MODULE 1

SECTION 1
Introduction to Special and Inclusive
Education

Chapter 1 Basic Concepts on Special and

Inclusive Education
Chapter 2 Historical, Philosophical,
Theoretical, and Legal Foundations of Special
and Inclusive Education

Prepared by:
JEZKA A. TAYONGTONG, LPT.
RICKY C. SEDILLO, JR., LPT.
Module Developers

25
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF EDUCATION
Main Campus Sumagdang, Isabela City, Basilan

Course Code PED 105 WEEK 1-2

2 weeks
Course Foundation of Special and Inclusive Duration And 7:30-9:00 (BSED – IIIB) – TTh
Descriptions Education Schedule 10:30-12:00 (BSED – IIIA ) –MW
10:30-12:00 (BSED – IIIA ) –TTh

SECTION 1
Introduction to Special and Inclusive
Education
Section 1:
Chapter 1 Basic Concepts on Special
Lesson/Topic and Inclusive Education Lesson No.
Chapter 1 & Chapter 2
Chapter 2 Historical, Philosophical,
Theoretical, and Legal Foundations of
Special and Inclusive Education

1. Analyze basic concepts related to special and inclusive education.

Learning
2. Draw implications of the historical, philosophical, theoretical, and legal foundations of
Outcomes
special and inclusive education.

 Patience and Honesty

Value
 Understanding on the 21st century skills
Integration
 Cooperation and Sincerity

References Custodio, Z.U., NALIPAY, J.N. (2021). Foundations of Special and Inclusive Education (Leus,
M.J. Ed.D.). Quezon City, Philippines: Adriana Publishing.
Course Coach JEZKA A. TAYONGTONG, LPT | RICKY C. SEDILLO, JR., LPT

Consultations Follow the given class schedule or as a need arises.

Good Day! I am Jezka A. Tayongtong, your course coach for this subject. I am
very glad and proud that you have successfully finished the first semester despite of the
pandemic situation we are facing today. I’m glad to meet a diverse and young achievers
like you in my class. Meeting me and your classmates in person for this class may be
impossible, but we can interact via virtual in any social media forms or productivity tools.

REMINDERS!

1. Read the learning materials below and do the activities given to you and answer the following questions for
your assessment in your Activity/Answer sheet in every WORKSHEET given at the end of this module.
2. Worksheet will be returned to the course coach for record purposes.
3. NOTE: DO NOT WRITE ANYTHING ON THE MODULE!

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 A - Activation of Prior Knowledge

Kindly use the activity sheet found in Annex A for this activity and DO NOT WRITE anything on the
module. Do your activity with utmost sincerity.

Activity 1
Directions: Read, analyse and reflect on the given situations below then answer the question afterwards. (5 points
each)
Situation 1
An educator wants to teach her class about respect but knows that students struggling with verbal reasoning
may have trouble grasping the meaning of “respect” in a definite way. If you are the teacher, what will you do if you
happened to be in the situation?

________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Situation 2
A teacher wants to infuse mindfulness as a habit of mind in his classroom and prompts students to “pay
attention” during activities. Knowing that the direction “pay attention” is abstract, he thinks through what paying
attention actually entails. If you are the teacher, what will you do if you happened to be in the situation?
________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Excellent Exceeds Standard Meet Standard Approaching Below Standard

5 4 3 Standard
(100%) (99%-94%) (93%-87%) 2 0-1
(86%-81%) (80%-75%)
Can respond to the Able to respond to the Able to respond to the Can respond but Have not responded
topic with above topic beyond the expected standard. closely nearing the or have responded
expectation and average expectation. expected standard. below standard
grammar is eminently With relatable contribution.
good. examples, logical
jurisdiction and good
grammar.

Take a Break, You need to recharge to fully absorb the informations on the next step! Then continue
reading…

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 B - Engagement in Relevant Content and Appropriate Learning
Activities

This section explores the Basic concepts on Special education and Inclusive Education for Chapter
one, and Historical, Philosophical, Theoretical, and Legal Foundations of Special and Inclusive
Education for Chapter two.
Read and comprehend informations. Fighting!

CHAPTER 1
Basic Concepts on Special and Inclusive Education

With the current reforms of the Philippine government in the inclusive curriculum through the Department of
Education Order (DO) no. 21, series of 2019, and in teacher quality through the national adoption and implementation
of the Philippine Professional Standards for Teachers (PPST) or DO 42, s. 2017, teachers are now expected to act
as major implementers of inclusive education. As a beginning teacher, your performance appraisals will be based on
this set of standards and among its seven' domains, the third is devoted to Diversity of Learners where its emphasis
is on the central role of teachers to establish environments responsive to learner diversity. The succeeding pages will
acquaint you to terminologies such as disability and inclusive education that will lay the foundation of a more inclusive
classroom fitted to the learners with disabilities, giftedness, and talents.

Is inclusive education the same as special education? In what ways are the two terms similar or different
from each other? A definition of inclusive education that broadly satisfies the criteria of most standards in the
educational field comes from the United Nations Educational, Scientific and Cultural Organization (UNESCO).
According to the organization, Inclusive Education (TE) is about putting the right to education into action by including
all learners, respecting their diverse needs, abilities and characteristics and eliminating all forms of discrimination in
the learning environment (UNESCO, 2009). It is the process of strengthening the capacity of the education system to
reach out to all learners (UNESCO, 2017). Therefore, inclusion is the process that helps overcome barriers limiting
the presence, participation, and achievement of learners (UNESCO, 2017, p.13). Inclusive Education is also
highlighted in the recent DepEd Order 21, series of 2019, also known as the Policy Guidelines on the K to 12 Basic
Education Program. Inclusive Education, according to the policy, is the key standard and core principle of the K to 12
curriculum, and as an inclusive curriculum, it is learner-centered, developmently- appropriate, culture-sensitive,
relevant, gender-responsive, and contextualized. With these concepts, teachers shall be considered as the primary
implementers of inclusive education as they address the diverse needs of the learners.

