructivistic inclusive classroom, the belief is that students learn from
experience and real-life application. file:///C:/Users/jonda/Downloads/SSRN
id3415247.pdf

3. PHILOSOPHICAL BASES OF SPECIAL EDUCATION

1. Right of every individual to relevant quality education regardless of sex,
age, creed, socio-economic status, physical and mental condition, social
or ethnic origin, political and other affiliation.
2. Right of every child to have access to equality in education as well as
enjoyment of the benefits of education by everybody (to include even
those with disabilities).
3. Right of children with special needs to an educational program which
are suitable to their needs and to develop their full or maximum
potential to enable them to become self-reliant and provide them with
opportunities for a full and happy life.

4. ETHICAL BASES OF SPECIAL EDUCATION

1. Development and maximization of learning competencies, inculcation of
values to make the learners with special needs useful and effective
members of society.
2. Integration or mainstreaming of learners with special needs into the
regular school (general education) system and in the community. 3. The
vision for Filipino children with special needs (family and community
vision) is for a free quality education and without
discrimination in all aspects.
4. The vision for education should support development of their:
a. Potential
b. National Pride
c. Productivity
d. Love of God
e. Self-Expression
5. The state provides opportunities to develop skills, abilities, attitudes and
values to become productive citizens.
6. Learning institutions should not deny admission to different courses
because the person has a handicap or disability.
7. Formulation of educational policies and program taking special needs
into account.
 32 | E D 2 0 5

West Visayas State University 2020

5. PHILOSOPHY OF INCLUSIVE EDUCATION

A. INTEGRATION
The physical placement of individuals with disabilities in the natural
settings of community, home, or general education class or school
with their nondisabled peers.

PHILOSOPHICAL ROOTS

NORMALIZATION. A philosophical belief in special education that every

individual even the most disabled should have an educational and living environment
as close to normal as possible.

HISTORICAL ROOTS OF INTEGRATION

DEINSTITUTIONALIZATION. A social movement of the 1900s and 1970s

whereby large number of persons with mental retardation and/or mental illness were
moved from large mental institutions into smaller community homes or into the
homes of their families; recognized as a major catalyst for integrating persons with
disabilities into society.

B. REGULAR EDUCATION INITIATIVE

A philosophy that maintains that general education, rather than
special education, should be primarily responsible for educating
students with disabilities.

LEAST RESTRICTIVE ENVIRONMENT (LRE). (mandated by IDEA)

Students with disabilities are to be educated with their nondisabled peers to the
maximum extent appropriate. Deinstitutionalization, normalization, equal rights,
access, least restrictive environment and community based services.

The fundamental principle of the inclusive school is that all children should
learn together, wherever possible, regardless of any difficulties or differences they
may have. Inclusive schools must recognize and respond to the diverse needs of
their students, accommodating both different styles and rates of learning and
ensuring quality education to all through appropriate curricula, organizational
arrangements, teaching strategies, resource use and partnerships with their
communities. There should be a continuum of support and services to match the
continuum of special needs encountered in every school. Source: Salamanca
Framework for Action, World Conference on Special Needs Education: Access and
Quality, 1994.
https://shodhganga.inflibnet.ac.in/bitstream/10603/188763/5/chapter%202.pdf
 33 | E D 2 0 5

West Visayas State University 2020

D. APPLICATION

1. What do you think are the most important events in the history of special
education and inclusive education? Choose three events from the global
settings and three events from the local settings. Plot it in the infographic
timeline. An example is given below but you may present it more creatively

REFERENCES:

https://www.unescwa.org/agenda-action-asian-and-pacific-decade-disabled-persons

http://hrlibrary.umn.edu/instree/k1drc.htm
https://sustainabledevelopment.un.org/content/documents/1681Dakar
%20Framewor k%20for%20Action.pdf

http://uis.unesco.org/sites/default/files/documents/education-2030-incheon
framework-for-action-implementation-of-sdg4-2016-en_2.pdf

https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/

https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-

10533/ https://ssrn.com/abstract=3415247

https://shodhganga.inflibnet.ac.in/bitstream/10603/188763/5/chapter%202.pdf

34 | E D 2 0 5
 West Visayas State University 2020

https://www.visme.co/templates/infographics/event-timeline-1425277750/

2. If you are the judge, what will be your decision on D Arcee’s case ( the case
presented above)? Cite some of the mandates /philosophies/theories above.
If connectivity permits, post your answers on the platform.

E. ASSESSMENT

A. Encircle the letter of the correct answers.

1. SPECIAL EDUCATION IN THE PHILIPPINES STARTED IN THE YEAR:

A. 1902 B. 1907 C. 1993 D. 2000

2. THE PERSON TO WHOM MOST HISTORIANS TRACE THE BEGINNING OF SPECIAL

EDUCATION AND ALSO KNOWN AS THE FATHER OF SPED FOR THE MENTALLY AND
PHYSICALLY HANDICAPPED.

A. JEAN-MARC-GASPARD ITARD HOWE

B. PHILIPPE PINEL D. THOMAS HOPKINS GALLAUDET

C. SAMUEL GRIDLEY

3. THESE REVOLUTIONARY IDEAS OF ITARD, SEQUIN, AND THEIR SUCCESSORS

FORM THE FOUNDATION FOR PRESENT DAY SPECIAL EDUCATION.

I. INDIVIDUALIZED INSTRUCTION
II. A CAREFULLY SEQUENCED SERIES OF EDUCATIONAL TASKS. III.
EMPHASIS ON STIMULATION AND AWAKENING OF THE CHILD’S SENSES. IV.
METICULOUS ARRANGEMENT OF THE CHILD’S ENVIRONMENT.

A. I & II B. II & III D. I, II, III, & IV

C. III & IV

4. IN 1996, THIRD WEEK JULY WAS DECLARED AS:

A. AUTISM WEEK B. DISABILITY WEEK DAY

C. HEARING DISABILITY WEEK D. WHITE CANE

35 | E D 2 0 5
 West Visayas State University 2020

B. Make a Position Paper on the Education of the Persons with Disability. a.

Introduce your topic with some basic background information. ... b.
Introduce possible objections to your position. ...
c. Support and acknowledge the opposing points. ...
d. Explain that your position is still the best one, despite the strength of
counter-arguments. ...
e. Summarize your argument and restate your position.

https://www.thoughtco.com/how-to-write-a-position-paper-

1857251 REFERENCES:

Inciong, T. and Quijano, Y. , et al. Introduction to Special Education. Philippines; Rex

Bookstore

History_Inclusive_Education.pdf UNESCO

https://www.thoughtco.com/how-to-write-a-position-paper-

1857251 https://www.slideshare.net/knowellton/module-24-no-

limits

https://www.unescwa.org/agenda-action-asian-and-pacific-decade-disabled-persons

http://hrlibrary.umn.edu/instree/k1drc.htm
https://sustainabledevelopment.un.org/content/documents/1681Dakar
%20Framewor k%20for%20Action.pdf

http://uis.unesco.org/sites/default/files/documents/education-2030-incheon
framework-for-action-implementation-of-sdg4-2016-en_2.pdf

https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/

https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-

10533/ https://ssrn.com/abstract=3415247

https://shodhganga.inflibnet.ac.in/bitstream/10603/188763/5/chapter%202.pdf

Lesson 3: UNDERSTANDING DIVERSITY

A. MODELS OF DISABILITY

Learning outcomes:
The student must have:
36 | E D 2 0 5

West Visayas State University 2020

1. compared and contrasted the models of disability

2. explained own belief of disability

A. ACTIVITY

Look at the picture. What are your thoughts when you see this

picture?

