Foundation of Special and Inclusive Education

MODULE 1

LEGAL AND EDUCATIONAL FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

All professional education courses that you take in Teacher Education Program are meant to give
you a strong foundation upon which to base your practices as classroom teacher with English or
Mathematics as major field of specialization. Module 1 has attachment that you should read first to
introduce you to what it means to be a graduate of teacher education. This first module provides the
legal and educational foundation of special and inclusive education.
I. Objectives. The readings provided in this module will enable you to:
1. relate the provision of special education and inclusive education to the course program you
are taking.
2. state the legal and educational foundation of special and inclusive education in the
Philippine context
3. define special education and inclusive education.

II. Anticipatory Set

Read and reread the Program Outcomes of the Course BSEd Major in English (if you are an English
major or Mathematics (if you are a math major)
What is expected of you as future English or Math teacher is defined by the program outcomes and
performance indicators cited in the Attachment M-1.
These are the same outcomes and indicators that will be expected of you whatever kind of students
you will have whether in a regular or special class. Even within a regular class, you will have
students that are differently- abled that need different treatment from the mainstream students.
Who are they and how must we treat them?
III. Lesson Proper
Let’s look at some of the laws that should guide us in our work as teachers. Laws are meant to
be followed.
a. The 2030 Agenda for Sustainable Development of the United Nations. The Philippines is
signatory to this UNO Plan of Action therefore we are bound to abide by this. This Plan of
Action lists 17 Sustainable Goals and 169 targets. The provisions in BOX A are relevant to our
course.
BOX A
Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all.
Targets:
4.5. By 2030, eliminate gender disparities in education and ensure equal access to all
levels of education and vocational training for the vulnerable, including persons with
disabilities, indigenous peoples and children in vulnerable situations.
 4.7. By 2030, ensure that all learners acquire the knowledge and skills needed to
promote sustainable development, including among others, through education for
sustainable development and sustainable lifestyle, human rights, gender equality, promotion
of a culture of peace and non-violence, global citizenship and appreciation of cultural
diversity and of culture’s contribution.
4.7.a. Build and upgrade education facilities that are child, disability and gender
sensitive and provide safe, non-violent, inclusive and effective learning environment.

b. Republic Act No. 10533. The provision pertinent to our course is in Box B

BOX B
The Dep Ed shall adhere to the following standards and principles in developing the
enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate.

In the Implementing Rules and Regulations (IRR) of R.A. 10533 inclusiveness is explained in
Box C.

BOX C
Section 8.… inclusiveness in 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.
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 goal, 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 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.
 What is inclusion then?
BOX D
Inclusion is a philosophy that brings diverse students, families, educators, and community
members together to create schools and other social institutions based on acceptance,
belonging, and community (Sapon-Shevin, 2003). Inclusion recognizes that all students
are learners who benefit from a meaningful, challenging, and appropriate curriculum
delivered within the general education classroom, and from differentiated instruction
techniques that address their unique strengths and challenges (Spencer Salend, 2008).
Inclusion seeks to provide all students with fairness rather than sameness by establishing
collaborative, supportive, and nurturing communities of learners that are based on giving
all students the services and accommodations they need to succeed, as well as respecting
and learning from each other’s individual differences.
Inclusion programs also provide all students with access to a challenging, engaging.
and flexible curriculum that helps them to be successful in society. To achieve this,
educators establish individualized expectations for all students that are based on the
general education curriculum, and offer differentiated teaching practices to
accommodate students’ individual differences and to help all students succeed.

Inclusion is an important and essential feature special education. What then is special
education?

BOX E
Special education involves delivering and monitoring a specially designed and
coordinated set of comprehensive, research-based instructional and assessment practices
and related services to students with learning, behavioral, emotional, physical, health, or
sensory disabilities. These instructional practices and services are tailored to identify and
address the individual challenges and strengths of students to enhance their educational,
social, behavioral, and physical development, and to foster equity and access to all
aspects of society.

You will be learning more about inclusion and special education in the next module.
Meanwhile, do what is asked of you in EXERCISE M-1
IV. Application

EXERCISE M-1
Write your observation about SLTCFPDI. Is your school inclusive? If you say
YES, explain why. If you say no, explain why not? Cite examples to justify
your answer.

N.B. Write your answer in your notebook. Don’t submit yet, you might
want to change your answer after taking up Module 2.
ATTACHMENT M-1