Special Education (SpEd) on the other hand, is defined as classes or instruction designed for students with
disabilities, giftedness, and talents. Special Education Needs (SEN) is a term used in some countries to refer to
children with impairments that are seen as requiring additional support (UNESCO, 2017, p. 7). Along with IE and
SpEd, other related concepts include mainstreaming and integration. Mainstreaming is the practice of educating
students with learning challenges in regular classes, in the least restrictive environment, based on their skills, while
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integration according to Franklin (1996) refers to the creation of spaces such as regular classrooms, special education
classrooms or pull-out services for diverse learners. A school that admits learners with disabilities and combines them
with regular pupils in the regular classroom is said to perform integration, while the classroom is called as a
mainstreamed classroom, however, this setup does not automatically mean that they already practice inclusion.

UNESCO states that inclusion is the process of addressing and responding to the diversity of needs of all
learners through increasing participation in learning, cultures and communities, and reducing exclusion within and
from education. It involves changes and modifications in content, approaches, structures and strategies, with a
common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of
the regular system to educate all children (UNESCO, 2005). Once a child with autism spectrum disorder, for example,
is officially enrolled in the regular classroom, participates actively in class activities without being excluded, and is
seen to increase achievement, then this pupil undergoes inclusion. Figure 1.1 and Table 1.1 present the concepts on
integration and inclusion.

Figure 1.1 Integration, Exclusion, Segregation, and Inclusion

Table 1.1 Conceptualization of Inclusion, Mainstreaming, and Integration

Inclusion Mainstreaming Integration

Placement of learners in the Placement in the regular class Placement in the regular class
regular class is based on age, is based on the admission in one or more subjects or
regardless of their abilities or requirements. activities.
disabilities.
There are no pullouts and no Provisions of interaction with Provisions of interaction with
shadow teaching. regular children, with the regular children, with the SPED
regular class as yhe child's class as the child's station.
station.
Individualization within the class May include shadow teaching in May include tutorial and other
without pullout the regular class, provision for learning-assistance programs.
pullout and one-on-one.

Inclusion is about welcoming diversity by providing varied responses to the diverse needs of learners in the
formal and informal education settings. It provides opportunities for equal participation of persons with disabilities
(physical, social, and/or emotional) whenever possible into general education, but leaves open the possibility of
personal choice and options for special assistance and facilities to those who need it (UNESCO, 2005). In the latest
DepEd order in the inclusive curriculum (DO 21, s. 2019), the inclusiveness of K to 12 is expressed through existing
programs, such as Special Education, Indigenous Peoples Education, Madrasah Education, and Flexible Learning
Options. To help provide a clearer view of the concepts of inclusive education and special education, see table 1.2.
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 Different interpretations of inclusive education exist in the Philippines, where the term "inclusion" is used
interchangeably with mainstreaming and integration. In 2014, a focus group discussion among educational leaders
from different regions in the country was conducted and a consensus on the Philippine Inclusive Education was built.
The Philippine Inclusive Education was then defined as:

A process where all types of learners with diverse needs are given equal opportunities for a meaningful life
in non-discriminatory environments. These environments foster belongingness through culturally or spiritually
sensitive, learner-centered curriculum, learning processes, delivery modes, and settings (Bustos, et al., 2014, p.19).

In this definition, the types of learners referred to are those who are gifted and talented, indigenous people,
Muslim people, and those with disabilities. It is envisioned that students with disabilities are placed in a setting along
with their age mates that have access to general education program for social inclusion, or in the Alternative Learning
System (ALS) for access to educational inclusion.

But in practice, students with disabilities in the Philippines are either placed in an inclusive regular education
setting or in a special education setting. The table below presents the concepts on both settings.

Table 1.2 Inclusive Education and Special Education

Inclusive Education Special Education

All learners, regardless of the condition, The learners with disabilities, giftedness, and
participate in a mainstream classroom alongside takents are accommodated in a special class along
their age peers. with other learners of the same condition.

The learners adhere to a prescribed curriculum A special curriculum is structured on the learners'
and methodology with some condition (e.g. intellectual disability, visual
accommodations/adaptations and modifications impairments) but is based on the regular curriculum.
to meet the needs of learners with disabilities,
giftedness, and talents.

All students simply require good instruction, but The learners with disabilities, giftedness, and talents
different teaching strategies may be employed to are given specialized and intensive instruction
those with low or very high education needs. anchored on their curriculum.

The general education teacher oversees the The special education teacher oversees the learning
learning of students and in some cases, with the of the learners with disabilities, giftedness and
help of a shadow teacher or a special education talents with the collaborative partnerships of other
teacher. professionals listed in the Individualized Education
Plan/Program (IEP).

Ideal number of learners: 30-35 For one-on-one: 1

For group: 3-4
For resource group: 5-10

Special Education refers to programs that cater to the educational needs of learners with disabilities,
giftedness, and talents, apart from their same-aged peers. SpEd involves planning, implementing, monitoring, and
evaluating a specially designed and coordinated set of services through an Individualized Education Plan/Program
(TEP) tailored to identify and address the specific strengths and limitations towards their educational, social
behavioral, and physical development. Learners with special education needs (LSEN) are also referred to as students
with additional needs (SWAN), children with special needs (CSN), students with special education needs (SEN), or

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children with special education needs and disabilities (SEND), but it is preferable, according to Bustos (2018) to use
the term learners with disabilities, since the rights of persons with disabilities (PWDs) are fundamental human rights
and are NOT special rights. Additionally, the term "disability" is not a derogatory term, while the term "special" might
be. In this book, the diversity of learning include those who are gifted and talented, those with difficulty seeing, hearing,
communicating, walking or moving, remembering and focusing, and those with challenges with self-care.