B. ANALYSIS

How do you see persons with disabilities? What influence your perspectives or
thinking about them?

C. ABSTRACTION

MODELS OF DISABILITY

Models of Disability are tools for defining impairment and, ultimately, for
providing a basis upon which government and society can devise strategies for
meeting the needs of disabled people. They are a useful framework in which to gain
an understanding of disability issues, and also of the perspective held by those
creating and applying the models.

For Models of Disability are essentially devised by people about other people.
They provide an insight into the attitudes, conceptions and prejudices of the former
and how they impact on the latter. From this, Models reveal the ways in which our
society provides or limits access to work, goods, services, economic influence and
political power for people with disabilities.

Models are influenced by two fundamental philosophies. The first sees disabled
people as dependent upon society. This can result in paternalism, segregation and
discrimination. The second perceives disabled people as customers of what society
has to offer. This leads to choice, empowerment, equality of human rights, and
integration. As we examine the different Models in this and subsequent articles, we
will see the degree to which each philosophy has been applied.

37 | E D 2 0 5

West Visayas State University 2020

We should not see the Models as a series of exclusive options with one superior to
or replacing previous sets. Their development and popularity provides us with a
continuum on changing social attitudes to disability and where they are at a given
time. Models change as society changes. Given this degree of understanding, our
future objective should be to develop and operate a cluster of models, which will
empower people with disabilities, giving them full and equal rights alongside their
fellow citizens. https://www.theweb.ngo/history/ncarticles/models_of_disability.htm

1. BIOMEDICAL MODEL OF HEALTH

The biomedical model of health is the most dominant in the western world and
focuses on health purely in terms of biological factors. Contained within the
biomedical model of health is a medical model of disability. In a similar vein, this
focuses on disability purely in terms of the impairment that it gives the individual.
The biomedical model is often contrasted with the biop-sychosocial model.

2. MEDICAL MODEL OF DISABILITY

The medical model of disability is presented as viewing disability as a problem
of the person, directly caused by disease, trauma, or other health condition which
therefore requires sustained medical care provided in the form of individual
treatment by professionals.
In the medical model, management of the disability is aimed at a "cure," or
the individual's adjustment and behavioral change that would lead to an "almost
cure" or effective cure.
In the medical model, medical care is viewed as the main issue, and at the
political level, the principal response is that of modifying or reforming health-care
policy.

3. IDENTITY MODEL
Disability as an identity model is closely related to the social model of
disability - yet with a fundamental difference in emphasis - is the identity model (or
affirmation model) of disability.
This model shares the social model's understanding that the experience of disability
is socially constructed, but differs to the extent that it 'claims disability as a positive
identity' (Brewer et al. 2012:5). Brewer et al. (2012) offer the following illuminating
definition, which also explains how the identity model departs from the social
model's approach - (http://www.scielo.org.za/pdf/hts/v74n1/06.pdf )

4. SOCIAL MODEL OF DISABILITY

 The social model of disability sees the issue of "disability" as a socially created
problem and a matter of the full integration of individuals into society. In this
model, disability is not an attribute of an individual, but rather a complex
collection of conditions, many of which are created by the social environment.

38 | E D 2 0 5

West Visayas State University 2020

Hence, the management of the problem requires social action and is the collective
responsibility of society at large to make the environmental modifications necessary
for the full participation of people with disabilities in all areas of social life. The issue
is both cultural and ideological, requiring individual, community, and large scale
social change. From this perspective, equal access for someone with an
impairment/disability is a human rights issue of major concern.

5. MINORITY MODEL OF DISABILITY

The minority model of disability, also known as sociopolitical model of
disability, adds to the social model, the idea that disability is imposed on top of
impairment via negative attitudes and social barriers, in suggesting that people with
disabilities constitute a entitative, (relating to or possessing material existence),
social category that shares in common the experience of disability. The minority
model normalizes the experience of disability as a minority experience no more or
less aberrant or deviant than other minority groups' experiences (sex, race, sexual
orientation, etc.). Essentially, this is the assertion that people with disabilities are,
in part, disabled not by what's going on with our bodies per se, but by the manner
in which the able-bodied majority of society views us and either molds or does not
mold itself to allow us to fit.

6. EXPERT OR PROFESSIONAL MODEL OF DISABILITY

The expert or professional model of disability has provided a traditional
response to disability issues and can be seen as an offshoot of the medical model.
Within its framework, professionals follow a process of identifying the impairment
and its limitations (using the medical model), and taking the necessary action to
improve the position of the disabled person. This has tended to produce a system in
which an authoritarian, over-active service provider prescribes and acts for a passive
client.

7. TRAGEDY AND/OR CHARITY MODEL OF DISABILITY

The tragedy and/or charity model of disability depicts disabled people as
victims of circumstance who are deserving of pity.
These, along with the medical model, are the models most used by non
disabled people to define and explain disability.

8. MORAL MODEL OF DISABILITY

The moral model of disability refers to the attitude that people are morally
responsible for their own disability. For example, the disability may be seen as a
result of bad actions of parents if congenital, or as a result of practicing witchcraft if
not.
This attitude may also be viewed as a religious fundamentalist offshoot of the
original animal roots of human beings when humans killed any baby that could not

39 | E D 2 0 5

West Visayas State University 2020

survive on its own in the wild. Echoes of this can be seen in the doctrine of karma in
Indian religions.

9. LEGITIMACY MODEL OF DISABILITY

The legitimacy model of disability views disability as a value-based
determination about which explanations for the atypical are legitimate for
membership in the disability category. This viewpoint allows for multiple explanations
and models to be considered as purposive and viable (DePoy & Gilson, 2004)
(Elizabeth DePoy & Stephen Gilson).

10.EMPOWERING MODEL OF DISABILITY

The empowering model of disability allows for the person with a disability and
his/her family to decide the course of their treatment and what services they wish to
benefit from. This, in turn, turns the professional into a service provider whose role is
to offer guidance and carry out the client's decisions. In other words, this model
"empowers" the individual to pursue his/her own goals.

11.SOCIAL ADAPTED MODEL OF DISABILITY

The social adapted model of disability states although a person's disability
poses some limitations in an able-bodied society, oftentimes the surrounding society
and environment are more limiting than the disability itself.

12.ECONOMIC MODEL OF DISABILITY

The economic model of disability defines disability by a person's inability to
participate in work.
It also assesses the degree to which impairment affects an individual's
productivity and the economic consequences for the individual, employer and the
state. Such consequences include loss of earnings for and payment for assistance by
the individual; lower profit margins for the employer; and state welfare payments.
This model is directly related to the charity/tragedy model.

13.DIVERSITY MODEL OF DISABILITY

Disability as Human Variation, an alternative model intended to focus attention on
how society's systems respond to variation introduced by disability (Scotch and
Shriner 1997). Under this model, accessibility in the built environment, for example,
is not solely achieved by anti-discrimination regulation requiring a 'universal solution;
the diversity of disability must be acknowledged (Scotch and Shriner 1997). Shriner
and Scotch (2001) further question the socio-political definition of disability, in which
 (all) barriers faced by people with disability are (built environment) imposed and
therefore removable, feeling that this common underlying ideology of disability rights
activists and independent living movements insufficiently recognizes that impairment
does have a bearing on accessibility outcomes.

