Review of

the Bases
EDUC 102 – Foundations of Special

Psychological and
and Inclusive Education
MTh 4:30pm – 6:00pm

Philosophical Bases Presented by:

Ivan Glenn Agot (leader)
Adrian Acenas
Melojane Ambos
Objectives
At the end of the lesson, the learners should be able to;

• Identify various psychological theories related to

learning disabilities and other special needs.
• Reflect empathy and sensitivity towards individuals
with diverse needs, recognize their importance of their
inclusion in educational settings.
• Illustrate the interconnections between psychological
and philosophical bases.
Activity 1:

Fix me!
MECHANICS
• The class will be quickly divided into eight (8)
groups.
• Scattered letters will be displayed on the
screen and will have to be formed as a single
word. Note that the time limit for each word
is only 5 seconds.
• Once your group has formed an answer,
quickly raise ONE HAND only from the group.
Only the first hand to raise will be allowed to
answer.
• Write all your seat numbers and group # on
 I
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S
SOCIAL
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N
MIND I
 S H

G RIGHTS
T

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LEARN
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SPECIAL
C A
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PSYCHOLOGICAL
BASES
 PSYCHOLOGICAL BASES

Jean Piaget Albert Bandura Lev Vygotsky Jean Lave

Jean Piaget’s Cognitive
Development
Stage 1
Sensorimotor Stage (Birth to age 2)

During this stage, the child begins to develop:

• Reflexes
• Habits
• Hand-eye coordination

• Object Permanence
- knowing something exists, even though
it can’t be seen.
Jean Piaget’s Cognitive Stage 2
Development Pre-Operational Stage (ages 2 -7 years-old)
 Intelligence at this stage is mainly intuitive, instead of
logical.
During this stage, the child begins to develop:
• Symbolic Function
- This is the ability to represent objects and events.
• Egocentrism
-This the tendency of the child to only see his point of view and to
assume that everyone also has his same point of view.
• Centration
- This refers to the tendency of the child to only focus on one
aspect of a thing or event and excluded other aspects.
• Irreversibility
- Pre-operational children still have the inability to reverse
their thinking.
• Animism
- This the tendency of children to attribute human like traits
or characteristics to inanimate objects.
• Transductive Reasoning
- This refers to the pre-operational child’s type of reasoning
that is neither inductive nor deductive.
Jean Piaget’s Cognitive
Development
Stage 3
Concrete-operational Stage(ages 8-11 years-old)
 This stage is characterized by the ability of the child to think
logically but only in terms of concrete objects
During this stage, the child begins to develop:
• Decentering
- This refers to the ability of the child to perceive the different
features of objects and situations.
• Reversibility
-During the stage of concrete operations can be done in reverse.
• Conservation
- This is the ability to know that certain properties of objects like
number, mass, volume, or area do not change even if there is a
change in appearance.
• Seriation
- This refers to the ability to order or arrange things in a series
based on one dimension such as weight, volume or size.
Jean Piaget’s Cognitive
Development

Stage 4
Formal Operational Stage(ages 12-15 years-old)
 In the final stage of formal operations, thinking
becomes more logical.
During this stage, the child begins to develop:
• Hypothetical Reasoning
- This refers to the ability to come up with different hypothesis
about a problem and to gather and weigh data in or to make a
final decision or judgement.
• Analogical Reasoning
- This is the ability to perceive the relationship in one instance and
then use that relationship to narrow down possible answers in
another similar situation or problem.
• Deductive Reasoning
- This is the ability to think logically by applying a general
rule to a particular instance or situation.
 PSYCHOLOGICAL BASES

Jean Piaget Albert Bandura Lev Vygotsky Jean Lave

Albert Bandura’s Social
This theory posits that observation, imitation,
Learning Theory
and modelling are central components of the
learning process, and that behaviorism alone
can’t account for every kind of learning. It also
emphasized that four conditions were
necessary in any form of observing and
modeling behavior namely:
1. Attention
2. Retention
3. Reproduction
4. Motivation
Albert Bandura’s Social
This theory posits that observation, imitation,
Learning Theory
and modelling are central components of the
learning process, and that behaviorism alone
can’t account for every kind of learning. It also
emphasized that four conditions were
necessary in any form of observing and
modeling behavior namely:
To learn from observing
1.Attention others, individuals must pay
attention.
2. Retention
3. Reproduction
4. Motivation
Albert Bandura’s Social
This theory posits that observation, imitation,
Learning Theory
and modelling are central components of the
learning process, and that behaviorism alone
can’t account for every kind of learning. It also
emphasized that four conditions were
necessary in any form of observing and
modeling behavior namely:

1. Attention
After paying attention, the
2.Retention observer must be able to
remember what they saw.
3. Reproduction
4. Motivation
Albert Bandura’s Social
This theory posits that observation, imitation,
Learning Theory
and modelling are central components of the
learning process, and that behaviorism alone
can’t account for every kind of learning. It also
emphasized that four conditions were
necessary in any form of observing and
modeling behavior namely:

1. Attention
2. Retention
The observer must
3.Reproduction have the physical and
mental capability to
reproduce the
4. Motivation observed behavior.
Albert Bandura’s Social
This theory posits that observation, imitation,
Learning Theory
and modelling are central components of the
learning process, and that behaviorism alone
can’t account for every kind of learning. It also
emphasized that four conditions were
necessary in any form of observing and
modeling behavior namely:

1. Attention
2. Retention
3. Reproduction
Lastly, individuals need a
4.Motivation reason or motivation to
imitate the observed
behavior.
Albert Bandura’s Social
Learning Theory

Concepts of Social Learning Theory

Social Learning Theory describes how
students absorbs, process and retain
knowledge during learning. Cognitive,
Emotional and environmental influences,
as well as prior experience, all play part
in how understanding, or a world view, is
acquired or changed and knowledge and
skills retained.

1. Vicarious Learning

2. Self-regulated Learning (SRL)

Albert Bandura’s Social Concepts of Social Learning Theory
Learning Theory Social Learning Theory describes how
students absorbs, process and retain
knowledge during learning. Cognitive,
Emotional and environmental influences,
as well as prior experience, all play part
in how understanding, or a world view, is
acquired or changed and knowledge and
skills retained.

1. Vicarious Learning
demonstrates how individuals can learn from
the experiences and expertise of others.

2. Self-regulated Learning (SRL)

Albert Bandura’s Social Concepts of Social Learning Theory
Learning Theory Social Learning Theory describes how
students absorbs, process and retain
knowledge during learning. Cognitive,
Emotional and environmental influences,
as well as prior experience, all play part
in how understanding, or a world view, is
acquired or changed and knowledge and
skills retained.
1. Vicarious Learning

2. Self-regulated Learning (SRL)

Showcases an individual’s ability to take
control of their own learning journey.
 PSYCHOLOGICAL BASES

Jean Piaget Albert Bandura Lev Vygotsky Jean Lave

Lev Vygotsky’s • This theory asserts that the
Scaffolding cognitive development of the
children is advanced through
social interaction with other
people, particularly those who are
more skilled.
• Vygotsky believed that social
learning come before cognitive
development, and that children
construct knowledge actively.
• Scaffolding means of a temporary
structure on the outside of a
building
 PSYCHOLOGICAL BASES

Jean Piaget Albert Bandura Lev Vygotsky Jean Lave

Jean Lave’s Situated • This theory is based on the
Learning Theory assumption that knowledge should
be presented in authentic context
that involve its application
• It claims that every human thought is
adopted to the environment, that is
situated because what people
perceive, how they conceived of
their activity and what physically
develop together
• Social Interaction and collaborations
are essential components of situated
learning theory
 PSYCHOLOGICAL BASES

Jean Piaget Albert Bandura Lev Vygotsky Jean Lave

Jean Piaget’s Albert Bandura’s Lev Vygotsky’s Jean Lave’s

Cognitive Social Learning Scaffolding Situated
Development Theory Learning Theory
PHILOSOPHICAL
BASES
PHILOSOPHICAL BASES
This is the general
philosophy of This includes
special education is INCLUSIVITY
that all people have
the ability to learn,
EQUALITY
regardless of their
particular
disabilities.
INCLUSIVITY • Inclusive education allows children with special
needs to receive a free and appropriate
the practice or policy education along with non-disabled students in
of including people the regular classroom.
who might otherwise
be excluded such as • Inclusion philosophy rests on the idea that
those who have every individual, regardless of his/her
physical and mental disabilities, has the right to be incorporated
disabilities. fully into the fabric of society.
• Inclusion is the keystone of today’s education
which applies to accommodate or include all
human beings.
 4 Principles of Equality
EQUALITY
ONE Three
all people will be The right to recognition The right to equal
treated fairly, of the equal worth and
equal dignity of each
protection and benefit of
the law
irrespective of their human being
age, sex or race.
Two Four
The right to equality The right to be treated
before the law with the same respect
 PHILOSOPHICAL BASES

INCLUSIVITY EQUALITY
 ANALYSIS
What is the importance of the Psychological
Theories in relation with Special and
Inclusive Education?