The diagrams below present the differences between special, integrated, and inclusive education.

Figure 1.2 Special, Integrated, and Inclusive

Based on Figure 1.2, inclusive education works on improving and making the system flexible (changing the
box), and not trying to change the learners to fit in the educational system (reassembling the square pegs to make it
round). Inclusive education is transformative rather than just being alleviative (Toh, 2018) and it equates to the idea
of equity as presented below.

Figure 1.3 Equality, Equity, and Liberation

On the first panel of illustration in Figure 1.3, every child, regardless of their height is given the same
resources. This represents equality where everyone is given the same support with the assumption that once all
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children are provided with the same opportunities, every one of them were catered properly. However, this kind of
fairness does not yield a result where everyone Is able to access the opportunity to see over the fence. Therefore,
equality does not mean equity because every child is different.

Some might require more assistance while others might not. Equity, as presented on the second panel of
illustration, is about fairness in every situation. The boxes that represent supports are differentiated; individualized or
personalized to match the diverse needs of children, making them view the game, regardless of their height difference.

But why are there barriers present in the first place?

In reality, these represent systemic and educational barriers that limit learner’s participation. Valbrun (2017)
then replaced the barriers on the second panel of illustration with the chain-linked fence where all children can see
the game without any additional support. According to her, this represents the removal of systemic barriers that could
ultimately create equitable systems of education. The removal of these barriers, or the anticipation of the needs of
the audience in the field, is an example of a good inclusive practice. Likewise in education, if the teacher anticipates
different behaviors, types, needs and concerns of learners as the teacher develops lesson plans, instructional
materials, or assessment tools, then the teacher practices inclusion or removal of barriers that limit learner’s presence,
participation and achievement.

It is also important to differentiate between the terms accommodations or adaptations and modifications.

In making education inclusive, teachers use both accommodation and modification strategies in teaching.
Accommodations change how the learners with disabilities, giftedness, and talents learn the same material and
meet the same expectations as their age peers (e.g. a person with visual impairments using audio books, highlighted
texts or large print materials) while modification changes what a student is taught or expected to learn (e.g. a person
with intellectual disability use less complicated text materials of different content topic, than their age peers). Through
these strategies, learners with disabilities and those with academic challenges are provided with materials that meet
their learning needs.

The term disability is often confused with impairment. The precondition to completely understand its
definition is by becoming acquainted with its two major disability models, medical and social model.

Figure 1.4 Medical and Social Model of Disability

As seen on the Figure 1.4, the medical model of disability presents a traditional view of looking at persons
with disabilities (PWDs) as the problem that needs fixing. The PWD obviously cannot climb up the stairs simply
because he is in a wheelchair and has no other access to the next floor. The medical model of disability sees that the

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part of his body that is impaired needs to be fixed first for him to get to the next floor. On the social model, disability
is seen to be caused by the barriers in society. These barriers include inaccessible environments (e.g. no ramps in
buildings, no subtitles in movie houses for persons with hearing impairments, and no sound signals for persons with
visual impairments in crossing the streets), negative attitudes (e.g. fear, over-protective families, stigma, negative
media, and labelling), and inflexible organizations (e.g. segregated or poor education, housing problems,
discrimination in employment). Without these barriers, PWDs can easily access facilities, health care, policies and
education systems, the same way the regular beings do. Below is a table of comparison between the two models.

Table 1.3 Medical and Social Model

Medical Model Social Model

The person is the problem. The barriers created by the society are the problem.

The individual needs to change. The barriers need to be removed.

PWDs become he victim or client that their PWDs have independence, control and choice.
responsibilities are disempowered.

Assessment, monitoring, and evaluation are imposed Resources are made available to regular services.
by therapy.

Segregation and alternative services are given. Training of parents and professionals are provided.

Society remains unchanged. Society evolves.

The World Health Organization (WHO) in 2011 has pointed out that disability should be vięwed neither as
purely medical nor purely social, since neither is a better model than the other, instead, they promoted the conceptual
framework of the International Classification of Functioning, Disability, and Health also known as ICF- the
biopsychosocial model. In this framework, disability refers to the difficulties encountered in three connected areas
impairments, activity limitations and participation restriction. Impairments are problems in body function or alterations
in body structure (e.g. deafness, paraplegia or strabismus). Activity limitations are difficulties in executing activities
(e.g. walking, writing or eating). Participation restrictions are defined as problems with involvement in any area of life
(e.g. admission to school, employment or access to buildings). Disability therefore arises from the interaction of health
conditions with contextual factors such as environmental and personal factors. Environmental factors can either be
facilitators or barriers such as: products and technology; the natural and built in environment; support and
relationships; attitudes; and services, systems and policies. Personal factors, on the other hand, can influence the
participation of a person in the society, such as motivation and self-esteem.

In the school setting, apart from the structural barriers, many learners with disabilities face attitudinal barriers
that could lead to isolation and low achievement in the classroom. As a pre-service teacher, it is important to avoid
discriminatory behavior and language towards learners with disabilities, to be sensitive enough not to make them feel
different from other students in the school, and also to avoid name-calling i.e. using the term SpEd to denote poor
performance and misbehaviour regardless of the person's condition when SpEd clearly refers to a program, and not
individuals). Another way to model non-discriminatory behavior is by being sensitive to the words used to address
people with disabilities. Language use is not difficult, so if you are referring to PWDs in your sentence construction,
use the People First Policy, where the word people or person is used followed by their condition or impairment. For

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example, use the phrase, "person with an intellectual disability" instead of using intellectually disabled person,
mentally retarded or learning disabled. One can also use the phrase "person with mental health impairment" instead
of using "mentally ill," "mental patient" or "insane." This practice shifts the focus on the individual rather than their
condition. The terms "abnormal" or even "special" may also be deemed offensive, so avoid using these terms.