40 | E D 2 0 5

West Visayas State University 2020

Seeking to overcome the false dichotomy of ability/disability, Bickenbach et al.

(1999) pursue the concept of universalism, proposing: While the social model is now
universally accepted, it is argued that universalism as a model for theory
development, research and advocacy serves disabled persons more effectively than a
civil rights or minority group approach. (p. 1173) - (Models of Disability and Human
Rights: Informing the Improvement of Built Environment Accessibility for People with
Disability at Neighborhood Scale?)

14.RELIGIOUS MODEL OF DISABILITY

The moral/religious model of disability is the oldest model of disability and is
found in a number of religious traditions, including the Judeo-Christian tradition
(Pardeck & Murphy 2012:xvii). The religious model of disability is a pre-modern
paradigm that views disability as an act of a god, usually a punishment for some sin
committed by the disabled individual or their family. In that sense, disability is
punitive and tragic in nature.
This model frames disability as something to be ashamed of and insinuates
that disabled people or their families are guilty of some unknown action that caused
their impairment. But that mentality only serves to stigmatize disability, and the
claim that praying heals disability is based on purely anecdotal evidence.

15.MARKET MODEL OF DISABILITY

The market model of disability is a minority rights and consumerist model of
disability that recognizing people with disabilities and their Stakeholders as
representing a large group of consumers, employees and voters. This model looks to
personal identity to define disability and empowers people to chart their own destiny
in everyday life, with a particular focus on economic empowerment.
By this model, based on US Census data, there are 1.2 billion people in the
world who consider themselves to have a disability. An additional two billion people
are considered Stakeholders in disability (family/friends/employers), and when
combined to the number of people without disabilities, represents 53% of the
population. This model states that, due to the size of the demographic, companies
and governments will serve the desires, pushed by demand as the message becomes
prevalent in the cultural mainstream.

16.HUMAN RIGHTS BASED MODEL OF DISABILITY

From the mid 1980's countries such as Australia enacted legislation which
embraced rights-based discourse rather than custodial discourse and seek to address
the issues of social justice and discrimination. The legislations embraced the shift
from disability being seen as an individual medical problem to it instead being about
community membership and fair access to social activities such as employment,
education and recreation.
The emphasis in the 1980's shifted from dependence to independence as people
with disabilities sought to have a political voice. Disability activism also helped

41 | E D 2 0 5

West Visayas State University 2020

to develop and pass legislation and entitlements became available to many people.
However, while the rights-based model of disability has helped to develop additional
entitlements, it has not changed the way in which the idea of disability is
constructed. The stigma of 'bad genes' or 'abnormality' still goes unchallenged and
the idea of community is still elusive -
(https://sites.google.com/site/changesintheviewsofdisability/models-of-disability )

17.RELATIONAL MODEL OF DISABILITY

In the late 1960s Nirje, a Swedish social theorist, formulated the principles of
normalization emphasizing strong support of de-institutionalization, recognition of
the diversity of the human condition, and belief that people with disability and
'normal' (ordinary) life, including access to the built environment, are not mutually
exclusive.
This work represents part of an emerging grand idea of social inclusion for
people with disability in the community and within the neighborhood (Nirje [1969]
1994). Following on in this continuum of Nordic interest in people - environment
interaction, a new disability model developed around the end of 1990s - early2000s,
and has subsequently been recognized as the (Nordic) Relational Model of Disability
(Goodley 2011) - (Models of Disability and Human Rights: Informing the
Improvement of Built Environment Accessibility for People with Disability at
Neighborhood Scale?)

18.AFFIRMATION MODEL OF DISABILITY

The affirmation model of disability is essentially a non-tragic view of disability
and impairment which encompasses positive social identities, both individual and
collective, for disabled people grounded in the benefits of lifestyle and life experience
of being impaired and disabled. This view has arisen in direct opposition to the
dominant personal tragedy model of disability and impairment, and builds on the
liberatory imperative of the social model.
Rooting their idea in the values of Disability Pride and perspectives emerging
from the disability arts movement, Swain and French identified the affirmation model
as a critique of the personal tragedy model corresponding to the social model as a
critique of the medical model.

19.SPECTRUM MODEL OF DISABILITY

 The spectrum model of disability refers to the range of visibility, audibility and
sensibility under which mankind functions. The model asserts that disability does not
necessarily mean reduced spectrum of operations. https://www.disabled
world.com/definitions/disability-models.php

20.THE INDIVIDUAL-ENVIRONMENT MODEL OF DISABILITY

42 | E D 2 0 5

West Visayas State University 2020

As it became clear that disability was not a strictly medical concept nor a
strictly social concept, there was a movement toward biopsychosocial models. In
1980, the World Health Organization (WHO) released the first internationally shared
conceptual model of disability, known as the International Classification of
Impairments, Disabilities, and Handicaps (ICIDH). As its title suggests, the ICIDH
focused on classification within three domains: impairment, disability, and handicap.
Impairments are defined as abnormalities of body structure, appearance, and/or
organ system and function. Disabilities are defined as the consequences of
impairments in terms of functional performance and activity of the individual.
Handicaps are the disadvantages experienced by the individual as a result of
impairments and disabilities.3
The ICIDH was revised several times, resulting in the current model, the
International Classification of Functioning, Disability, and Health (ICF). The ICF aims
to classify health and health-related domains in order to describe changes in body
function and structure, level of individual capacity, and level of individual
performance. In this model, the term functioning refers to all body functions,
activities, and participation. The term disability refers to impairments, activity
limitations, and participation restrictions. The ICF puts emphasis on health and
functioning rather than disability, and is formulated to complement the International
Statistical Classification of Diseases and Health Related Problems (ICD-10). 4 In the
ICF, disability and functioning are viewed as outcomes of interactions between
health conditions and contextual factors. Contextual factors include external
environmental factors and internal personal factors. There are three levels of human
function according to the ICF: functioning at the level of the body or body part, the
whole person, and the whole person in a social context. Qualifiers are then used to
record the presence and severity of a problem at each of these levels, resulting in a
classification system.4Alycia Reppel, MD, Segun Dawodu, MD
Originally published:09/20/2014
Last updated:09/20/2014https://now.aapmr.org/conceptual-models-of-disability/

D. APPLICATION:
1. Which model above are you upholding? Why?
 2. After knowing the different models of disability, did it change your attitude or
perspective about persons with disability?
3. Relate the Models Of Disability to System Theory.

E. ASSESSMENT:

Choose two models of disabilities. Make a matrix showing the comparison and
difference of these models against your own perspective about persons with
disability.

43 | E D 2 0 5

West Visayas State University 2020

REFERENCES:

https://now.aapmr.org/conceptual-models-of-disability/

https://www.theweb.ngo/history/ncarticles/

models_of_disability.htm

https://www.disabled-world.com/definitions/disability-models.php

https://now.aapmr.org/conceptual-models-of-disability/

Michailakis, Dimitris. (2003). The Systems Theory Concept of Disability: One is not
born a disabled person, one is observed to be one. Disability & Society - DISABIL
SOC. 18. 209-229. 10.1080/0968759032000044184.
Lesson 3: UNDERSTANDING DIVERSITY

B. LODEN’S DIVERSITY WHEEL

Learning outcomes:

The student must have:

1. enumerated the dimensions of diversity

44 | E D 2 0 5

West Visayas State University 2020

2. demonstrated sensitivity to the difference in values, languages and

customs between the home and school

A. ACTIVITY:

After spending time looking at the wheel below, write down 5 things that
describe who you are—the top five things you think of when you think to describe
yourself.