How do we put into practice Inclusivity and

Equality in our daily lives?

What skills should we develop when

interacting with individuals with special
needs?
ACTIVITY 2:
SCENARIOS
MECHANICS
• The class will be quickly divided into four (4) groups.
• A question will be presented on the screen which will be used for the whole duration
of the activity.
• All groups must create a scenario that is related with the question presented on the
screen. Example, “an autistic student is struggling in his mathematics assignment”
• After creating the scenarios, group 1 will first present their scenario and group 3 will
answer the question based from the scenario.
• Group 2 will be next to present their scenario which will be answered by the group 4.
• The rest of the groups will follow the same pattern, presenting their scenarios from
the same group that they answered from.
• In the case of having the exact same scenario, your group should change it and will
be given an extension of 25 seconds.
• Time limit is 45 seconds for creating the scenarios and 30 seconds only for
brainstorming an answer presented there and then.
QUESTION
• What characteristics and
personality should you show in
this scenario or how can you
help the person?
EVALUATION

Instructions:
• Get ¼ sheet of paper then write your seat # in the
upper right corner of your paper. On the upper left
corner, write the date today.
• You’ll only have 20 seconds answer each question.
• Write the letter of the right answer in lowercase
form.
 EVALUATION

1. Observation, imitation, and modelling are central components

of the learning process, and that behaviorism alone can’t account
for every kind of learning.

a. Behavioral Theory c. Scaffolding Theory

b. Social Learning Theory d. Situated Learning Theory
 EVALUATION

2. The practice of including people who might otherwise be

excluded such as those who have physical and mental
disabilities.

a. Equality c. Exclusivity
b. Sociological d. Inclusivity
 EVALUATION

3. This stage is characterized by the child to think logically

but only in terms of concrete objects.

a.Formal Operation Stage c. Concrete

Operational Stage
b. Pre-operational Stage d. Sensori-motor Stage
 EVALUATION

4. This theory is based on the assumption that knowledge

should be presented in authentic context that involve its
application.

a. Behavioral Theory c. Cognitive Development

Theory
b. Social Learning Theory d. Situated Learning Theory
 EVALUATION

5. This is the stage where children learn logical rules to

understand abstract concepts and solve problems.

a. Formal Operation Stage c. Concrete Operational

Stage
b. Pre-operational Stage d. Sensori-motor Stage
 EVALUATION

6. All people will be treated fairly, irrespective of their age,

sex or race.

a. Equality c. Exclusivity
b. Sociological d. Inclusivity
 EVALUATION

7. This theory asserts that the cognitive development of the

children is advanced through social interaction with other
people.

a. Behavioral Theory c. Scaffolding Theory

b. Social Learning Theory d. Situated Learning Theory
 EVALUATION

8. This theory focuses not only on understanding how

children acquire knowledge, but also on understanding the
nature of intelligence.

a. Behavioral Theory c. Cognitive Development

Theory
b. Social Learning Theory d. Sensori-motor Stage
 EVALUATION

9. The stage where an infant begins to understand the world

around them by using their senses and bodily objects.

a. Formal Operation Stage c. Concrete Operational

Stage
b. Pre-operational Stage d. Sensori-motor Stage
 EVALUATION

10. The stage where the child can now make mental
presentation and is able to pretend.

a. Formal Operation Stage c. Concrete Operational

Stage
b. Pre-operational Stage d. Sensori-motor Stage
ASSIGNME
NT
ASSIGNME
NT
THANK YOU FOR
Create a concept map about
LISTENING
psychological bases AND
and give
specificPARTICIPATING
example in a 1 whole
short bond paper be creative
but do not exaggerate it.