CHAPTER 2
Historical, Philosophical, Theoretical, and Legal Foundations of Special and Inclusive Education

This chapter provides an overview on the historical, philosophical, theoretical, and legal foundations of
special and inclusive education. By having a perspective as to the ideas that underpin special and inclusive education,
the events that led to its current state, and legislations that uphold the rights of learners with disabilities, giftedness,
and talents, the student teacher can gain a better understanding and appreciation of special and inclusive education.
The historical, philosophical, theoretical, and legal aspects of special and inclusive education are so intertwined that
it would be difficult to discuss one without mentioning the others. In this discussion, we will look at the major
developments in the history of special and inclusive education in the global and local settings. As we do so, we will
also tackle how the perspectives and views about learners with disabilities, giftedness, and talents changed through
time, and along with these changes, how ways of addressing their needs also developed.

Special education, in which the unique needs and abilities of learners are considered by designing specialized
instructions; and inclusive education, in which the educational system caters for all learners with diverse needs,
abilities, and characteristics can be considered relatively new. Nevertheless, its roots can be traced back on how
people view and respond to individuals whose conditions and needs are different from the majority. This includes
those with disabilities and who are marginalized by the society.

Era of Extermination

During the Greek and Roman Era, people held such negative views about disability that it was regarded as
a punishment from God, something that signifies being bad or evil. Coupled with the need for military superiority,
individuals with disability were labelled as "defectives" that need to be eliminated from the society. Thus, it was not
surprising that there were calls for infanticide or that a father had the right to terminate their child's life if he or she
happened to be born with a disability.

The same discriminatory treatment was also apparent during the early Christian era. Since in the Old
Testament, man is supposedly created by God in his.own image, disability was viewed as an impurity. Thus, a
disabled person was denied some rights (e-g-, being prohibited to enter sacred places) Iater, though, this perspective
changed as the New Testament presented Jesus being helpful to persons with disability (e.g., blind persons) From
viewing disability as a sign of evil, people's perspective changed to viewing persons with disability as needing help.

Era of Ridicule

During the Middle Ages, people lived in rigid caste systems that discrimination of individuals who were
different from the majority in the society became apparent. Persons with disability were treated with ridicule in which
they were used as servants or fools; they were used as clowns; they were mocked for their deformities and behavior;
or may even be ordered to be put to death,
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Era of Asylum

During the Renaissance Period, the Catholic Church began accepting persons with disabilities as wards of
state. This was the start of the humane treatment given to them. They were taken cared for, albeit in isolation.
However, the belief that once disabled, always disabled rendered these individuals as uneducable.

Perspectives on Educability in the Early Beginnings of Special Education

Whereas being taken cared for can be considered as humane treatment for persons with disability, a different
perspective stipulates that without education, there is no humanity Thus, to reinforce equal treatment among all
humans, one should have the right to education regardless of his or her disability. This led some individuals to device
ways to deliver education to those with disabilities, and thus, the start of the development of special and inclusive
education. Among these individuals were Pedro Ponce de Leon (1578), who provided education to deaf children from
nobility; Abbe Charles Michel de l'Epee (1960), who put up an institute for the deaf; and Lois Braille (1829), who
invented the Braille script to allow the blind to read.

The table below shows other events, persons, and ideas that helped shape the early history of special and
inclusive education.

Table 2.1 A Timeline of Events, Persons, and Ideas that Shaped the Early History of Special and Inclusive
Education

Joseph Pereire showed interest in a group of individuals called

"deafmutes," who were generally believed to be unteachable. Using
simple sign language and a machine he invented, he systematically taught
them to do simple arithmetic calculations. This was one of the first
attempts at demonstrating how individuals with handicaps can be taught
through special education.
Mid-1700s
Jean Marc Itard was known for his work on intellectual disability. A case
he is well-known for is that of Victor, the wild boy of Aveyron, a child
reportedly found wandering naked in the woods and raised by animals.
He managed to teach Victor how to identify common objects, letters of the
alphabet, and the meaning of some words; thus demonstrating the
possibility of teaching individuals previously deemed unteachable.

Special education programs in the United States started to develop.

Samuel Gridley Howe was known for his work with blind individuals at the
Perkins School for the Blind in Boston, while Thomas Gallaudet put up a
school for the deaf in Hartford, Connecticut.
Early 1800s Edouard Seguin, Itard's student, focused on teaching individuals with
intellectual disability. Among the institutions he became involved with were
Hospice des Incurables in France; Pennsylvania Training School for Idiots
in the United States; and Weak-minded and Weak-bodied Children in New
York, which he was instrumental in putting up.

Maria Montessori developed techniques and materials that can be used

to teach learners with intellectual disability; while Grace Fernald
Early 20th Century developed techniques for providing remedial education in reading.

Despite the advances in special education, in the United States, negative

attitudes toward individuals with handicapped was still apparent.
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 Institutions for special education became the dumping ground for
unwanted individuals.

Henry Goddard published a famous study on the Kallikak family

(Feeblemindedness: Its Causes and Consequences, (1914), about a man
who fathered an illegitimate child, whose descendants became retarded;
and a legitimate child, whose descendants were of average to above
average intelligence. While this was highly criticized, it reinforced negative
1920s to 1940s attitudes toward individuals with special needs

During 1920s to 1930s, social and economic hardships took away much
of the interest about individuals with handicaps. However, in the 1940s,
Alfred Strauss and Heinz Werner became instrumental in special
education, especially in the field of learning disabilities through their
research on the neurological basis of learning disabilities.