Activity developed or adapted as part of Cultural Competence Learning

Institute, a partnership between ASTC, ACM, and Children’s Discovery Museum of
San Jose. retrieved from
https://higherlogicdownload.s3.amazonaws.com/ASTC/a6c0f3de-e0b1-4198-
8ab7- 01cee4a55b00/UploadedImages/Diversity-Wheel-Activity-v2.pdf

B. ANALYSIS
Locate your characteristics on the Diversity Wheel and then talk with one or
two other classmates( through messenger or text message ) about how they
identified themselves and what they noticed when they tried to put their
characteristics into the areas of the wheel.

1. In what ways are you similar and different from your classmates?
2. Does it affect the way you think about them and yourself?

45 | E D 2 0 5

West Visayas State University 2020

C. ABSTRACTION:

Marilyn Loden and Judy Rosener in 1990 developed a framework for thinking about
the different dimension of diversity within individuals and institutions. This wheel
can be used in many different ways to encourage thinking about values, beliefs, and
dimensions of identity for people and organizations. Diversity is about accepting the
specialness and differences between us. Once you embrace that concept, you can
move on to living in a more peaceful and unified environment. As educators in the
future you have to embrace the environment with learners made up of all abilities,
religions, physical characteristics and ages, if not, these learners specially with
additional needs will never be welcomed in an inclusive setting.

In the Diversity Wheel there are two sections: Primary dimensions of diversity
and Secondary dimensions of diversity. The nine primary dimensions are considered
to be particularly influential in determining your values, self-image and identity, your
opportunities and thoughts and perceptions about others. These dimensions or
characteristics are the ones that are most fixed; you are least likely to make changes
in these areas. The eleven secondary dimensions are in the outer circle. These
characteristics are also part of your social identity, but they can change as your life
experiences affect you. What can you conclude from looking at these twenty
dimensions? One might say that there are just too many pieces or differences in
each of us to make it possible to obtain peace or unity. There are just too many
variables, or too many things that have to change. Do you agree or disagree?

DIVERSITY APPLIES TO EVERYONE

WHY IS THIS IMPORTANT? The list of suggestions is endless. Here are

brief ideas in and out of class just to get started. In groups or clubs, brainstorm
other ideas.

▪ Learn more about your origins. Be proud of where you come from. ▪ Mentor

another person or join your school’s mentoring program. ▪ Invite guests of all

different backgrounds to speak to your class. ▪ You see another person being
bullied, report it, or intervene (if you don’t feel
 threatened), or talk to the victim alone. Learn about dealing with bullies.

▪ Find ways to celebrate diverse cultures in your school.

▪ People in every culture love to share two things: good food and their music.
Find ways to enjoy these together.
▪ Research and report on the history of immigration of other cultures

▪ Interview a class member about his/her background and history. ▪

Say one nice thing each day to someone and mean it.
https://nieonline.com/sentinel/downloads/curricula/diversity_poster.pdf

46 | E D 2 0 5

West Visayas State University 2020

D. APPLICATION:

Make a visual representation (poster) of your three prominent characteristics,

three prominent characteristics you can identify in your school (it could be
previous or present school), home or community.

E. ASSESSMENT:

Make a reflection paper not more than 200 words.

Questions to consider:
a. What are the dimensions of diversity?
b. How do I see people who are different from the values, language, and
customs that I have?
c. What do I need to be effective in working with people at home and
school who are different from me?

REFERENCES:

https://higherlogicdownload.s3.amazonaws.com/ASTC/a6c0f3de-e0b1-4198-
8ab7- 01cee4a55b00/UploadedImages/Diversity-Wheel-Activity-v2.pdf

https://nieonline.com/sentinel/downloads/curricula/diversity_poster.pdf
 47 | E D 2 0 5

West Visayas State University 2020

UNIT 2: COMPONENTS OF
SPECIAL AND INCLUSIVE
EDUCATION
LEARNING OUTCOMES:
At the end of this unit, the students must
have
1. Enumerated the processes involved in Child
Find
through the pre-referral process;
2. Identified the assessment tools, methods, and
principles in working with children with additional
needs;
3. Identifies the different placement within a
continuum;
4. Compared accommodations and curriculum modifications;
5. Identified ways how to involve parents as part of the home-school
collaboration.

A. ACTIVITY:
After reading each statement, write TRUE or FALSE in the column Before
reading. We will go back to this after you complete reading this unit.
Statements Before After
Reading Reading

1. A child suspected to have a disability

should immediately be referred for
special education testing

2. Norm- referenced tests provide better

information for instructional planning
than criterion-referenced tests.

3. The least restrictive setting should be

considered as placement for children
with disabilities.

4. When providing accommodations,

teachers change the curriculum standards
and
 content to provide a level playing field
for children with disabilities.

5. Programs for children with disabilities

become more effective and
successful
when children and families are involved.

B. ANALYSIS:
48 | E D 2 0 5

West Visayas State University 2020

1. What is meant by special education?

2. What is the difference between norm-referenced tests and criterion
reference tests?
3. What kind of placement in the classroom does the child with disabilities
need?
4. How can a teacher best accommodate children with additional needs?
5. Why should families be involved in accommodating children with
disabilities?

C. ABSTRACTION:

1. CHILD FIND THROUGH A PRE-REFERRAL PROCESS

Referral for evaluation and special education services begins by
identifying students who have additional needs and who may be at risk for
developmental disabilities. School guidance counselors, early childhood
teachers, primary school teachers, and community-based day care workers
are often the first to notice such developmental delays in children. In other
instances, the parents themselves notice the delays and seek consultation
with pediatricians and other specialists. The following are the processes:

A. PRE-REFERRAL PROCESS

A child noted to have significant difficulties in relation to expected

competencies and developmental milestones may be referred by parents and
teachers for observation and assessment. A team of professionals, known as a pre
referral team is comprised of special education teachers, counsellors, administrators,
and psychologists who collaborate to determine reasons for the observed challenges.
They collaborate to find ways to meet the needs of children with developmental
delays.
Taylor (2009) provided an assessment model that begins with a pre-referral
process. Children with noted developmental delays and difficulties are identifies
through observations and use of norm- and criterion-referenced tests. In his
assessment model, Taylor (2009) explained that the initial step is to determine
 teaching areas where a learner will benefit from additional support through a variety
of means.

PRE-REFERRAL STRATEGIES and its BENEFITS:

- Pre-referral strategies are designed to provide immediate instructional
and/or behavior management support to a child.
- Using such strategies lessens the number of cases referred for special
education and makes efficient use of time and financial resources that
could have been spent for special education assessment (Heward
2013).

49 | E D 2 0 5

West Visayas State University 2020

- This will also lessen tendency of over-referrals to special education and

wasting as children wait to be tested rather than receive the instructional
and behavioural support they need.