1. Degree Program. The degree program is called Bachelor of Secondary Education (BSEd) Major in
English.
2. Nature of the Field of Study
The BSEd is an undergraduate teacher education program designed to equip learners with
adequate and relevant competencies to teach in their chosen area of specialization/major in the
secondary level.
3. Degree/Program Goals
The BSEd degree program aims to develop highly motivated and competent teachers
specializing in the content and pedagogy for secondary education.
4. Specific Professions/Careers/Occupations for graduates
After completion of all academic requirements for the degree/program, graduates of BSEd
should be able to practice the teaching profession in the Secondary Level.
5. Allied Fields
The BSEd degree program draws from various allied discipline like social sciences, science, math,
technology, languages, and humanities to ensure that the graduates have a multi-disciplinary
preparation in content and pedagogy.
6. Program Outcomes
The minimum standards for the BSEd degree program are expressed in the following set of
learning outcomes:
6.1. Common to all programs in all types of schools.
The graduates have the ability to:
a. Articulate and discuss the latest developments in the specific field of practice
b. Effectively communicate in English and Filipino, both orally and in writing
c. Work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams.
d. Act in recognition of professional, social, and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage (based on RA 7722).
6.2. Common to the discipline (Teacher Education)
a. Articulate the rootedness of education in philosophical, socio-cultural, historical,
psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range if teaching methodologies and delivery modes
appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches, and resources
for diverse learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes
 g. Practice professional and ethical teaching standards sensitive to the local, national, and
global realities
h. Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.
6.3. Specific to Bachelor of Secondary Education major in English
a. Possess broad knowledge of language and literature for effective learning
b. Use English as a glocal language in a multilingual context as it applies to the teaching of
language and literature
c. Acquire extensive reading background in language, literature, and allied fields
d. Demonstrate proficiency in oral and written communication
e. Show competence in employing innovative language and literature teaching
approaches, methodologies, and strategies
f. Use technology in facilitating language learning and teaching
g. Inspire students and colleagues to lead relevant and transformative changes to improve
learning and teaching language and literature
h. Display skills and abilities to be a reflective and research-oriented language and
literature teacher.

7. Performance Indicators
A. BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

Program Outcomes Performance Indicators

a. Possess broad  Integrate the relationship of language, literature,
knowledge of culture, and society in the teaching-learning
language and process
literature for  Conduct an independent investigation of a selected
effective learning structure of English in the context of the language
classroom
 Critique selected literary pieces using appropriate
literary theories
b. Use English as a  Incorporate features of English as a glocal language
glocal language in a in the design of the curriculum, learning activities,
multilingual and materials
context as it  Draft a proposal for an implement a community-
applies to the based English language – or literature-based
teaching of learning program
language and
literature
c. Acquire extensive  Prepare an annotated reading list appropriate for a
reading particular grade level to enhance students’ reading
background in skills
language,  Show the ability to enrich the curriculum to include
literature, and an extensive reading list for learning language,
allied fields literature, and allied fields

d. Demonstrate  Utilize a variety of oral communication forms in

proficiency in oral order to become an effective model to learners
 and written  Prepare original compositions in expository and
communication creative writing

e. Show competence  Employ a variety of innovative teaching

in employing approaches, methodologies, and strategies
innovative  Design learning plans following expectations of the
language and curricula for Grades 7 -10
literature teaching  Perform one independent and one supervised
approaches, teaching demonstration
methodologies,  Construct appropriate assessment tools for the
and strategies language and literature classroom
f. Use technology in  Design computer-assisted language and literature
facilitating learning tasks
language learning  Prepare one independent and one supervised
and teaching technology-based lesson
g. Inspire students  Conduct a community language profiling survey to
and colleagues to make lessons more localized
lead relevant and  Draft a proposal for and implement a community-
transformative based English language- or literature-based
changes to learning program
improve learning
and teaching
language and
literature
h. Display skills and  Conduct a comprehensive language profiling to
abilities to be a identify students’ needs
reflective and  Conduct an analysis of assessment results to
research-oriented improve teaching and learning in the language
language and classroom
literature teacher  Conduct research concerning the teaching and
learning of language and literature.

6.3. For Bachelor of Secondary Education Major in Mathematics

a. Exhibit competence in mathematical concepts and procedures

b. Exhibit proficiency in relating mathematics to other curricular areas
c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of
mathematics
d. Demonstrate competence in designing, constructing and utilizing different forms of
assessment in mathematics
e. Demonstrate proficiency in problem-solving by solving and creating routing and non-routine
problems with different levels of complexity
f. Use effective appropriate approaches, methods and techniques in teaching mathematics
including technological tools
g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment,
discovery and gaining insights of the world.
 B. BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

Program Outcomes Performance Indicators

Exhibit competence in mathematical  Explain and illustrate clearly, accurately, and

concepts and procedures comprehensively the basic mathematical concepts
using relevant examples as needed
 Demonstrate in detail basic mathematical
procedures
 Show the connections between mathematical
concepts that are related to one another
 Provide examples to illustrate the application of
mathematical concepts and procedures
Exhibit proficiency in relating  Create a curriculum guide that shows how
mathematics to other curricular areas mathematics can be integrated with other
curricular areas
 Identify teaching activities which support the
implementation of the curriculum guide
 Develop and utilize instructional materials that
support the integration of mathematics with other
curricular areas
 Utilize appropriate technologies to achieve the
learning outcomes
Manifest meaningful and  Demonstrate skills in various methods of learning in
comprehensive pedagogical content mathematics such as, conducting investigations,
knowledge (PCK) of mathematics modeling, and doing research
 Create and utilize various learning experiences in
the classroom which develop the learners skills in
discovery learning, problem solving, and critical
thinking
Demonstrate proficiency in problem-  Demonstrate skills in various problem solving
solving by solving and creating heuristics
routine and non-routing problems  Select suitable examples to explain the various
with different levels of complexity problem solving heuristics
 Manifest creativity and critical thinking when
selecting examples and problems to be used in the
classroom and in the assessment of students’
learning
 Use varies resources for selecting and creating
problems to develop the students’ problem solving
skills

Frajenkin
\January 22 2024