The improvement of economics and politics at this time helped create a

more positive attitude and available funding for special education. Among
the programs during this time was Head Start, which promoted early
intervention for children who were or at risk of becoming handicapped.
1950s to 1970s
Other important figures in special education during this, time were Samuel
Kirk, who coined the term "learning disabilities," Marianne Frostig, Newell
Kephart, and William Cruickshank, who all contributed in the progress of
special education.

Special education started to be recognized as a formal and identifiable

profession; parents and advocates also started to acknowledge the rights
of individuals with special needs and importance of special education; and
1970s and beyond
legislation regarding special education were created. Indeed, the
exclusion and discrimination against handicapped students became a
focus of litigation and legislation.

Developments in the Last Century (1900s)

Much has changed in how disability was viewed in the last century. The biological perspective has gained
emphasis, which led to the medical model that suggests institutional care be given to individuals with disability. The
period of 1900-1950s had also seen the rise of compulsory education, leading to a major step toward special and
inclusive education. Classes suited for and schools especially designed to cater to individuals with intellectual
disabilities, blindness, deafness, among others were created. At the end of the Second World War, the special
educational system was created and organized in parallel to regular education.

From Special Education to Inclusion

The classic view of special education deemed LSEN as being different from other learners (i.e., special
children), and thus, specially designed instructions, along with special settings (e.g., segregation), special teachers,
specialists (e.g., therapists), special ratio (low student to teacher ratio), special methods/tools (e.g., sign language,
use of Braille), and special program and goals (e.g., integration to society) are needed to educate them. Although this
has advantages such as providing them with an environment that understands and accepts them; having staff trained
to attend to their needs; and giving them individual attention, it also has disadvantages such as it reinforces their

36
being disabled;" less is expected of them; segregates them from the community; and provides them with less chance
to interact with other children their age.

Alongside the developments in special education, the definition of disability has also evolved. While the
medical definition focuses on pathology, the social definition considers the context and environment in the
manifestation of disability. Moreover, The World Health Organization (WHO, 1996) differentiated among the terms
impairment, which refers to a physical or mental defect at the level of a body system or organ; disability, which refers
to person-level limitations in physical and psycho-cognitive activities; and handicap, which refers to social abilities or
relation between the individual and society.

From a tradition of segregation, education of LSENs has moved to inclusion. This was due to three kinds of
pressures. First is the ethics and moral pressure, which was reinforced by associations, laws, and increased
awareness (e.g., Universal Declaration of Human Rights (1948); UN Convention on the Rights of the Child (1989);
World Declaration for Education for All (1990); Standard Rules on the Equalization of Opportunities for Persons with
Disability (1993); UNESCO Salamanca Statement and Framework for Action (1994); and Dakar Framework for Action
(2000), among others). Second is the conceptual pressure, which comes from the need to treat individuals as normally
as possible (normalization); to educate children with disabilities alongside those who do not have (least restrictive
environment); to let them engage with others of the same age and other social characteristics (social validation); to
allow them to adapt only when necessary and to increase their participation and success (principles of adaption); and
to allow them to integrate physically, socially, and pedagogically (mainstreaming, inclusion) (integration). Finally,
economic pressure puts scrutiny on the effectivity and cost special education entails. This led to the move toward
inclusion, which brings support services to the child, rather than the child to the support services. Additionally, by
placing the child in class alongside other learners, the child can benefit already, as opposed to the view that he or
she will have difficulty keeping up with other learners.

Special and Inclusive Education in the Philippines

Locally, the need for special and inclusive education has also been recognized. When the recent history of
the development of education in the Philippines is examined, some noteworthy milestones can be identified as
attempts to provide equal access to education for all learners.

The table below shows the milestone developments in the practice of inclusive education in the Philippines.

Table 2.2 Key Developments in the Practice of Inclusive Education in the Philippines

1907 The Insular School for the Deaf and Blind was established.
1960 Programs for the Gifted were developed.
The position for the Undersecretary for Education and Culture for Non-Formal
1977
Education (PD 1139) was created.
1983 BP 344 or The Law to Enhance Mobility for Disabled Persons
1987 The Philippine Constitution (Article XIV, sections 1 and 2)
Proclamation 480 declares the Period 1990-1999 as the "Decade of Education
1989
for All"
1990 World Declaration on Education for All
1992 RA 7277 Magna Carta for the Disabled Persons
1992 RA 7610 Special Protection Against Abuse, Exploitation and Discrimination Act
1994 Salamanca Statement on the Education of Children with Disabilities