EXAMPLES OF PRE-REFERRAL STRATEGIES ARE:

1. Observation of the child’s behavior, including integrations with parents,
teachers, and peers
2. Interview of parents and teachers to gather more information about the
child
3. Review of school records
4. Analysis of the child’s academic output through error analysis, portfolio
assessment and criterion-referenced and curriculum based assessment.
Depending on the information gathered, corresponding changes can be made
to manage the child’s needs:
1. Modification of the classroom environment ( seating arrangement,
group change, teacher’s proximity)
2. Instructional support
3. Relevant classroom
4. Behaviour management ((Mcloughlin & Lewis 2009)

∙ Recognition of potential problems

INITIAL IDENTIFICATION Implementation of teaching programs

Determination of teaching areas and strategies

Evaluation of teaching program
∙ Parent or teacher observation
∙ Review of school records, classroom observations ∙ Additional in-class or after-school support ∙ Modification of
classroom environment and behaviour
∙ Modification of instruction to address potential needs

∙ Small group instruction

∙ Determine effectiveness of programs on learning and
∙ Direct instruction
behaviour

Figure 1. Pre-referral process

50 | E D 2 0 5

West Visayas State University 2020

If despite provision of additional support, struggles and difficulties persist,

then the child is referred for assessment either within the school, if such services are
available, or referred to a professional for further assessment. What is essential at
this point is that the teachers have implemented a variety of approaches and
practices to ensure that support is provided before formal assessment.

2. ASSESSMENT

Assessment is the process of

collecting information about a
child’s
strengths and needs. It uses a
problem-solving process that
involves
a systematic collection as well as
interpretation of data gathered (Salvia
et.al 2013). Teachers and
administrators make instructional decisions based on the assessment
results.

A. ASSESSMENT PURPOSES
▪ the results of an assessment are sued to decide on a child’s
educational placement and to plan instructional programs for a
child identifies to have additional needs.
▪ progress monitoring and evaluation of teaching programs and
services is another, the purpose of which is to determine how
effective programs are to assist the inclusive teacher and the
special education teacher (Giuliani & Pierangelo 2012.)
 There are a variety of assessment methods that regular and special
education teachers can use:
1. Interviews
2. Observation
3. Checklists or rating scales
4. Tests

B. TESTS
School psychologists, educational diagnosticians, and other related
professionals use a variety of assessment tools to ensure that results are
valid and reliable
1. Norm-referenced tests- are standardized assessments that
compare s child’s performance with a representative sample of
students of the same chronological age. Such tests are
rigorously made by a team

51 | E D 2 0 5

West Visayas State University 2020

2. Criterion-referenced tests- compare a child’s performance

based on established standards and competencies and can be
used to describe student performance. Scores are typically
reported a simple numerical scores, percentage of correct
responses, letter grades, or graphic score reports. Such
assessment data re more useful and relevant as these provide
specific skills a child had mastered and those that need
additional instruction ( Gargiulo 2012).
3. Informal Assessment. Professionals also use informal or non
standardized assessment, which are considered more authentic
and thus can be used primarily to describe performance and
inform instruction. Such assessment can be curriculum-based or
performance based, such as the teacher-made instruments used
in the classroom and portfolio assessments. For example, the
use of reading inventories where a teacher listens to a child
read, while counting for accuracy and speed is an example of an
informal assessment.
4. Authentic Assessment. The use of tests, whether formal or
informal, is only one method of assessment. There are other
ways of assessing students considered at-risk for development
delays or have additional needs, the following are:
a. The use of authentic assessment methods and tools-it
provide students the opportunity to apply knowledge and
skills in meaningful, real-world setting (e.g. classroom,
playground).
b. Example of authentic assessment observation of young
students as they interact with family members, peers, and
 objects in naturally occurring activities across
settings, ( home, school, playground) and routines.
During the observation, teachers and specialists can use
running records which focuses on the occurrence of
behaviors as they happen sequentially. Identified
essential information to be included in a running
record: - Date and time of the observation
- Names of children involved
- Location of the incident
- Verbatim recording of what the children said
- Actual events that occurred
d. Anecdotal records contain shorter descriptions of
incidents or anecdotes that teachers and specialists can
use to analyse a student’s behavior and plan strategies
for a specific child or group of children. Other examples

52 | E D 2 0 5

West Visayas State University 2020

of authentic assessment for young children are play

based assessment and portfolio assessment.

C. ASSESSMENT PRINCIPLES
Assessment practices should be anchored in principles as provided by
the Division for early Childhood of the Council for Exceptional
Students (DEC-2014):
- Child-and family–centered practices
- Team-based approach
- Application of individualized and appropriate process
- Use of genuine and meaningful communication

3. PLACEMENT
Assessment results are used to decide a child’s appropriate education
placement within a continuum from the least to the most restrictive
settings. Teams will base this on their observations, assessment results,
and other factors, with the goal to move towards the least restrictive
learning environment. Sound decisions are made to allow for fluidity it he
child’s placement based on the child’s strengths, abilities and needs.
A general education classroom is the least restrictive environment for
a child with additional needs. Thus, it is considered as the “most
normalized or typical setting”. Additional support in the form of
accommodations or changes in expectations through curriculum
modifications may be provided but still within the same classroom as
peers within the year level.
Another option for placement is to be in a general education class but
the child’s receives supplementary instruction and services such as
speech, physical, and occupational therapy or counselling services during
the school day.
Students who may be part of a general education class are pulled -out
of their class to receive instruction from a specialist teacher in a resource
room. In such a placement, it is assumed that the child will benefit more
from either a small-group or individualized instruction with a specialist
teacher who will be able to more intensively target his learning needs.
Other student need more intensive support that is not provided in a
general education class. Teams may decide to recommend placement for
a child in a more restrictive setting such as a self-contained special
education class but still located in a general education school.
Moving up in the placement continuum, some students who need
more intensive instruction and supports are educated in a special
education class in a special education school. teams of professionals,

53 | E D 2 0 5

West Visayas State University 2020

along with the specials education teacher, work with students with
disabilities and additional needs in a highly specialized setting.
Inclusive education espouses that all students, to the maximum extent
possible, is provided access to general education classroom with the
provision of support to remove barriers to enable success.

Home/Hospital program

Residential facility

Special education class in a special

education
Self-contained special education class in a general
education

General education class with resource center instruction

General education class (inclusion or co-taught with a special

education teacher)

General education class with related services

General education class with modifications

 Figure 2. Educational Placement Options

4. ACCOMMODATIONS AND CURRICULAR MODIFICATIONS Students

with disabilities and additional needs who are studying in an inclusive general
education classroom may need accommodations in the form of instructional
support and other supplementary services. Others who need more intensive
support are provided with curricular
modifications.

A. ACCOMMODATIONS
▪ Accommodations are support provided to students to help gain fill
access to class content and instruction, without altering the
curriculum standards and competencies expected and to
demonstrate accurately what they know. When accommodations
are provided in a general education classroom for children with
disabilities, barriers are removed from accessing education.
▪ Accommodations may be provided both during assessment and
instruction, depending on the learning profile and needs of a child

54 | E D 2 0 5

West Visayas State University 2020

and may vary in terms of presentation, response, setting, and

scheduling ( Beech 2010).

1. Presentation Accommodations
Children with disabilities may need specialized presentation
formats especially those with sensory impairments so they can
learn the same content alongside typically developing peers.

Accommodations in Presentation
Learning Needs Example of Accommodations

Visual Support Minimize visual distraction

Visual cues (e.g use color-coded
text, highlighting)
Use of larger print materials (font
size, illustrations)
Use of sign language
Videos with closed captioning
 Auditory and Read aloud by a peer
comprehension Audio books
support Digital text that reads aloud or
gives definition of words
Text-to-speech software
Advance organizer or story guide
Highlighting or color coding

Listening and focusing Advance organizer

Explicit verbal or visual cues;
physical promps
Repeat/clarify directions and
important information
Note-taking support
Copy of directions

2. Response Accommodations
Response accommodations allow students with disabilities and
additional needs a variety of ways to complete assignments,
written tests, performance tasks, and other activities.
Providing such instructional and assessment supports allows
them to access the same learning experiences as other student
in a general education classroom. The following summarize
examples of response accommodations for students with
disabilities and additional needs.

55 | E D 2 0 5

West Visayas State University 2020

Response Accommodations
Learning Needs Examples of Accommodations

Writing Different size/diameter of pencil, marker,

difficulty( e.g., error or crayon
in spacing, visual Pencil or pen grip (triangular, pear-
perceptual or spatial shaped) Scribe to record dictated
orientation, illegible responses
handwriting) Finger spacer
Handwriting template/guide on the
student’s desk
Visual cues on paper
Different types and sizes of paper
Written expression Electronic dictionary with spell
difficulty check Online dictionary
Word processor with spelling and
grammar check
List of sight words
Writing templates, outline, and
graphic organizers

Math difficulty Calculator

Concrete models and manipulations
Visual representation
Problem-solving guides
Graphic organizers
Special paper-graphing paper for
computations

3. Setting Accommodations
Change in the location or conditions of the educational setting
or environment may be necessary for students who need
support inn terms of behavior, attention, and organization of
space and materials. Accommodation in a setting, may allow a
child who gets easily distracted to work in a quiet corner of the
classroom in his own study carrel so that he will not be
sidetracked by environmental stimuli. Or child who is still
unable to read fluently may be allowed to take a silent reading
comprehension test in another room with a supervising adult
just so she could hear in another room with s supervising adult
so he could hear herself read aloud which helps her better
understand the story.

4. Scheduling Accommodations

56 | E D 2 0 5

West Visayas State University 2020

Changing time allotment, schedule of tasks and assessments,

and management of time are some types of scheduling
accommodations. Students with slow ability in processing
information and directions well as with focusing issues may
need these types of accommodation. Some examples of
accommodation that can modify scheduling are:
1. Extending time for assignments and assessments
2. Providing breaks in between tasks
3. Providing a visual schedule or a checklist of individual
 responsibilities
4. Providing predictable routines and procedures
5. Providing an electronic devise with alarms and cues

B. MODIFICATIONS
Curriculum modifications are provided for students with significant
or severe disabilities where content expectations are altered, and
the performance outcomes are changes in relation to what are
expected of typically developing students of the same age (DEC
2007). When instruction and assessment are modified, a student
with disability is still given the right to access the same learning
opportunities as other students in the general education class, but
the tasks are more respectful and appropriate to the student’s
abilities and needs.
Curricular curriculum includes the following:
1. Changes in instructional level, content and performance
criteria, as well as breadth and depth of content being
learned by students.
2. Students with disabilities or additional needs may be given
more, less, or different content and resource materials
altogether.
3. Students may also be assessed using different standards
that are more appropriate to the student’s needs and
abilities, such as being provided with fewer objectives,
shorter lessons, or a smaller number of vocabulary words
to learn.
Educational teams responsible for instructional planning may
indicate curricular modifications in the student’s Individual
Educational Plan (IEP). Such modifications are needed so that
students also have access to the general education curriculum.

5. PARENT INVOLVEMENT

57 | E D 2 0 5

West Visayas State University 2020

Another component of an inclusive and special education is

parent involvement. It has long been established that parent
involvement in
- Education
- Planning
- Management of children with disabilities and additional needs
This is anchored on Bronfenbrenner’s Human Ecological
 Theory, which state that there five environmental systems that
comprise a child’s social context.
Ecological System Theory was developed by Urie
Bronfenbrenner. It offers framework through which community
psychologists examine individuals’ relationships within communities
and the wider society. The theory is also commonly referred to as the
ecological/system framework.

The Principles of a Family-Centered Model (by Turnbull ad Turnbull

(2002 cited inn Kirk et.al 2015)
1. Honors the family choice by changing the power relationship
between professional and families
2. Abandons a pathology orientation and adopts a strengths
orientation, and
3. Where the entire family becomes the unit of support and not just
the child with a disability and the child’s mother.
In this way, the whole family is provided support, capitalizing on the
child and family members’ strengths and resources, not on their deficits
and needs. Teachers and administrators may also be guided by these
principles when communicating and collaborating with parents and
families of students with disabilities.

Parent involvement has been found to be directly related to academic

achievement and improvements in the school performance of children,
educational support and collaboration with teachers have been found to
promote child success in school. moreover, programs for children and
families are involved. (Newman 2004 cited in Heward 2-13)

A. HOME-SCHOOL COMMUNICATION

Having established the critical role of parents in a student’s

developmental and academic progress and achievement, it is essential that
there is a close home and school collaboration and communication. To
establish partnerships, problem-solving, two-way communication, and shared
decision making are some of the practices needed. Communicating with
parents may be done in several ways:

58 | E D 2 0 5

West Visayas State University 2020

1. Parent-Teacher Conferences
Parent-teacher conferences are face-to-face meetings held
between parents and teachers. Conducting such meetings is
necessary so parents of students with disabilities and additional
needs will be able to share about their child’s background,
strengths and abilities, history of difficulties, and practices they
 have been implementing at home as well as interventions done
with other specialists. Together with teachers, they can coordinate
their efforts and services to support their child both in school and
at home.

2. Written Communication
Home-school communication may also be conduct4d through
written messages, such as the use of a home-school
communication notebook, where teachers and parents write
homework assignments, the student’s behavior in the classroom,
as well as progress on program goals. A written communication
may be time consuming, but some parents prefer this form of
collaboration as the messages are documented and they can
provide a copy to a developmental specialist when needed.

3. Digital Communication
With the influx of mobile devise, many parents and families are
more able to communicate through electronic and digital means
such as email, text messages, and social network messaging
systems. A study found that parents and teachers perceive
technology as an effective tool to promote parents involvement
and thus value its use for communication.

4. Home-School Contracts
A home-school contract contains an agreement between teachers
and parents regarding behavioral and /or academic goals for a
students with disability. Just like any formal contract, this is a
written agreement between teachers, parents, and students on
specific objectives and corresponding reinforcements or rewards
when they are met.

One example of a home-school contract is a Daily Report Card, an

individualized interventions used in schools that is anchored in the
behavioral principles of operant conditioning.

B. OTHER WAYS TO INVOLVE PARENTS

59 | E D 2 0 5

West Visayas State University 2020

Parents also have strengths, abilities, intuitive knowledge and the

commitment to help their own child. They become advocates of their own
children. To maximize their involvement, schools provide other opportunities
such as parent education training, workshops, and parent support groups.
a. Parent education may take the form of providing seminars and
 workshops to parents to equip them with a better understanding of
their child’s disability and accompanying strengths, uniqueness as well
as specific techniques and strategies that they can practice at home.
b. Parent support groups are also helpful as parents are able to ask other
parents about tips and techniques to work with their children. Parents
should be empowered so that they can participate in planning and
organizing parent support groups.

D. APPLICATION:
1. Interview an elementary/secondary school teacher via phone call or online on
the topics listed below. Make at least 3-5 questions for each topic to extract
desired data. (You may record the interview or make a transcription). a. Pre-
referral process observe in the school
b. Persons involved in the pre-referral and referral process
c. Method/s of assessment used by the teachers, school
psychologist and other related professionals used in the
school.
d. Accommodations made for students with learning disabilities e.
Curricular modifications made by the teachers to help students
with learning disabilities
f. Parents involvement in the inclusive and special education
program of the school
2. How will an educational team determine the best placement for a child with
disabilities? Create a flowchart or a mind map to show the different aspects
to be considered for a child’s proper placement.