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 Four Pillars of Learning (Learning the Treasure Within-report to UNESCO of
1996
the International Commission on Education for the 21st Century
1997 RA 8371 The Indigenous People's Right Act
2000 The Dakar Framework for Action-Education for All
2001 RA 9155 Governance of Basic Education Act
EO 356 Renaming the Bureau of Non-Formal Education to Bureau of
2004
Alternative Learning System
DepEd Order 51, series of 2004 Standard Curriculum for Elementary Public
2004
Schools and Private Madaris
2006 UN Convention on the Rights of Persons with Disabilities
2006 The Philippine Education for All (EFA) 2015 National Action Plan
2006 RA 9344 The Juvenile Justice and Welfare Act
2007 UN Declaration on the Rights of Indigenous People
2007 RA 9442 An Act Amending RA 7277 Magna Carta for Disabled Persons
2008 Pantawid Pamilyang Pilipino Program (4Ps)
DepEd Order 72, series of 2009 Inclusive Education as a Strategy for
2009
Increasing Participation Rate of Children
DepEd Order 74, series of 2009 Institutionalizing Mother Tongue-Based
2009
Multilingual Education (MLE)
2009 RA 9710 The Magna Carta of Women
DepEd Order 72, series of 2010 Mainstreaming and Institutionalizing on
2010 Madrasah Education Program by Transferring its Developed Components to
the Bureau of Elementary Education and Regional and Division Offices
DepEd Order 62, series of 2011 Adopting the National Indigenous Peoples' (IP)
2011
Education Policy Framework
DepEd Order 103, series of 2011 Creating of Indigenous Peoples' Education
2011
Office
2012 RA 10157 Kindergarten Education Act
DepEd Order 83, series of 2012 Implementing Guidelines on the Revised
2012 School-Based Management (SBM) Framework, Assessment Process and Tool
(APAT)
2013 RA 10533 Enhanced Basic Education Act
2013 RA 10361 Domestic Workers Act or Batas Kasambahay
2016 Senate Bill 1298 The Individuals with Disabilities Education Act (IDEA)
Senate Bill 996 Inclusive Education for Children and Youth with Special Needs
2016
Act
DepEd Order 42, series of 2017 Philippine Professional Standards for
2017
Teachers
CHED Memo 74-77, series of 2017 Policies, Standards, and Guidelines for
Bachelor of Elementary Education (BEEd), Bachelor of Secondary Education
2017 (BSEd), Bachelor of Early Childhood Education (BECEd), and Bachelor of
Special Needs Education (BSNEd); all with a required Professional Education
course of Foundation of Special and Inclusive Education

Recent Legislations in the Philippines Supporting Inclusive Education

Section 8, DepEd Order No. 43, series of 2013: IRR of RA 10533 or The Enhanced Basic Education
Act of 2013 is a policy that recognizes the inclusiveness of the enhanced basic education, and thus, stipulates the
implementation of programs aiming to address the physical, intellectual, psychological and cultural needs of all
learners, including the following special groups: (1) gifted and talented learners; (2) learners with disabilities; (3)
Muslim learners; (4) indigenous peoples; and (5) learners under difficult circumstances.

38
 Senate Bill 1414: Bill of the Inclusive Education for Children and Youth with Special Needs, has been
put forth in the Philippine Congress. This is in response to the growing number of students with disabilities, giftedness,
and talents in the Philippines, whereas there is a lack of access to centers and institutions that provide them with
special education and cater to their different needs. The main goal of the bill is to provide every Filipino child and
youth with access to inclusive education, as well as the appropriate resources, materials, and equipment they need.

Senate Bill 1298, The Individuals with Disabilities Education Act of 2016 (IDEA), is an act that intends
to provide free appropriate public education to children with disabilities, This act ensures that free appropriate public
education that emphasizes special education and other related services will be available for all children with
disabilities. It also guarantees that there will be qualified teachers and professionals available to meet the needs of
these children. Moreover, it intends to make the public aware about the issue of learning disabilities in order to help
in early detection and to make sure that appropriate measures will be taken for children with special needs to receive
quality education.

Senate Bill 996, Inclusive Education for Children and Youth with Special Needs Act of 2016, is an act
instituting inclusive education and establishing special education centers (SPED Centers) for children and youth with
special needs in all public school divisions. It ensures that such SPED Centers will be equipped with resources such
as facilities and personnel, especially special education teachers and specialists, necessary to provide care and
instruction to children and youth with disabilities, giftedness, and talents It also intends to promote inclusive education
and capacitate regular schools to effectively handle children and youth with disabilities, giftedness, and talents.

DepEd Order No. 42, series of 2017, National Adoption and Implementation of the Philippine
Professional Standards for Teachers (PPST), intends to set out clear expectations of teachers along the different
stages of their careers; encourage teachers to actively partake in continuing effort to attain proficiency; and to provide
a standard measure to assess teacher performance, identify their needs, and provide support for their professional
development. The PPST shall serve as a basis in developing learning programs for teachers in order to capacitate
them for the effective implementation of the K to 12 Program, as well as in the selection and promotion of teachers.

CHED Memo 74-77, series of 2017 Policies, Standards, and Guidelines for Bachelor of Elementary
Education (BEEd), Bachelor of Secondary Education (BSEd), Bachelor of Early Childhood Education
(BECEd), and Bachelor of Special Needs Education (BSNEd) require that a Professional Education course of
Foundation of Special and Inclusive Education be taken by all teacher education students in order to ensure that all
teachers have the basic knowledge in handling learners with disabilities, giftedness, and talents.

The DepEd Order 21, series of 2019 or the Policy Guidelines on the K to 12 Basic Education Program,
embedded inclusive education in the K-12 curriculum. Inclusion in this policy is the core principle, the key standard
and the principle of the curriculum, where the right of every Filipino to quality, equitable, culture-based and Complete
education are promoted through existing programs such as Special Education, indigenous Peoples Education,
Madrasah Education, and Flexible Learning Options (FLOs) including Alternative Delivery Modes (ADMS) and the
Alternative Learning Systems (ÁLS) The DO also presented an Inclusive Education Policy Framework for Basic
Education that provides an overall framework of implementation for programs that directly promote inclusive
education. This ensures that every aspect of the K to 12 curriculum support System, across the governance levels of
the Department, is responsive to the needs and demands of diverse learners.

Before proceeding to the next activity, you can pause for a while to have some air or snacks.

39
 C - Reflect/Response/Action

We are now on the next step where you my students can enhance more your understanding
on the topic. This is the moment where you can showcase your comprehension skill and ability in
creating and composing. Have fun in doing the two activities and take your time. I know, it’s kind of
challenging but I believe in you. No need to rush and do your best as always.
Students use the activity sheet found in Annex B and DO NOT WRITE anything on the module. Answer your
activity with utmost sincerity.
ACTIVITY 2

A. TRUE-FALSE

Directions: Write the word TRUE if the following statement is CORRECT and FALSE if otherwise.

1. Maria Montessori developed techniques and materials that can be used to teach learners with intellectual
disability.

2. During the Renaissance Period, the Catholic Church began accepting persons with disabilities as wards of state.

3. On the social model, disability is seen to be caused by the barriers in society.

4. Accommodations change how the learners with disabilities, giftedness, and talents learn the material and meet
the same expectations as their age peers.

5. Inclusion is about welcoming diversity by providing varied responses to the diverse needs of learners in the
formal and informal education settings.

B. Short Response

Directions: Explain substantially the given question below. (10 points)

1. How does language becomes discriminatory in addressing Persons With Disability (PWDs)?

Outstanding Good Fair Poor Very Poor

10-9 7-8 6 4-5 3-1
 Well written and very  Writes fairly clear.  Minimal effort.  Somewhat  Lacking effort.
organized. Excellent Good grammar Good grammar unclear. Shows Very poor
grammar mechanics. mechanics. mechanics. little effort. Poor grammar
 Clear and concise  Good  Fair grammar mechanics
statements. presentation and presentation. mechanics.  Very unclear
 Excellent effort and organization.  Few supporting  Confusing and  Does not address
presentation with  Sufficient effort details. choppy, topic
detail. and detail. incomplete  Limited attempt.
 Demonstrates a sentences.
thorough  No organization
understanding of a of thoughts.
topic.
40
 ACTIVITY 3
Annex C
A. Defining Inclusion.

Directions: Create a campaign info graphics that presents and summarizes your understanding of the term
inclusion. Refer to the rubrics for evaluation (20 points)

RUBRICS
Components Exceeds Expectations Meet Expectations Needs More Work
5 points 3 points 1 point
The developed The developed The developed infographics
infographics integrates infographics shows clear was able to state basic
Concepts
and applies basic comprehension of basic concepts on disability.
concepts on disability. concepts on disability.
The message of the The message of the The message of the
inforgraphic is specific in infographic may be a bit infographic is hard to
Information nature and is intended to too broad to allow the ascertain and needs to be
inform or convince the viewer to understand the made more specific.
viewer. main points.
Uses appropriate, Uses appropriate, Uses appropriate and
relevant, and convincing relevant, and convincing relevant content to develop
content to illustrate content to explore ideas simple ideas in some parts of
Content mastery of the subject, within the context of the the work.
conveying the writer’s discipline and shape the
understanding, and whole work.
shaping the whole work.
The layout of the The layout of the The infographic is lacking
infographic adheres to the infographic includes all one or two of the components
inverted pyramid style- three components-main of good infographic design-
Layout main point on top, point, secondary point, main point, secondary point,
secondary point next, and and supporting details-but or supporting details.
supporting details at the is not organized in the
bottom. inverted pyramid style.

B. Interview

Directions: Interview a teacher or an administrator in a school in your community and know their policies and
practices on inclusive education. After which, illustrate the third panel of illustration matching the label “reality” from
the data you collected from the interview.

Note: the illustration is on the Annex D.

C. Special and Inclusive Education through Time (ANNEX E)

Directions: Complete the timeline below regarding how views about disability and ways of responding to it differed
through history. USE YOUR OWN WORDS.

Period Views about Disability Ways of Responding to it

Era of Extermination
Era of Ridicule
Era of Asylum
Early Beginnings of Special
Education
Since 1900s to Present

41
 E - Feedback to Improve Learning and Teaching

(Use Annex F for the feedback)

FEEDBACK

Your responses to the following statements are essential towards improving the content of this module so that we can serve
your needs better. Kindly answer the following statements with honesty. Rest assured that your responses will be treated with
strict confidentiality.
Strongly Strongly
agree Agree Disagree disagree

1. CONTENT

1.1 The module provides succinct information about the topics covered
and clear instruction on its assessment details.

1.2 The module content helps me to understand the subject better.

1.3 The module enhances my skills necessary for my future career

undertakings.

1.4 The module content is up to date.

1.5 The topics discussed are relevant to my course.

2. TEACHING AND LEARNING

2.1 The subject matter covered on the module is interesting.

2.2 Lessons are explicitly explained in the module.

2.3 The module is intellectually stimulating.

2.4 The teaching methods used in the module facilitate better

understanding of the lessons discussed.

2.5 The quality of teaching reflected in this module is good.

MODULE SUPPORT

3.1 The module is well-organized.

3. The learning resources as suggested in the module are helpful to my

learning.

3.3 The reading list is helpful.

3.4 The course coach is accessible and available anytime through any
available means of communication.

1.5 The course coach is approachable and helpful to all my module

related concerns.

4. MODULE ASSESSMENT AND FEEDBACK

4.1 The assessment requirements and marking criteria are clear.

42
 4.2 The assessment task and associated marking criteria are bearable
and manageable.

4.3 The balance between teachings (e.g. lectures, seminars, online) and
independent learning is appropriate.

4.4 The module prepares me thoroughly for the assessment tasks.

4.5 Feedback throughout the module helps me to develop and improve

all facets of my learning process (this may include feedback on
formative/summative assessments, Q&A sessions, tutorials, email
communications).

5. OVERALL SATISFACTION

5.1 In general, I am satisfied with the quality of this module.

The What do you like most about this module?

What are your suggestions to improve this module?

* Adopted but modified from https://www.worc.ac.uk/aqu/documents/Module_Evaluation_Questionnaire.docx

Thank you for your comments and feedback.