E. ASSESSMENT:
1. On your own, answer the following questions by using what you have learned
from this unit.
A. What are the different processes as well as strategies used in the pre-referral
system in an inclusive school?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________________.
B. What are the different assessment methods and tools used to identify the
strengths, disabilities, needs and placement of children with disabilities?

60 | E D 2 0 5

West Visayas State University 2020

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________.
C. How are recommendations different from modifications?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________.
D. Why should parents of children with disabilities be involved in the process of
planning and decision making?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________.

E. Five-year-old Renee has been observed by her teachers to show restlessness

and hyperactivity during whole-class activities, but she enjoy singing,
dancing, and listening to stories about animals and unicorns. What steps in
the pre-referral process will you suggest to find ways to help Renee?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________________________________________.

61 | E D 2 0 5

West Visayas State University 2020

 RUBRICS:
No Needs Adequate Quality Exempla
Answer Improveme 6 pts. 8 pts. ry 10
0 pts. nt 4 pts. pts.

Content NO NEEDS ADEQUATE QUALITY EXEMPLA

10 pts. ANSWER IMPROVEME Answers are Answers RY
Did not NT Answers not are Answers are
answer are comprehensi accurate Comprehens
question partial or ve or and i ve,
incomplete. Key completely complete. accurate
pts. Are not stated. Key Key points and
clear. points are are stated complete.
Questions are addressed, and Key ideas
not adequately bit not well supported are clearly
answered supported stated
explained,
and well
supported.

Organiz NO Needs ADEQUATE QUALITY EXEMPLA

at ion ANSWER Improvemen inadequate organizati RY Well
10 pts. Did not t Organization organization on is organized,
answer and structure or mostly coherently
questions detract from development. clear and developed,
the answer Structure of easy to and easy
the answer follow to follow
is not easy
to
follow

Writing NO NEEDS ADEQUATE QUALITY EXEMPLA

Conventi ANSWER IMPROVEMEN Displays Displays RY
ons 10 Did not T Displays over three to one to Displays no
pts. answer five errors in five errors three errors in
(spelling questions spelling, in spelling, error in spelling,
punctua punctuations, punctuation, spelling, punctuatio
tio ns, grammar, and grammar punctuati n,
gramma sentence and on , grammar,
r, and structure sentence grammar and
complete structure , and sentence
sentences) sentence structure
structure

62 | E D 2 0 5

West Visayas State University 2020

REFERENCES:

Beech, M. (2010). Accommodations for Students with Disabilities. 3 rd edition. Florida:

Department of Education.

Dennis, L. R. , Simpson, J., & R. Rueter. (2013). “ Authentic Assessment:

establishing a clear foundations for instructional practices.” Preventing School
Failure 57 (4): 189-195.

Division of early Childhood. (2014). : DEC recommended practices in early

intervention/ early childhood special education.” Retrieved from http://www.dec
sped.org/recommendedpractices.

Taylor, R.L. (2009). Assessment of exceptional Students. New Jersey: Pearson

Education, Inc.

Mcloughlin, J.& Lewis, R. (2009) Assessing students with Special needs. New Kersey:
Pearson Education, Inc.

Halal, Cristina Nieves, et.al. copyright (2020). Foundations of Special and inclusive
Education. Rex Bookstore, Inc.

63 | E D 2 0 5

West Visayas State University 2020

UNIT 3: PROMOTING INCLUSION IN THE
CLASSROOM

Lesson 1: Universal Design for Learning

Learning Outcomes: At the end of the lesson, the students must have:

● defined Universal Design for Learning (UDL)

● identified UDL strategies
● applied UDL strategies

✎ ACTIVITY
View the video below on Universal Design for Learning.
https://www.youtube.com/watch?v=AGQ_7K35ysA

✎ ANALYSIS
Answer the following questions.
a. What is UDL?
b. What are the three principles of UDL?
c. Using a table, give three sample strategies for each principle.
Principle 1 Principle 2 Principle 3

d. Using a table, identify your own learning needs/ preferences as a student

(e.g. I want games, I want to do group activities) identify a UDL strategy
to address each, and briefly describe. Use the link below for ideas for
strategies.

https://goalbookapp.com/toolkit/v/strategies
Your needs UDL Strategy Description

64 | E D 2 0 5

West Visayas State University 2020

 ✎ ABSTRACTION
Universal Design for Learning (UDL) is a framework used in education
that makes instruction more flexible and adaptable to the diverse needs of students.
Students think and do things differently from one another, but often times teachers
use the traditional, constricting and one-size-fits-all method for instruction. Thus
students who have different learning styles, abilities and needs might not be able to
perform to the best of their ability as the teaching method is not suitable and
engaging to them.

Imagine dancing in shoes three times smaller than your size. Take for
instance, Jose, who likes to play football and perform hip-hop routines. He has
difficulty learning physics by just listening and looking at the teacher’s traditional
instruction of lecturing with a slide show. He needs to be more mobile and hands-on
to grasp the concepts. UDL makes it possible for teachers to rethink their teaching
strategies and provide means to design the instruction to suit a variety of learning
styles and reach all students.

UDL has three guiding principles for instruction to be made suitable for
students’ needs and abilities.

5|ED205
West Visayas State University 2020
Source: https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p08/#content

UDL principles can then be applied by the teacher to the four curricular components. The diagram
shows the components.
 Source:

https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p08/#content

The idea of UDL is to make instruction adaptable to how students learn by eliminating learning barriers
(e.g. book is too hard to read, lecture too long and boring, lack of mobility and participation of
students) and providing more motivational and appropriate ways to learn content and skills. Take for
instance Jenny who is scared of being made to stand up and recite the multiplication tables facts. To
lessen her anxiety, she can learn them by playing card games with a classmate.

Observe how UDL is applied by comparing a traditional lesson plan with a lesson plan that uses UDL.

66 | E D 2
05

West Visayas State University 2020

 Take note that the UDL lesson plan provides more variety in ways that student
acquire knowledge – they can work individually or in a group, they can choose
activities that they like to do, they have more opportunities to interact with peers
and make their own decisions. Because of the variety of methods and strategies
used, more student abilities, interest and needs are accommodated and students
have more chances of success in the classroom.

✎ APPLICATION
Imagine you are a teacher of a grade 3 class in a public school. You have to
cater to the following students:

● Visual learners
● Auditory learners
● Tactile learners
● Kinesthetic learners
● Students with learning disabilities
● Students with hyperactivity
● Students with above average IQ

Create a lesson plan and apply UDL so that you can address the needs and
abilities of your learners. Use the link for ideas.

https://goalbookapp.com/toolkit/v/strategies

67 | E D 2 0 5

West Visayas State University 2020

Grade 3 - Science
Objectives: At the end of the lesson, the student must have:

● Explained what is Covid19

● Identified and practice ways to stay safe
Instructional Activity Materials
process

Motivational activity

Lesson presentation

Group or
independent
activity

Assessment

✎ ASSESSMENT
Using your own words, answer the following questions

1. What is Universal Design of Learning (UDL)?

2. What is the purpose of UDL?
3. What are UDL strategies that you can apply to your instruction for a student
with problems in reading using the table below.
Representation Action and Expression Engagement

1. 1. 1.
2. 2. 2.
3. 3. 3.

68 | E D 2 0 5

West Visayas State University 2020

4. What are the advantages and disadvantages of this strategy?

Advantages Disadvantages
 69 | E D 2 0 5

West Visayas State University 2020

Lesson 2: Differentiated Instruction

Learning Outcomes: At the end of the lesson, the students must have:

● defined differentiated instruction (DI)

● identified DI strategies
● applied DI strategies

✎ ACTIVITY
View the video and read the articles on differentiated

instruction. Differentiated instruction

https://www.youtube.com/watch?v=8BVvImZcnkw

https://resilienteducator.com/classroom-resources/examples-of-differentiated
instruction/

Differentiated instruction strategies

https://www.tn.gov/content/dam/tn/education/training/
access_differentiation_handb ook_6-12.pdf

https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples
download/

Accommodation vs modification

https://www.understood.org/en/learning-thinking-differences/treatments
approaches/educational-strategies/the-difference-between-accommodations-and
modifications

✎ ANALYSIS
Answer the following questions.

1. What is DI?
2. What is the purpose of DI?
3. What are the three elements to DI? Explain how each work and give
three examples for each that will address your learning style. (To find
 out your learning style, take the test with the link provided.

Learning style quiz

http://www.educationplanner.org/students/self-assessments/learning
styles-quiz.shtml

70 | E D 2 0 5

West Visayas State University 2020

Elements Explanation 3 examples

4. What is the difference between modification and accommodation?

✎ ABSTRACTION

Differentiated Instruction (DI) is a strategy to address the differences in

students – their learning styles, performance readiness and levels, engagement styles
and interests and needs. This strategy provides various opportunities for students to
access information and demonstrate learning.

DI is a strategy that adheres to the UDL

framework of addressing the diversity of students
in the classroom so that everyone has a more-or-
less equal chance of success. But DI is more
focused on the needs of students as UDL is
focused on providing everyone access to
learning. The diagram below compares and
contrasts UDL and DI.

There are three elements in DI that teachers can

change.

● Content – the knowledge and skills students

need to master
 ● Process – the activities students use to master
content
● Product – the method students use to demonstrate learning

71 | E D 2 0 5

West Visayas State University

2020
Source:https://blogs.edweek.org/edweek/finding_common_ground/2016/08/yes_differentiation_is_hard_so_lets_get_it_right.html

Below is another table that shows the components of DI, the student
differences they cater to and the strategies that are appropriate for these.
 Source: https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pd

An example of a differentiate lesson has the following steps:

1. Determine standards-based content and objectives

2. Assess students' readiness

72 | E D 2 0 5

West Visayas State University 2020

3. Vary presentation of content

4. Vary activities for students to apply and practice lesson
5. Ask questions as formative assessment
6. Vary assessment products or projects
7. Review what has been learned

For students with special needs, accommodation and modification is

necessary. Accommodation means changing how a student learns the material while
modification means changing what a student is taught or expected to learn. The
table below shows the difference.
Source: https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf
✎ APPLICATION
Howard Gardner’s Multiple Intelligence Theory sees intelligence as a far
broader concept that a person’s IQ. For him individuals have strong and natural skills
and abilities that are called intelligences. (See the diagram below for these areas of
intelligences.)

Source:
https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

73 | E D 2 0 5

West Visayas State University 2020

The DI strategy called The Profiler is based on the Multiple Intelligences

theory. This strategy creates problem-solving activities that are made to suit various
intelligences that are represented by roles or professions.
Source:

https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

74 | E D 2 0 5

West Visayas State University 2020

Read the lesson plan below and the profiler task cards. Then create four
profiler task cards for the following lesson details:

Grade 3 - Science

Objectives: At the end of the lesson, the students must have:

● Explained what is Covid19

● Identified and practice ways to stay safe
 Lesson Plan

Profiler Task Cards

Source: https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

75 | E D 2 0 5

West Visayas State University 2020

Profile Task Cards

✎ ASSESSMENT
In your own words, answer the following questions.

1. What is differentiated instruction (DI)?

2. What are the elements of DI?
3. From what you have read, choose one DI strategy and briefly describe it.
Explain why you chose it.
DI strategy

Description

76 | E D 2 0 5

West Visayas State University 2020

 Reason for choice

4. What are the advantages and disadvantages of this strategy?

Advantages Disadvantages

77 | E D 2 0 5

West Visayas State University 2020

LESSON 3: Peer Support System

Learning Outcomes: At the end of the lesson, the students must have:

● defined peer support system

● identified peer support system strategies
● applied peer support system strategies

✎ ACTIVITY
Read the following articles on Peer Support System.

https://inclusiveschools.org/peer-support-in-inclusive-settings/

https://blog.brookespublishing.com/5-peer-support-approaches-that-work/

✎ ANALYSIS
Answer the following questions.

1. What is peer support system?

2. What is the purpose of peer support system?
3. Give three strategies for peer support and briefly explain.
Peer support strategy Explanation
✎ ABSTRACTION

Peer Support System is an inclusive classroom strategy that groups

students in pairs or in small groups in support of teacher facilitated lessons. This
strategy benefits both typically developing peers and students with special needs.

Samples of peer support system strategies are listed below.

78 | E D 2 0 5

West Visayas State University 2020

Peer modeling

● Peers provide recorded or live demonstrations of targeted social skills ●

Situations modeled should be familiar ones that students are likely to
encounter
● Peers explicitly tell the observing student what they are doing and why
● Can be used informally during the course of the day or during formal,
structured learning sessions

Peer buddy systems

● Peers provide incidental teaching during non - structured, routine classroom

activities
● Many buddy systems in lower grades emphasize increasing and improving a
student’s communication with peers
● More formal, structured buddy programs may focus on instructional support
for secondary school students during inclusive classes

Friendship groups

● Lunch, recess, or after-school groups explicitly designed to bring together

students with disabilities and their peers for socialization and fun ● Work
especially well when inclusion is minimal or if a student with disabilities is new
to a school
● May meet weekly around specific themes like the homecoming dance or
school grounds improvement
● Good opportunity to build social relationships and provide informal support
channels for students with disabilities
Cooperative learning

● Students work in small, mixed-ability groups and support each other’s

learning
● Competition is deemphasized in favor of cooperation, mutual support, and
shared accomplishments
● All group members work together toward a shared goal; group is successful
only when each member achieves the goal

Peer tutoring

● Students get one-to-one instruction on a particular topic, assignment, or skill

by a classmate, a peer, or an older student
● Peer tutoring programs can use fixed roles for students or allow them to
alternate between tutor/tutee roles
● Especially effective in incremental learning, in which there’s one correct
answer that the tutor is able to guide the tutee toward

79 | E D 2 0 5

West Visayas State University 2020

✎ APPLICATION
Using the lesson details and the lesson plan template below, design a lesson
plan that makes use of peer support system strategies. Use the link for more ideas.

https://www.prodigygame.com/main-en/blog/advantages-disadvantages-peer
teaching-strategies

Grade 3 - Science

Objectives: At the end of the lesson, the students must have:

● Explained what is Covid19

● Identified and practice ways to stay safe
Instructional process Activity Peer support system
strategy and description

Motivational activity

Presentation of lesson
 Activity

Outcome presentation

✎ ASSESSMENT
In your own words, answer the following questions.

1. What is peer support system?

2. How does it benefit students with special needs?

80 | E D 2 0 5