Congratulations! You have reached the end of the module. Thank you for your cooperation
my beloved students. Learning has no end and it will continue no matter what the
circumstances are. Just enjoy and trust the process. See you!

Weekly Output:

 Modules and Activities

Keep the modules in your Portfolio and submit to your Course Facilitator during the face-to-face
session, date of submission is To Be Arranged. As for the annexes, you will be submitting it to me. Submission
is after the duration of every module. Your modules should be clean and intact as it will be one of your
requirements.

End of Week 1-2

43
 Foundation of Special
and Inclusive Education

MODULE 1

Paste your picture here.

Name: _________________________________ __
Course & Year and Set: _______________ ______
Mobile Number: _________________________ __

JEZKA A. TAYONGTONG, LPT.

Course Coach

44
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

Foundation of Special and Inclusive Education

ANNEX A
Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

Activity 1
Directions: Read, analyse and reflect on the given situations below then answer the question afterwards. (5 points
each)

Situation 1
An educator wants to teach her class about respect but knows that students struggling with verbal reasoning
may have trouble grasping the meaning of “respect” in a definite way. If you are the teacher, what will you do if you
happened to be in the situation?
________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Situation 2
A teacher wants to infuse mindfulness as a habit of mind in his classroom and prompts students to “pay
attention” during activities. Knowing that the direction “pay attention” is abstract, he thinks through what paying
attention actually entails. If you are the teacher, what will you do if you happened to be in the situation?

________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

45
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

Foundation of Special and Inclusive Education

ANNEX B
Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

A. TRUE-FALSE

Directions: Write the word TRUE if the following statement is CORRECT and FALSE if otherwise. (1 point each)

1. Maria Montessori developed techniques and materials that can be used to teach learners with
intellectual disability.

2. During the Renaissance Period, the Catholic Church began accepting persons with disabilities
as wards of state.

3. On the social model, disability is seen to be caused by the barriers in society.

4. Accommodations change how the learners with disabilities, giftedness, and talents learn the
material and meet the same expectations as their age peers.

5. Inclusion is about welcoming diversity by providing varied responses to the diverse needs of
learners in the formal and informal education settings.

B. Short Response

Directions: Explain substantially the given question below. (10 points)

1. How does language becomes discriminatory in addressing Persons With Disability (PWDs)?

________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

46
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

Foundation of Special and Inclusive Education

ANNEX C
Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

A. Defining Inclusion.
Directions: Create a campaign info graphics that presents and summarizes your understanding of the term
inclusion. Refer to the rubrics for evaluation (20 points)
Note: You can use an extra-long bond paper for yor infographics.

47
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

Foundation of Special and Inclusive Education

ANNEX D
Name: ____________________________________________ Date: _________________
Course – Year & Section: _____________________ Score: ________________

B. INTERVIEW

Directions: Interview a teacher or an administrator in a school in your community and know their policies and practices
on inclusive education. After which, illustrate the third panel of illustration matching the label “reality” from the data
you collected from the interview. Be creative on your illustration.

Points: Interview Sheet: 2O points’

Illustration/Drawing: 20 points
INTERVIEW SHEET

Name of the Interviewee/Teacher:

School:

Write your questions to the teachers and their answers below.

48
INTEGRATION INCLUSION

DRAWING

REALITY

49
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

Foundation of Special and Inclusive Education

ANNEX E
Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

C. Special and Inclusive Education through Time

Directions: Complete the timeline below regarding how views about disability and ways of responding to it differed
through history. USE YOUR OWN WORDS.

PERIOD VIEWS ABOUT DISABILITY WAYS OF RESPONDING TO IT

Era of Extermination

Era of Ridicule

Era of Asylum

Early Beginnings of Special

Education

50
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

Foundation of Special and Inclusive Education

ANNEX F
Name: ____________________________________________ Date: _________________

FEEDBACK

Your responses to the following statements are essential towards improving the content of this module so that we can serve
your needs better. Kindly answer the following statements with honesty. Rest assured that your responses will be treated with
strict confidentiality.
Strongly Strongly
agree Agree Disagree disagree

2. CONTENT

1.1 The module provides succinct information about the topics covered
and clear instruction on its assessment details.

1.2 The module content helps me to understand the subject better.

1.3 The module enhances my skills necessary for my future career

undertakings.

1.4 The module content is up to date.

1.5 The topics discussed are relevant to my course.

2. TEACHING AND LEARNING

2.1 The subject matter covered on the module is interesting.

2.2 Lessons are explicitly explained in the module.

2.3 The module is intellectually stimulating.

2.4 The teaching methods used in the module facilitate better

understanding of the lessons discussed.

2.5 The quality of teaching reflected in this module is good.

MODULE SUPPORT

3.1 The module is well-organized.

3. The learning resources as suggested in the module are helpful to my

learning.

3.3 The reading list is helpful.

3.4 The course coach is accessible and available anytime through any
available means of communication.

51
 1.6 The course coach is approachable and helpful to all my module
related concerns.

4. MODULE ASSESSMENT AND FEEDBACK

4.1 The assessment requirements and marking criteria are clear.

4.2 The assessment task and associated marking criteria are bearable
and manageable.

4.3 The balance between teachings (e.g. lectures, seminars, online) and
independent learning is appropriate.

4.4 The module prepares me thoroughly for the assessment tasks.

4.5 Feedback throughout the module helps me to develop and improve

all facets of my learning process (this may include feedback on
formative/summative assessments, Q&A sessions, tutorials, email
communications).

5. OVERALL SATISFACTION

5.1 In general, I am satisfied with the quality of this module.

The What do you like most about this module?

What are your suggestions to improve this module?

* Adopted but modified from https://www.worc.ac.uk/aqu/documents/Module_Evaluation_Questionnaire.docx

Thank you for your comments and feedback.

52